CAA Accreditation Application: Faculty Data Collection Worksheet

CAA Accreditation Application Faculty Data Collection Worksheet

Instructions:  Use this worksheet to collect data about faculty who are employed by the university and contribute to the FTE of the graduate accredited program.  Include full-time and part-time faculty and instructional and supervisory staff that contributed to the accredited graduate program during the most recently completed academic year.  Do not list practicum supervisors who are not employed by the university.

Faculty Member’s Name: Rhea Paul

Academic Rank: Adjunct Lecturer Instructor Assistant Professor Associate Professor X Full Professor Emeritus Other: Specify:

Employment Status: (Employment status is based on the individual’s status assigned by the university.) X Full-time Part-time

What is the role of this individual to the graduate program? (Select all that apply) Clinic Director Clinical supervisor X Department Chair Instructional faculty Program director Other Specify:

Indicate the program(s) for which this faculty member contributes a percentage of FTE. (Select all that apply) Associates Bachelors Masters Audiology X Masters Speech Masters Sciences Doctoral Audiology Doctoral Speech Doctoral Sciences CAA Accreditation Application Faculty Data Collection Form Page | 1 Tenure Status: Non-tenured and not on a tenure track Non-tenured and on a tenure track X Tenured Date granted:

Educational Background: Provide the degree, institution, year granted, and major for all of the degrees earned by this individual holding a faculty appointment to the graduate accredited program and who is employed by the university. Degree Earned Institution Name Year Granted Major (mm/dd/yyyy) Ph.D. University of WI-Madison June 1, 1981 CSC

NOTE: When data entering information into the HES interface, some data will already be populated. Please verify this information and provide edits as needed. Information for additional degrees earned may be added.

Indicate major areas of research interest. (Select all that apply) Accent Modification Head and neck cancers/Laryngectomy Articulation/phonological disorders Hearing aids Assistive listening devices Hearing conservation Audiologic (re)habilitation Hearing disorders Auditory/vestibular physiology Interoperative monitoring Augmentative/alternative communication Language acquisition X Autism spectrum disorders X Language disorders Balance disorders Learning disabilities Brain-stem implants Linguistics/psychololinguistics Central auditory processing Literacy Cleft palate Neurogenic communication disorders Cochlear implants Orofacial myfunctional disorders Cognitive-communication disorders Otoacoustic emissions Counseling Psychoacoustics Cultural and linguistic variables Speech acquisition Diagnostic/clinical processes Speech disorders Electrocochleography Supervision Electrophysiology Swallowing disorders Fluency Tinnitus Genetics Universal newborn hearing screening Hair cell regeneration Voice Disorders Other: (Specify)

CAA Accreditation Application Faculty Data Collection Form Page | 2 List publications, presentations completed within the past 3 years. Note: Your response must not exceed 5000 characters. Please complete a word count on your response to ensure this limit is not exceeded.

Paul, R. & Flipsen, P. (2010). Child Speech Sound Disorders: In Honor of Lawrence D. Shriberg. San Diego: Plural Publishers. Schoen, E., Paul, R., & Chawarska, K. (2010). Vocal Production in Toddlers with Autism Spectrum Disorders. In R. Paul & P. Flipsen (Eds.). Child Speech Sound Disorders: In Honor of Lawrence Shriberg. San Diego: Plural Publishers. Weiss, D. & Paul, R. (2010). Developmental language disorders. In J. Damaico, N. Mueller & M. Ball (Eds.) Handbook of Language and Speech Disorders (pp. 178-209). N.Y.: Wiley-Blackwell Publishing. Paul, R., & Gilbert, K. (2010). The development of communication and language. In E. Hollander, A. Kolevzon, & J. Coyle (Eds.). Textbook of Autism Spectrum Disorders (pp. 151-163). Arlington, VA: American Psychiatric Publishing, Inc. Prelock, P., Paul, R., & Allen, E. (2011). Evidence-Based Treatments in Communication for Children with Autism Spectrum Disorders. In F. Volkmar & B. Reichow (Eds.) Evidence-based treatments for children with ASD (pp. 93-170). N.Y.: Springer. Paul, R., & Gilbert, K. (2011). Developmental language disorders: Lifetime course and strategies for intervention. In P. Lowlin, T. Charman & M. Ghaziuddin (Eds.). Sage Handbook of Developmental Disorders. (pp. 349-364). London: Sage. Paul, R. (2011). What is social skills training? In S. Bolte & J. Hallmayer (Eds.). Autism spectrum conditions (pp. 198-200). Cambridge, MA: Hogrefe Publishing. Paul, R. & Norbury, C. (2012). Language disorders from infancy through adolescence: Listening, speaking, reading, writing, and communicating-4th Ed. St. Louis, MO: Elsevier. Tsiouri, I. & Paul, R. (2012). Rapid Motor Imitation Antecedent Training. Baltimore: Paul H. Brookes Publishers. Paul, R. & Ellis Weismer, S. (2013). Late talking in context: The clinical implications of delayed language development. In L. Rescorla & P. Dale (Eds.). Late talkers: Language development, interventions, and outcomes. (pp. 203-217). Baltimore: Paul H. Brookes Publishers Kim, E. S., Paul, R., Shic, F., & Scassellati, B. (2012). Bridging the research gap: Making HRI useful to individuals with autism. Journal of Human-Robot Interaction , 1 (1). Kim, E. S., Berkovits, L. D., Bernier, E. P., Leyzberg, D., Shic, F., Paul, R., & Scassellati, B. (2013). Social robots as embedded reinforcers of social behavior in children with autism. Journal of autism and developmental disorders , 1-12.

List grants awarded within the past 3 years. Mechanisms of Social Engagement in Autism Spectrum Disorders P50 MH 081756 (Volkmar, Fred) 04/01/08 – 03/31/13 NIMH Goal: to assess auditory preferences for speech in toddlers with ASD in order to understand neurodevelopmental processes and risk factors pertinent to early intervention. Role: PI Project 3: Auditory Mechanisms in Social Engagement in Infants with ASD

Note: Your response must not exceed 5000 characters. Please complete a word count on your response to ensure this limit is not exceeded.

List activities related to clinical service delivery over the past 3 years. Note: Your response must not exceed 5000 characters. Please complete a word count on your response to ensure this limit is not exceeded. CAA Accreditation Application Faculty Data Collection Form Page | 3 List clinical supervision experiences within the past 3 years. Note: Your response must not exceed 5000 characters. Please complete a word count on your response to ensure this limit is not exceeded.

List professional development completed within the past 3 years. Provide the title/topic of activities (can include continuing education activities, attendance and professional meetings, completion of course work, in-services). Note: Your response must not exceed 5000 characters. Please complete a word count on your response to ensure this limit is not exceeded.

ASHA CE Transcript – 2011 CoursesAccount InformationName: Rhea Paul Account Number: 00874826 Active Certification Maintenance Interval: 2012–2014 2011 Courses on My ASHA CE Transcript

This is not an official ASHA CE Transcript.

ASHA CEU Date Course Name CEUs

11/19/2011 0.65 ASHA Annual Convention 2011

11/16/2011 0.25 2011 CSAP Conference

RTI for Comprehension: Tackling Reading Comprehension From It's Language 10/13/2011 0.30 Roots

04/16/2011 0.60 Understanding Autism Spectrum Disorder: From Basic Science to Intervention

Executive Function Skills in Children and Adolescents: Assessment and 04/13/2011 0.20 Treatment

04/01/2011 1.00 Spring 2011 Conference

03/16/2011 0.40 2011 Lobby Day

01/14/2011 0.70 Language in Autism

CAA Accreditation Application Faculty Data Collection Form Page | 4 ASHA CE Transcript – 2012 Courses Account InformationName: Rhea Paul Account Number: 00874826 Active Certification Maintenance Interval: 2012–2014 2012 Courses on My ASHA CE Transcript

ASHA CEU Date Course Name CEUs

12/10/2012 0.40 Language Development in ASD

11/17/2012 0.90 ASHA Annual Convention 2012

A Behavioral Approach to Language Assessment and Intervention for Individuals 10/26/2012 1.15 with Autism and Other Developmental Disabilities

06/23/2012 1.00 Consensus Conference on a Post-Entry Clinical/Professional Doctorate in SLP

06/09/2012 1.05 33rd Annual Symposium in Child Language Disorders

04/26/2012 0.45 Student-Professional Lobby Day, 2012

04/21/2012 1.40 2012 CAPCSD Annual Conference

04/13/2012 0.90 CSHA 2012 Spring Conference

ASHA CE Transcript – 2013 Courses Account Information Name: Rhea Paul Account Number: 00874826 Active Certification Maintenance Interval: 2012–2014 2013 Courses on My ASHA CE Transcript

CEU Date ASHA CEUs Course Name

05/03/2013 0.60 Speech-Language Pathology & Audiology: Research to Practice

04/20/2013 1.30 2013 CAPCSD Annual Conference

List professionally-related service activities for the past 3 years. Note: Your response must not exceed 5000 characters. Please complete a word count on your response to ensure this limit is not exceeded.

CAA Accreditation Application Faculty Data Collection Form Page | 5 Editor for Language, JSLHR Program Committee ASHA Convention, 2012, 2014.

Provide the percentage (in decimals) of FTE breakout allocated to the graduate program for the most recently completed academic year (all through and including summer). Enter “0” where no time has been allocated for a particular area. The FTE reported below must represent only the percent of FTE contribution to the graduate accredited program. (For example: if a full-time faculty member contributes .25 to the undergraduate CSD program, then the total FTE contribution breakout to the graduate accredited program should equal .75)

Residential Distance Satellite Combined Program Education Program Residential + Only Only Only other mode of delivery** Classroom teaching 33 Academic and clinical program 33 administration Academic and clinical advising 20 Supervision Research 14 Other (services on committees supporting the graduate program, NSSLHA advising) Total * * When entering data into the HES interface the total FTE will be system calculated. Be sure to verify this total is an accurate representation of this individual’s FTE contribution to the graduate program for which you are seeking accreditation.

**Please note that the “Combined Residential + other mode of delivery” column is for faculty that provide FTE to residential programs and either distance or satellite education simultaneously. It is not meant to be a “total” column. Total FTE will be calculated in the PDF confirmation file once the report is completed and submitted.

CAA Accreditation Application Faculty Data Collection Form Page | 6