TOWSON UNIVERSITY
[pic]
OFF CAMPUS MANUAL
FOR SPEECH-LANGUAGE PATHOLOGY
2013-2014
Department of Audiology, Speech-Language Pathology and Deaf Studies
Towson University
8000 York Road
Towson, MD 21252-0001
TABLE OF CONTENTS
Welcome Letter 4
MISSION STATEMENTS
College of Health Professions Mission Statement 6
Department of Audiology, Speech-Language Pathology and Deaf Studies Mission Statement 7
Profile of the Department of ASLD Post-Baccalaureate Programs 8-9
ASHA NATIONAL CERTIFICATION REQUIREMENTS
Standards for Certificate of Clinical Competence 11
ASHA Guidelines – Knowledge and Skills Assessment 12
COURSE SYLLABI
Graduate Clinical Practicum 14
SPPA 746 15-19
SPPA 747 20-24
SPPA 748 25-29
SPPA 799 30-34
POLICIES AND PROCEDURES
Policies and Procedures for the TU Practicum 36-41
College of Education Center for Professional Practice Information 42-43
Program Availability Requirements 44-45
Clinical Practicum Behavior Code 46-47
TU Education Program Behavior Policy 48-53
Policy regarding Removal from Practicum 54-55
Professional Year Assistance Plan 56
Criminal Background Check Policy 57-58
CHP Policies and Procedures 59-61
Off-Campus Supervisor Stipend Letter…………………………………………………………62
TYPHON Memo to Supervisors………………………………………………………………..63
TYPHON Instructions…………………………………………………………………………..64
CLINICAL PRACTICUM GRADING POLICY
Off Campus Clinical Practicum Grading Policy 66-67
Student Level 68
Practicum Evaluation Form 69
Practicum Evaluation Scale 70-80[
THE SUPERVISORY PROCESS
Timeline for Student Clinician Training 82
Roles and Responsibilities of Supervising Clinician 83
Descriptor List 84
Giving Effective Feedback 85
Receiving Constructive Feedback 86
Roles and Responsibilities of Student Clinician 87
Responsibilities of TU Clinic Administrator and Liasons 88
OFF-CAMPUS FORMS
Due Dates for Paperwork 90
Agreement with Off-Campus Facilities 91-93
CAA Form 94-96
Directions Form Off -Campus 97
Practicum Evaluation Report 98
Clock Hours Report 99
Percent of Observation Form 100
Student Evaluation of Off Campus Supervisor 101
Off Campus Visitation Report 102
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Speech, Language & Hearing Center
Towson University-8000 York Road-Towson, MD 21252-0001
Voice or TDD: 410-704-3095 - Fax: 410-704-6303
Dear Off-Campus Supervisors and Students,
This manual should give you an overview of the off-campus practicum experience. Please take time to look through the manual to familiarize yourselves with the policies/procedures and the required paperwork. The information presented in this manual is intended to achieve standard practice which conforms to university, state and federal guidelines and requirements for student graduation and certification with the American Speech, Language and Hearing Association. We hope that this will be a valuable learning experience for the students and a rewarding experience for the supervisors.
On behalf of the students and faculty of the Department of Audiology, Speech-Language Pathology and Deaf Studies, we would like to especially thank all supervisors for providing this practicum opportunity. The supervision and clinical services you provide are an integral part of our graduate education program. We value your time, energy and commitment to clinical teaching.
Please contact me if you have any questions or concerns before or during the practicum experience. You can reach me by email at kpottash@towson.edu or by phone at 410-704-3607. My staff and I look forward to our scheduled visits during the semester.
Sincerely,
Karen Pottash, M.A., CCC-SLP
Clinical Administrator
Department of Audiology, Speech-Language Pathology and Deaf Studies
Towson University
8000 York Road
Towson, Maryland 21252
Mission Statements for the College of Health Professions and the Department of, Speech-Language Pathology, and Deaf Studies
TOWSON UNIVERSITY
COLLEGE OF HEALTH PROFESSIONS
VISION
To be a preeminent leader in the education of health and sport-related professionals for clinical practice, education, management, and research and in the provision of initiatives that support the integration of health, wellness and education.
MOTTO
Optimizing Wellness for Life
MISSION
To provide the highest quality of undergraduate and graduate education in a wide range of health care and sport-related professions, which promotes and enhances health and human performance. Graduates will exhibit the highest ethical principles and professional behavior in the application of knowledge and critical thinking, the proficient use of skills, the effective use of communication, and the meaningful use of technology within disciplinary and interdisciplinary settings. They will display a commitment to the development of knowledge, leadership, competence, diversity, and social justice. The College contributes to the wellness of all students through a wide variety of academic and non-academic activities. Through collaborative research, outreach, and educational partnerships, the College provides support for the health and human performance needs of on- and off-campus communities.
VALUES
The key values of the College of Health Professions are:
• Worth and dignity of all people
• Ethical and moral conduct
• Excellence
• Collaboration
• Life-long learning
• Promotion of wellness across the life-span
PUBLIC RELATIONS STATEMENT
Towson University enrolls more bachelors and masters health care and sport-related professional students than any other institution in the state of Maryland and has one of the largest enrollments in the mid-Atlantic region.
PROFILE OF THE COLLEGE
The College of Health Professions’ mission is accomplished by disciplinary and interdisciplinary efforts of the:
• Department of Audiology, Speech-Language Pathology and Deaf Studies
• Department of Health Science
• Department of Kinesiology
• Department of Nursing
• Department of Occupational Therapy and Occupational Sciences
• Program in Physician Assistant Studies
Department of Audiology, Speech-Language
Pathology and Deaf Studies
Mission Statement
(Revised 2010)
The Department of Audiology, Speech Language Pathology and Deaf Studies educates and inspires students to value human communication in all of its diversity. The faculty is committed to developing students who use critical thinking, high ethical standards, and state-of-the-art skills to guide them throughout their professional careers. The faculty is also committed to demonstrating these qualities through involving students in applied research that focuses on understanding and improving all forms of communication, and through community outreach that enhances the lives of individuals with diverse communication abilities.
PROFILE OF THE DEPARTMENT OF AUDIOLOGY, SPEEECH-LANGUAGE PATHOLOGY AND DEAF STUDIES
POST BACCALAREATE PROGRAMS
The Department of Audiology, Speech-Language Pathology and Deaf Studies Department educates students for clinical positions in Speech and Language Pathology and Audiology in a variety of settings including educations systems, acute care, subacute, and rehabilitation hospitals, skilled nursing facilities, and private practice. The graduate curriculum is consistent with standards set by the Council on Academic Accreditation of the American Speech, Language, and Hearing Association. Each ASLD graduate is expected to perform successfully in the following eight areas:
1. COMMUNICATION
• Demonstrate effective listening skills and communicative effectively with the patient/client, family members, health professionals, and educators.
• Write articulate, accurate clinical reports and scientific papers using appropriate format (e.g. APA), writing style, and content.
• Present training seminars using current information technology.
• Write proposals for research studies.
2. THINKING-CRITICAL, CREATIVE, REFLECTIVE
• Use problem-solving techniques.
• Use critical, creative, and flexible thinking to derive integrated and documented conclusions.
• Analyze and synthesize information.
3. PROFESSIONAL DEVELOPMENT
• Apply theory and content in one’s major.
• Value the relevance of all disciplines in the education, psychological/social, and clinical settings.
• Formulate, investigate, and report results of clinical questions.
• Read, integrate, and apply research.
• Participate in professional organizations and their meetings.
• Develop career goals and plan for continuing education.
• Develop a professional resume.
• Advocate for the profession
• Promote literacy skills across the age span.
4. CLINICAL SKILLS
• Plan, implement, and interpret assessment protocols for specific communication disorder sand differences based on scientific rationale.
• Plan, implement, and interpret treatment goals, objectives, and plans.
• Maintain clinical records in an organized and confidential manner.
• Anaylyze and modify client’s communication and related behaviors.
• Develop behavioral observation skills.
5. INTERPERSONAL SKILLS
• Accept responsibility for one’s own actions.
• Display a positive, non-judgmental attitude.
• Demonstrate effective team skills.
• Display professional behavior and appearance.
• Use self-evaluation for individual development of clinical skills and for professional growth.
• Use good organization and time-management skills.
• Show flexibility in interaction styles depending on communication partner and/or working setting.
6. TECHNOLOGY
• Use current technology for clinical assessment, treatment, and writing.
• Use current assistive technology methods in clinical practice.
• Use information retrieval systems to seek answers to clinical questions.
• Use internet communication systems.
7. DIVERSITY-INTERNATIONAL and DEMOGRAPHIC
• Demonstrate knowledge of concepts in multiculturalism related to SLP and AuD in academic and clinical settings.
• Understand phonological, morphological, syntactic, pragmatic and narrative rules among different cultures.
• Interact in a professional manner in clinical and educational settings with all people regardless of race, color, religion, age, national origin, sex and handicap.
8. ETHICS-PROFESSIONAL PRACTICE
• Use ethical behavior in dealing with clients, their families, and other professionals.
• Deliver clinical services within the professional scope of practice.
ASHA
NATIONAL
CERTIFICATION
REQUIREMENTS
Standards for Certificate of Clinical Competence
Revised January 2005
Standards for entry-level practice include the following requirements:
A. A minimum of 75 semester credit hours (36 at the graduate level) culminating in a master’s, doctoral, or other recognized post-baccalaureate degree. The graduate education in speech-language pathology must be initiated and completed in a program accredited by the Council on Academic Accreditation in Audiology and Speech-Language Pathology (CAA) of the American Speech-Language Hearing Association.
B. Academic coursework in basic sciences and basic communication processes.
C. Professional coursework and clinical proficiency in the following areas:
-articulation
-fluency
-voice and resonance
-receptive and expressive language
-hearing
-swallowing
-cognitive aspects of communication
-social aspects of communication
-communication modalities
D. Skills in oral and written communication and demonstrated knowledge of
ethical standards, research principles, and current professional and regulatory issues.
E. Practicum experiences that encompass the breadth of the current scope of practice with both adults and children from culturally/linguistically diverse backgrounds (with no specific clock-hour requirements for given disorders or settings) resulting in a minimum of 400 clock hours of supervised practicum. At least 375 hours (325 at the graduate level) must be in direct client/patient contact and 25 hours must be in clinical observation. There is a 20 hour minimum in audiology to meet department criteria.
F. A maintenance of certification requirement (Standard VII) that goes into effect on January 1, 2005.
G. Adherence to the American Speech-Language Hearing Association’s Code of Ethics and Scope of Practice in Speech-Language Pathology. Document is printed on ASHA website ()
ASHA GUIDELINES (October, 2002)
Knowledge and Skills Acquisition (KASA)
Standard IV-G: The applicant for certification must complete a program of study that includes supervised clinical experiences sufficient in breadth to achieve the following skills outcomes:
1. Evaluation:
a. Conduct screening and prevention procedures (including prevention activities)
b. Collect case history information and integrate information from clients/patients, family, caregivers, teachers, relevant others, and other professionals
c. Select and administer appropriate evaluation procedures, such as behavioral observations, nonstandardized and standardized tests, and instrumental procedures
d. Adapt evaluation procedures to meet client/patient needs
e. Interpret, integrate, and synthesize all information to develop diagnoses and make appropriate recommendations for intervention
f. Complete administrative and reporting functions as necessary to support evaluation
g. Refer clients/patients for appropriate services
2. Intervention:
a. Develop setting-appropriate intervention plans with measurable and achievable goals that meet clients’/patients’ needs. Collaborate with clients/patients and relevant others in the planning process
b. Implement intervention plans (Involve clients/patients and relevant others in the intervention process)
c. Select or develop and use appropriate materials and instrumentation for prevention and intervention
d. Measure and evaluate clients’/patients’ performance and progress
e. Modify intervention plans, strategies, materials, or instrumentation as appropriate to meet the needs of clients/patients
f. Complete administrative and reporting functions necessary to support intervention
g. Identify and refer clients/patients for services as appropriate
3. Interaction and personal Qualities:
a. Communicate effectively, recognizing the needs, values preferred mode of communication, and cultural/linguistic background of the client/patient, family, caregivers and relevant others
b. Collaborate with other professionals in case management
c. Provide counseling regarding communication and swallowing disorders to clients/patients, family, caregivers, and relevant others
d. Adhere to the ASHA Code of Ethics and behave professionally
SYLLABI FOR
OFF-CAMPUS
CLINICAL
PRACTICUM
CLINICAL PRACTICUM
Revised Summer, 2010
SPPA 487 Clinical Practicum-On Campus (3) credits; Supervised undergraduate clinical experience in the university clinic. Prerequisites: Successful completion of Clinical Observation and Techniques Class (SPPA 416), completed communication screening, G.P.A > 3.5 and 25 hours of observation.
SPPA 690 Clinical Practicum On Campus (3) credits; Supervised graduate clinical experience in the university clinical facility with children and adults who have communication impairments. Prerequisites: Completed communication screening, SPPA 416 (or equivalent documentation of a minimum of 25 hours observation), Graduate standing and consent of the Department.
SPPA 745 Advanced Clinical Practicum On Campus (3) credits; Supervised practicum experience includes the evaluation and treatment of various types of speech, language and/or hearing disorders. Prerequisites: SPPA 690 and consent of the Department.
SPPA 746 Advanced Clinical Practicum Off Campus (3) credits; Advanced clinical practice in programs that service adults. Experience includes identification, assessment, and/or treatment of various types of speech, language, and/or hearing disorders in adult facilities affiliated with TU Department of Audiology, Speech-Language Pathology, and Deaf-Studies. Prerequisites: SPPA 745, 75 clock hours in major track SLP/AUD in a University Speech, Language & Hearing Center, 18 credits of graduate coursework exclusive of clinical practicum, SPPA 690, SPPA 745, G.P.A. > 3.0. and consent of the Department.
SPPA 747 Advanced Clinical Practicum in Schools (3) credits; Advanced clinical practicum in school programs affiliated with TU for graduate students in speech-language pathology and/or audiology track(s). The experience includes the evaluation and treatment of various types of speech, language and/or hearing disorders. Prerequisites: SPPA 690 and 745, 75 graduate clock hours in major track (SLP/AUD) in a University Speech, Language & Hearing Center, G.P.A. > 3.0, and consent of the Department.
SPPA 748 Advanced Pediatric Practicum Off Campus (3) credits; Advanced clinical practicum in pediatric programs affiliated with TU for graduate students in speech-language pathology and/or audiology track(s). The experience includes the evaluation and treatment of various types of speech, language and/or hearing disorders. Prerequisites: SPPA 690 and 745, 75 graduate clock hours in major track (SLP/AUD) in a University Speech, Language & Hearing Center, G.P.A. >3.0 and consent of the Department.
SPPA 798 Advanced Clinical Practicum Continuum On Campus (3) credits; Advanced clinical practicum for students in the Speech-Language Pathology and/or Audiology track(s) continuing in on-campus practicum experiences previously taken for credit. Supervised practicum experience includes the evaluation and treatment of various types of speech, language and/or hearing disorders. Prerequisites: SPPA 745 and consent of the Department.
SPPA 799 Advanced Clinical Practicum Continuum Off Campus (3) credits; Advanced clinical practicum for students in the Speech-Language Pathology and/or Audiology track(s) continuing in off-campus experiences previously taken for credit. Supervised practicum experience includes the evaluation and treatment of various types of speech, language and/or hearing disorders. Prerequisites: Prior off-campus practicum placement and consent of the Department.
Towson University
Department of Audiology, Speech-Language Pathology, and Deaf Studies
ADVANCED CLINICAL PRACTICUM OFF-CAMPUS
SPPA 746 (3 CREDITS)
SPEECH, LANGUAGE & HEARING CENTER
VAN BOKKELEN HALL – LOWER LEVEL
FALL/SPRING, 2013-2014
Instructor: SITE SUPERVISOR
Office Location: AS ASSIGNED
Office Hours: BY APPOINTMENT
Phone Number: TO BE DETERMINED
Fax Number: TO BE DETERMINED
Name and Email of university liaison: Karen Pottash
kpottash@towson.edu
Catalog Description:
Advanced clinical practice in the identification, assessment and treatment of various types of speech and language disorders in programs affiliated with TU Department of Audiology, Speech- Language Pathology and Deaf Studies.
Prerequisite Courses: SPPA 745, GPA of 3.00, 75 graduate practicum clock hours, a minimum of 18 units of course work exclusive of clinical practicum, and consent of the department.
Course Outcomes:
The learning outcomes for this course are as follows:
In collaboration with the supervisor, student will be able to perform all diagnostic and intervention tasks with adult clients/patients as outlined in the following KASA standards.
ASHA KASA standards
|Standard |KASA Requirements/Objectives |Sub-category |Learning Activities |Portfolio Evidence|Evaluation Criteria|
|IV-G |Intervention |*Articulation |Off-Campus Clinical |*Written Lesson |Daily Observation |
| |Develop appropriate intervention plans with |*Fluency |Practicum Experience |Plans (SOAP notes)|Reports for written|
| |measurable and achievable goals. Collaborate |*Voice and Resonance |which includes |*Treatment plans |feedback of |
| |with clients/patients in planning process |*Receptive and Expressive |individual and group |*Progress Reports |sessions |
| |Implement intervention plans |Language |therapy sessions and | | |
| |Select or develop and use appropriate |*Hearing |individual meetings | |Clinical Supervisor|
| |materials and instrumentation for prevention |*Swallowing |with supervisors and | |Grading at midterm |
| |and intervention |*Cognitive aspects of |university liaison. | |and final |
| |Measure and evaluate clients’/patients’ |communication | | | |
| |performance and progress |*Social Aspects of | | | |
| |Modify intervention plans, strategies, |Communication | | | |
| |materials, or instrumentation as appropriate |*Communication Modalities | | | |
| |to meet the needs of clients/patiens | | | | |
| |Complete administrative and reporting | | | | |
| |functions necessary to support intervention’ | | | | |
| |Identify and refer clients/patients for | | | | |
| |services as appropriate | | | | |
| |Interaction and Personal Qualities | | | | |
| |Communicate effectively, recognizing the | | | | |
| |needs, values, preferred mode of | | | | |
| |communication and cultural/linguistic | | | | |
| |background of the client/patient, family, | | | | |
| |caregivers and relevant others | | | | |
| |Collaborate with other professionals in case | | | | |
| |management | | | | |
| |Provide counseling regarding communication | | | | |
| |and swallowing disorders to clients/patients,| | | | |
| |family, caregivers, and relevant others | | | | |
| |Adhere to the ASHA Code of Ethics and behave | | | | |
| |professionally | | | | |
| |
Required Textbook(s):
Towson University Off Campus Clinician’s Manual
Recommended Textbook(s):
As assigned by on-site supervisor
Course Policies and Procedures:
Course Requirements:
All students enrolled in off-campus clinical practicum must have completed a Criminal Background Check and any other requirements (i.e. health/medical requirements) as specified in the affiliation agreement between Towson University and the off-campus site.
Attendance and Lateness:
All students must attend the assigned days and times at their off-campus sites and adhere to the opening/closing schedule of the facility to which they are assigned. University closures and vacation days do not apply to students in their off-campus placements. In the case of illness, death in the family, religious observances, professional conferences and valid emergencies, students are expected to make up the missed time during or at the end of the semester. Any expected absence should be discussed with the supervisor at the beginning of the semester or as soon as possible. Students should reference “Program Availability Requirements” of the Department of Audiology, Speech-Language Pathology and Deaf Studies as specified in the Off-Campus Manual. Students who do not fulfill their attendance obligations will be subject to disciplinary action which could include lowering of the clinical practicum grade. Students must also attend a University off-campus orientation at the beginning of each semester prior to their internship and check-out meeting with the Clinical Administrator at the end of the semester.
Incompletes
Incomplete grades are given when verifiable circumstances prevent the student from completing a course/internship within the term. The Towson University Academic Regulations regarding the grade of incomplete can be reviewed in the Towson University Graduate Catalog.
Course Repetition
Students may not repeat a course more than once without prior permission of the Academic Standards Committee. Students who wish to take a class for the third time must complete a “Third Attempt for a Course Petition Form” and submit it to the department chair before registering for, or taking the class. If approved, the department chair will send the form to the Academic Standards Committee for final approval.
Towson University Cheating and Academic Dishonesty Policy
The Department of Audiology, Speech Language Pathology and Deaf Studies adheres to the Student Academic Integrity Policy approved by the Towson University Senate available on the university web page . Please take time to familiarize yourself with this policy. All students must adhere to the Clinical Practicum Behavior Code as written in the Clinician’s Manual and the ASHA Code of Ethics.
Office of Disability Support Services (DSS)
Students with Disabilities: The department is in compliance with Towson University policies for students with disabilities. Students with disabilities are encouraged to register with Disability Support Services (DSS) Administration Bldg, Rm. 232, (410) 704-2638 (Voice or TTY). Students who suspect that they have a disability but do not have documentation are encouraged to contact DSS for advice on how to obtain an appropriate evaluation. A memo from DSS authorizing your accommodation is needed before any accommodation can be made and any such accommodation will not be retroactive.
Concerns about the Course and/or grade appeals
The Department of Audiology, Speech Language Pathology & Deaf Studies has a policy to address student concerns about the teaching, grading, or other aspects of a class. Students are first expected to bring those concerns to the faculty member teaching the class either via email, or a face to face meeting. After the concerns are brought to the attention of the faculty member, if the situation is not resolved, students can bring their concerns to the Clinic Director. Before this meeting occurs, the faculty member teaching the class will be contacted to make sure that the student has communicated with the class instructor about the issue. If a meeting with the Clinic Director does not resolve the situation, contact the Department Chair for information on what to do next. There are two exceptions to this policy. (1) Students who want to report faculty discrimination on the basis or gender, race, or disability, or (2) students who want to report faculty violations of the code of conduct for faculty student relationships. Students with those two concerns should report directly to the Department Chair.
Course Grading Scale:
graduate:
Please see Clinical Practicum Grading Policy included in the Clinician’s Manual.
Students will be evaluated based on the following scale in accordance with Towson University policy:
A: 93.00-100%
A-: 90.00-92.99%
B+: 87.00-89.99%
B: 80.00-86.99%
C: 70.00-79.99%
F: 0-69.99%
General Explanation of Evaluation Techniques:
Practical Examinations
A midterm and final grade will be given to assess understanding of and ability to accurately perform clinical skills.
Course Bibliography:
As assigned by on-site supervisor
Towson University
Department of Audiology, Speech-Language Pathology, and Deaf Studies
ADVANCED CLINICAL PRACTICUM IN SCHOOLS
SPPA 747 (3 CREDITS)
SPEECH, LANGUAGE & HEARING CENTER
VAN BOKKELEN HALL – LOWER LEVEL
FALL/SPRING, 2013-2014
Instructor: CLINICAL SUPERVISORS
Office Location: ASSIGNED SCHOOL
Office Hours: BY APPOINTMENT
Phone Number: TO BE DETERMINED
Fax Number: TO BE DETERMINED
NAME AND Email OF UNIVERSITY LIAISON: KAREN POTTASH (kpottash@towson.edu)
Catalog Description:
Advanced clinical practicum in school programs affiliated with TU for graduate students in speech-language pathology. The experience includes the evaluation and treatment of various types of speech and language disorders.
Prerequisite Courses:
SPPA 745, GPA of 3.00, 75 graduate practicum clock hours, a minimum of 18 units of coursework exclusive of clinical practicum, and consent of department
Course Outcomes:
The learning outcomes for this course are as follows:
In collaboration with the supervisor, student will be able to perform all diagnostic and intervention tasks with clients aged 0-21 in a school setting as outlined in the following KASA standards.
ASHA KASA standards
|Standard |KASA Requirements/Objectives |Sub-category |Learning Activities |Portfolio Evidence|Evaluation Criteria|
|IV-G |Intervention |*Articulation |Off-Campus Clinical |*Written Lesson |Daily Observation |
| |Develop appropriate intervention plans with |*Fluency |Practicum Experience |Plans (SOAP notes)|Reports for written|
| |measurable and achievable goals. Collaborate |*Voice and Resonance |which includes |*Treatment plans |feedback of |
| |with clients/patients in planning process |*Receptive and Expressive |individual and group |*Progress Reports |sessions |
| |Implement intervention plans |Language |therapy sessions and | | |
| |Select or develop and use appropriate |*Hearing |individual meetings | |Clinical Supervisor|
| |materials and instrumentation for prevention |*Swallowing |with supervisors and | |Grading at midterm |
| |and intervention |*Cognitive aspects of |university liaison | |and final |
| |Measure and evaluate clients’/patients’ |communication | | | |
| |performance and progress |*Social Aspects of | | | |
| |Modify intervention plans, strategies, |Communication | | | |
| |materials, or instrumentation as appropriate |*Communication Modalities | | | |
| |to meet the needs of clients/patiens | | | | |
| |Complete administrative and reporting | | | | |
| |functions necessary to support intervention’ | | | | |
| |Identify and refer clients/patients for | | | | |
| |services as appropriate | | | | |
| |Interaction and Personal Qualities | | | | |
| |Communicate effectively, recognizing the | | | | |
| |needs, values, preferred mode of | | | | |
| |communication and cultural/linguistic | | | | |
| |background of the client/patient, family, | | | | |
| |caregivers and relevant others | | | | |
| |Collaborate with other professionals in case | | | | |
| |management | | | | |
| |Provide counseling regarding communication | | | | |
| |and swallowing disorders to clients/patients,| | | | |
| |family, caregivers, and relevant others | | | | |
| |Adhere to the ASHA Code of Ethics and behave | | | | |
| |professionally | | | | |
| |
Required Textbook(s):
Towson University Clinician’s Manual
Recommended Textbook(s):
As assigned by on-site supervisor
Course Policies and Procedures:
Course Requirements:
All students enrolled in off-campus clinical practicum must have completed a Criminal Background Check and any other requirements (i.e. health/medical requirements) as specified in the affiliation agreement between Towson University and the off-campus site.
Attendance and Lateness:
All students must attend the assigned days and times at their off-campus sites and adhere to the opening/closing schedule of the facility to which they are assigned. University closures and vacation days do not apply to students in their off-campus placements. In the case of illness, death in the family, religious observances, professional conferences and valid emergencies, students are expected to make up the missed time during or at the end of the semester. Any expected absence should be discussed with the supervisor at the beginning of the semester or as soon as possible. Students should reference “Program Availability Requirements” of the Department of Audiology, Speech-Language Pathology and Deaf Studies as specified in the Off-Campus Manual. Students who do not fulfill their attendance obligations will be subject to disciplinary action which could include lowering of the clinical practicum grade. Students must also attend a University off-campus orientation at the beginning of each semester prior to their internship and check-out meeting with the Clinical Administrator at the end of the semester.
Incompletes
Incomplete grades are given when verifiable circumstances prevent the student from completing a course within the term. The Towson University Academic Regulations regarding the grade of incomplete can be reviewed in the Towson University Graduate Catalog.
Course Repetition
Students may not repeat a course more than once without prior permission of the Academic Standards Committee. Students who wish to take a class for the third time must complete a “Third Attempt for a Course Petition Form” and submit it to the department chair before registering for, or taking the class. If approved, the department chair will send the form to the Academic Standards Committee for final approval.
Towson University Cheating and Academic Dishonesty Policy
The Department of Audiology, Speech Language Pathology and Deaf Studies adheres to the Student Academic Integrity Policy approved by the Towson University Senate available on the university web page . Please take time to familiarize yourself with this policy. All students must adhere to the Clinical Practicum Behavior Code as written in the Clinician’s Manual and the ASHA Code of Ethics.
Office of Disability Support Services (DSS)
Students with Disabilities: The department is in compliance with Towson University policies for students with disabilities. Students with disabilities are encouraged to register with Disability Support Services (DSS) Administration Bldg, Rm. 232, (410) 704-2638 (Voice or TTY). Students who suspect that they have a disability but do not have documentation are encouraged to contact DSS for advice on how to obtain an appropriate evaluation. A memo from DSS authorizing your accommodation is needed before any accommodation can be made and any such accommodation will not be retroactive.
Concerns about the Course and/or grade appeals
The Department of Audiology, Speech Language Pathology & Deaf Studies has a policy to address student concerns about the teaching, grading, or other aspects of a class. Students are first expected to bring those concerns to the faculty member teaching the class either via email, or a face to face meeting. After the concerns are brought to the attention of the faculty member, if the situation is not resolved, students can bring their concerns to the Clinic Director. Before this meeting occurs, the faculty member teaching the class will be contacted to make sure that the student has communicated with the class instructor about the issue. If a meeting with the Clinic Director does not resolve the situation, contact the Department Chair for information on what to do next. There are two exceptions to this policy. (1) Students who want to report faculty discrimination on the basis or gender, race, or disability, or (2) students who want to report faculty violations of the code of conduct for faculty student relationships. Students with those two concerns should report directly to the Department Chair.
Course Grading Scale:
graduate:
Please see Clinical Practicum Grading Policy included in the Clinician’s Manual.
Students will be evaluated based on the following scale in accordance with Towson University policy:
A: 93.00-100%
A-: 90.00-92.99%
B+: 87.00-89.99%
B: 80.00-86.99%
C: 70.00-79.99%
F: 0-69.99%
General Explanation of Evaluation Techniques:
Practical Examinations
A midterm and final grade will be given to assess understanding of and ability to accurately perform clinical skills.
Course Bibliography :
As assigned by on-site supervisor
Towson University
Department of Audiology, Speech-Language Pathology, and Deaf Studies
ADVANCED PEDIATRIC PRACTICUM
SPPA 748 (3 CREDITS)
SPEECH, LANGUAGE & HEARING CENTER
VAN BOKKELEN HALL – LOWER LEVEL
FALL/Spring, 2013-2014
Instructor: SITE SUPERVISORS
Office Location: AS ASSIGNED
Office Hours: BY APPOINTMENT
Phone Number: TO BE DETERMINED
Fax Number: TO BE DETERMINED
NAME AND Email OF UNIVERSITY LIAISON: KAREN POTTASH (kpottash@towson.edu)
Catalog Description:
Advanced clinical practice in the identification, assessment and treatment of various types of speech and language disorders in pediatric programs affiliated with the department of Audiology, Speech-Language Pathology and Deaf Studies.
Prerequisite Courses:
SPPA 745, GPA of 3.00, 75 graduate practicum clock hours, a minimum of 18 units of coursework exclusive of clinical practicum, and consent of department.
Course Outcomes:
The learning outcomes for this course are as follows:
In collaboration with the supervisor, student will be able to perform all diagnostic and intervention tasks with pediatric patients as outlined in the following KASA standards.
ASHA KASA standards
|Standard |KASA Requirements/Objectives |Sub-category |Learning Activities |Portfolio Evidence|Evaluation Criteria|
|IV-G |Intervention |*Articulation |Off-Campus Clinical |*Written Lesson |Daily Observation |
| |Develop appropriate intervention plans with |*Fluency |Practicum Experience |Plans (SOAP notes)|Reports for written|
| |measurable and achievable goals. Collaborate |*Voice and Resonance |which includes |or logs |feedback of |
| |with clients/patients in planning process |*Receptive and Expressive |individual and group |*Treatment plans |sessions |
| |Implement intervention plans |Language |therapy sessions and |*Progress Reports | |
| |Select or develop and use appropriate |*Hearing |individual meetings | |Clinical Supervisor|
| |materials and instrumentation for prevention |*Swallowing |with supervisors and | |Grading at midterm |
| |and intervention |*Cognitive aspects of |university liaison | |and final |
| |Measure and evaluate clients’/patients’ |communication | | | |
| |performance and progress |*Social Aspects of | | | |
| |Modify intervention plans, strategies, |Communication | | | |
| |materials, or instrumentation as appropriate |*Communication Modalities | | | |
| |to meet the needs of clients/patiens | | | | |
| |Complete administrative and reporting | | | | |
| |functions necessary to support intervention’ | | | | |
| |Identify and refer clients/patients for | | | | |
| |services as appropriate | | | | |
| |Interaction and Personal Qualities | | | | |
| |Communicate effectively, recognizing the | | | | |
| |needs, values, preferred mode of | | | | |
| |communication and cultural/linguistic | | | | |
| |background of the client/patient, family, | | | | |
| |caregivers and relevant others | | | | |
| |Collaborate with other professionals in case | | | | |
| |management | | | | |
| |Provide counseling regarding communication | | | | |
| |and swallowing disorders to clients/patients,| | | | |
| |family, caregivers, and relevant others | | | | |
| |Adhere to the ASHA Code of Ethics and behave | | | | |
| |professionally | | | | |
Required Textbook(s):
Towson University Clinician’s Manual
Recommended Textbook(s):
As assigned by on-site supervisor
Course Policies and Procedures:
Course Requirements:
All students enrolled in off-campus clinical practicum must have completed a Criminal Background Check and any other requirements (i.e. health/medical requirements) as specified in the affiliation agreement between Towson University and the off-campus site.
Attendance and Lateness:
All students must attend the assigned days and times at their off-campus sites and adhere to the opening/closing schedule of the facility to which they are assigned. University closures and vacation days do not apply to students in their off-campus placements. In the case of illness, death in the family, religious observances, professional conferences and valid emergencies, students are expected to make up the missed time during or at the end of the semester. Any expected absence should be discussed with the supervisor at the beginning of the semester or as soon as possible. Students should reference “Program Availability Requirements” of the Department of Audiology, Speech-Language Pathology and Deaf Studies as specified in the Off-Campus Manual. Students who do not fulfill their attendance obligations will be subject to disciplinary action which could include lowering of the clinical practicum grade. Students must also attend a University off-campus orientation at the beginning of each semester prior to their internship and check-out meeting with the Clinical Administrator at the end of the semester.
Incompletes
Incomplete grades are given when verifiable circumstances prevent the student from completing a course within the term. The Towson University Academic Regulations regarding the grade of incomplete can be reviewed in the Towson University Graduate Catalog.
Course Repetition
Students may not repeat a course more than once without prior permission of the Academic Standards Committee. Students who wish to take a class for the third time must complete a “Third Attempt for a Course Petition Form” and submit it to the department chair before registering for, or taking the class. If approved, the department chair will send the form to the Academic Standards Committee for final approval.
Towson University Cheating and Academic Dishonesty Policy
The Department of Audiology, Speech Language Pathology and Deaf Studies adheres to the Student Academic Integrity Policy approved by the Towson University Senate available on the university web page . Please take time to familiarize yourself with this policy. All students must adhere to the Clinical Practicum Behavior Code as written in the Clinician’s Manual and the ASHA Code of Ethics.
Office of Disability Support Services (DSS)
Students with Disabilities: The department is in compliance with Towson University policies for students with disabilities. Students with disabilities are encouraged to register with Disability Support Services (DSS) Administration Bldg, Rm. 232, (410) 704-2638 (Voice or TTY). Students who suspect that they have a disability but do not have documentation are encouraged to contact DSS for advice on how to obtain an appropriate evaluation. A memo from DSS authorizing your accommodation is needed before any accommodation can be made and any such accommodation will not be retroactive.
Concerns about the Course and/or grade appeals
The Department of Audiology, Speech Language Pathology & Deaf Studies has a policy to address student concerns about the teaching, grading, or other aspects of a class. Students are first expected to bring those concerns to the faculty member teaching the class either via email, or a face to face meeting. After the concerns are brought to the attention of the faculty member, if the situation is not resolved, students can bring their concerns to the Clinic Director. Before this meeting occurs, the faculty member teaching the class will be contacted to make sure that the student has communicated with the class instructor about the issue. If a meeting with the Clinic Director does not resolve the situation, contact the Department Chair for information on what to do next. There are two exceptions to this policy. (1) Students who want to report faculty discrimination on the basis or gender, race, or disability, or (2) students who want to report faculty violations of the code of conduct for faculty student relationships. Students with those two concerns should report directly to the Department Chair.
Course Grading Scale:
graduate:
Please see Clinical Practicum Grading Policy included in the Clinician’s Manual.
Students will be evaluated based on the following scale in accordance with Towson University policy:
A: 93.00-100%
A-: 90.00-92.99%
B+: 87.00-89.99%
B: 80.00-86.99%
C: 70.00-79.99%
F: 0-69.99%
General Explanation of Evaluation Techniques:
Practical Examinations
A midterm and final grade will be given to assess understanding of and ability to accurately perform clinical skills.
Course Bibliography :
As assigned by on-site supervisor
Towson University
Department of Audiology, Speech-Language Pathology, and Deaf Studies
CLINICAL PRACTICUM CONTINUUM OFF-CAMPUS
SPPA 799 (3 CREDITS)
SPEECH, LANGUAGE & HEARING CENTER
VAN BOKKELEN HALL – LOWER LEVEL
FALL/SPRING, 2013-2014
Instructor: SITE SUPERVISORS
Office Location: AS ASSIGNED
Office Hours: BY APPOINTMENT
Phone Number: AS DETERMINED
Fax Number: AS DETERMINED
NAME AND EMAIL OF UNIVERSITY LIAISON: KAREN POTTASH (kpottash@towson.edu)
Catalog Description:
Advanced clinical practicum for students in the Speech-Language Pathology Program continuing in off-campus experiences previously taken for credit. Supervised practicum experience includes the evaluation and treatment of various types of speech and language disorders.
Prerequisite Courses:
Prior off-campus practicum placement and/or consent of department.
Course Outcomes:
The learning outcomes for this course are as follows:
In collaboration with the supervisor, student will be able to perform all diagnostic and intervention tasks as outlined in the following KASA standards.
ASHA KASA standards
|Standard |KASA Requirements/Objectives |Sub-category |Learning Activities |Portfolio Evidence|Evaluation Criteria|
|IV-G |Intervention |*Articulation |Off-Campus Clinical |*Written Lesson |Daily Observation |
| |Develop appropriate intervention plans with |*Fluency |Practicum Experience |Plans (SOAP notes)|Reports for written|
| |measurable and achievable goals. Collaborate |*Voice and Resonance |which includes |or logs |feedback of |
| |with clients/patients in planning process |*Receptive and Expressive |individual and group |*Treatment plans |sessions |
| |Implement intervention plans |Language |therapy sessions and |*Progress Reports | |
| |Select or develop and use appropriate |*Hearing |individual meetings | |Clinical Supervisor|
| |materials and instrumentation for prevention |*Swallowing |with supervisors and | |Grading at midterm |
| |and intervention |*Cognitive aspects of |university liaison | |and final |
| |Measure and evaluate clients’/patients’ |communication | | | |
| |performance and progress |*Social Aspects of | | | |
| |Modify intervention plans, strategies, |Communication | | | |
| |materials, or instrumentation as appropriate |*Communication Modalities | | | |
| |to meet the needs of clients/patiens | | | | |
| |Complete administrative and reporting | | | | |
| |functions necessary to support intervention’ | | | | |
| |Identify and refer clients/patients for | | | | |
| |services as appropriate | | | | |
| |Interaction and Personal Qualities | | | | |
| |Communicate effectively, recognizing the | | | | |
| |needs, values, preferred mode of | | | | |
| |communication and cultural/linguistic | | | | |
| |background of the client/patient, family, | | | | |
| |caregivers and relevant others | | | | |
| |Collaborate with other professionals in case | | | | |
| |management | | | | |
| |Provide counseling regarding communication | | | | |
| |and swallowing disorders to clients/patients,| | | | |
| |family, caregivers, and relevant others | | | | |
| |Adhere to the ASHA Code of Ethics and behave | | | | |
| |professionally | | | | |
| |
Required Textbook(s):
Towson University Clinician’s Manual
Recommended Textbook(s):
As assigned by on-site supervisor
Course Policies and Procedures:
Course Requirements:
All students enrolled in off-campus clinical practicum must have completed a Criminal Background Check and any other requirements (i.e. health/medical requirements) as specified in the affiliation agreement between Towson University and the off-campus site.
Attendance and Lateness:
All students must attend the assigned days and times at their off-campus sites and adhere to the opening/closing schedule of the facility to which they are assigned. University closures and vacation days do not apply to students in their off-campus placements. In the case of illness, death in the family, religious observances, professional conferences and valid emergencies, students are expected to make up the missed time during or at the end of the semester. Any expected absence should be discussed with the supervisor at the beginning of the semester or as soon as possible. Students should reference “Program Availability Requirements” of the Department of Audiology, Speech-Language Pathology and Deaf Studies as specified in the Off-Campus Manual. Students who do not fulfill their attendance obligations will be subject to disciplinary action which could include lowering of the clinical practicum grade. Students must also attend a University off-campus orientation at the beginning of each semester prior to their internship and check-out meeting with the Clinical Administrator at the end of the semester.
Incompletes
Incomplete grades are given when verifiable circumstances prevent the student from completing a course within the term. The Towson University Academic Regulations regarding the grade of incomplete can be reviewed in the Towson University Graduate Catalog.
Course Repetition
Students may not repeat a course more than once without prior permission of the Academic Standards Committee. Students who wish to take a class for the third time must complete a “Third Attempt for a Course Petition Form” and submit it to the department chair before registering for, or taking the class. If approved, the department chair will send the form to the Academic Standards Committee for final approval.
Towson University Cheating and Academic Dishonesty Policy
The Department of Audiology, Speech Language Pathology and Deaf Studies adheres to the Student Academic Integrity Policy approved by the Towson University Senate available on the university web page . Please take time to familiarize yourself with this policy. All students must adhere to the Clinical Practicum Behavior Code as written in the Clinician’s Manual and the ASHA Code of Ethics.
Office of Disability Support Services (DSS)
Students with Disabilities: The department is in compliance with Towson University policies for students with disabilities. Students with disabilities are encouraged to register with Disability Support Services (DSS) Administration Bldg, Rm. 232, (410) 704-2638 (Voice or TTY). Students who suspect that they have a disability but do not have documentation are encouraged to contact DSS for advice on how to obtain an appropriate evaluation. A memo from DSS authorizing your accommodation is needed before any accommodation can be made and any such accommodation will not be retroactive.
Concerns about the Course and/or grade appeals
The Department of Audiology, Speech Language Pathology & Deaf Studies has a policy to address student concerns about the teaching, grading, or other aspects of a class. Students are first expected to bring those concerns to the faculty member teaching the class either via email, or a face to face meeting. After the concerns are brought to the attention of the faculty member, if the situation is not resolved, students can bring their concerns to the Clinic Director. Before this meeting occurs, the faculty member teaching the class will be contacted to make sure that the student has communicated with the class instructor about the issue. If a meeting with the Clinic Director does not resolve the situation, contact the Department Chair for information on what to do next. There are two exceptions to this policy. (1) Students who want to report faculty discrimination on the basis or gender, race, or disability, or (2) students who want to report faculty violations of the code of conduct for faculty student relationships. Students with those two concerns should report directly to the Department Chair.
Course Grading Scale:
Graduate:
Please see Clinical Practicum Grading Policy included in the Clinician’s Manual.
Students will be evaluated based on the following scale in accordance with Towson University policy:
A: 93.00-100%
A-: 90.00-92.99%
B+: 87.00-89.99%
B: 80.00-86.99%
C: 70.00-79.99%
F: 0-69.99%
General Explanation of Evaluation Techniques:
Practical Examinations
A midterm and final grade will be given by on-site supervisor to assess understanding of and ability to accurately perform clinical skills.
Course Bibliography :
As assigned by on-site supervisor
POLICIES
AND
PROCEDURES
Policies and Procedures for the TU Practicum
SPPA 746, 747, 748, and 799
(Revised Summer, 2012)
Eligibility
1. Student must have graduate student standing (admitted to Towson University’s Graduate School) and a G.P.A. of > 3.0.
2. Student must have successfully completed at least two semesters of on-campus clinic, have 18 credits of graduate coursework exclusive of clinical practicum and be a full-time student.
3. Part-time students must have successfully completed at least two semesters of on-campus clinic and be enrolled in their last two semesters of graduate school prior to graduation.
4. Student must have seventy-five (75) documented graduate clinical clock hours.
5. Student must have received consent of the department.
Application Process
Students will fill out a Request for Off Campus Practicum at least one semester prior to going off campus. Interview and assignments for placements follow this general calendar below:
Fall placements are initiated in March
Spring placements are initiated in October
Summer placements are initiated in February
School placements are made through the Center for Professional Practice. Applications for summer and fall are made in March; applications for spring are made in October. Students must register online and complete a TIMS application (Teacher Internship Management System). Students will be supplied with specific directions for completing this application. Adult placements must be made through the Clinical Administrator only, so all students can be fairly accommodated. Students will only be allowed to contact a hospital, nursing home, or rehabilitation facility directly once they have consent from the Clinical Administrator.
Notification of Assigned Practicum Site
There are no established set times for notification of assigned practica. For adult and non-school pediatric placements, students are notified directly by the supervisor at the practicum site. As soon as the student is notified, he/she should immediately notify the Clinical Administrator.
For school placements, the Center for Professional Practice will often notify the student. Placements can also be viewed online through TIMS as soon as they are posted. Again, there is no set time for this. Generally, students are notified a month in advance of starting the practicum. However, there are times when the student will not be notified until a week before the starting date.
Required Practica
Students will register with the University for the appropriate clinic course. Students will be assigned to a specific course and section depending on the practicum experience they have been assigned to and the number of days they will be at their placement. Section numbers will correspond to the number of days at a placement and will determine the laboratory fee charged to the student. Students should check the section number prior to the end of the add/drop period to guarantee that they were charged appropriately.
For each student’s practica, three (3) types of settings are required by ASHA:
On campus clinic SPPA 690/745
Off campus adult practicum SPPA 746
Off campus schools (SPPA 747) schools, private or public OR
(SPPA 748) pediatric non schools
These practicum course numbers must appear on the student’s transcript before he/she is cleared for graduation.
Supervisor Stipend
A flat fee of $240 is required for all placements. The lab fee will be used for a supervisor stipend. A contract will be sent to the clinical supervisor for the specified amount. This contract should be signed and returned to the Center for Professional Practice. In the event that the clinical supervisor cannot directly accept the stipend for supervision, an invoice from the facility for the specified amount should be forwarded to the Center for Professional Practice. It is hoped that this stipend may be used for licensure/certification fees, continuing education courses, or therapeutic materials. See letter on page 61 of this manual.
Required Days at the Practicum Site
Pediatric placements including schools minimum of 2 days weekly
Adult placements minimum of 3 days weekly
As noted, the above are minimum requirements. Students are encouraged to schedule more days weekly. Some off campus supervisors may require students to schedule more days weekly. If that practicum site is desired by the student, the student must agree to the supervisor’s request. A semester’s practicum must be completed even if all clock hours toward graduation requirements were obtained before the end of the semester. Students must complete a minimum of 12 weeks during the Fall/Spring semesters and 8 weeks during the Summer semester.
Supervisor Requirements
Supervisors must hold their Certificate of Clinical Competence (CCC) with the American Speech-Language-Hearing Association and have a current State license. Supervisors must have three years of clinical experience (including the CFY) to supervise. State licensure and certification are verified every semester through the state licensure boards and the national office to ensure currency. There must be no familial relationship between the off-campus supervisor and the student.
Location Requirements
Placements need to be within a two hour radius of the university. A student wanting to do a placement that is farther than two hours, must get special permission from the off-campus clinical administrator to do the placement. Students who are employed in a facility or school will not be allowed to complete their off-campus clinical practicum in the same location. They will be required to do their off-campus placement in another facility or school within the school system.
Supervision Observation Requirements
ASHA mandates a minimum amount of supervision as 25% for treatment and 50% of each diagnostic. Supervisors will be required to document their amount of supervision at the end of the semester. Students will be responsible for maintaining a log of clinical hours and observation time. This should be reviewed by the supervisor throughout the semester. Students may not provide clinical services if the supervisor is out of the building and there is no other professional with current ASHA certification on-site.
University Liaison
A university liaison will be assigned to each student/supervisor who will make at least one site visit during the semester. A schedule of visitations will be sent in advance of the visit and done on a day/time that is acceptable to the placement supervisor. The function of the liaison includes but is not limited to: (1) be a resource for both the supervisor and the supervisee, (2) assess the progress of the student, (3) assist in conflict resolution if necessary, and (4) gather information regarding currency of academic coursework in relation to clinical practice. The liaison should be contacted immediately if a student’s performance is unsatisfactory or the student is not complying with the facility or university policies/procedures and professional behavior policies.
Practicum Schedule
The practicum schedule as to the days and hours is worked out between the off-campus supervisor and the student. The starting and ending date for fall and spring practica follow the TU academic schedule. Exact dates for the beginning and ending of practicum will be given out prior to the semester. However, the off campus supervisor may request that the student start and/or end the practicum a few days earlier or later. All practica should be a minimum of 12 weeks in length for the fall and spring semesters and eight (8) weeks for the summer semester. Exceptions to this policy should be discussed with the Clinical Administrator.
Attendance Policy
Student clinicians are expected to attend all assigned days at their off campus sites. There are no authorized absences. In the case of serious or contagious illness, death in the family, religious observances, professional conferences and valid emergencies, students are expected to make up the missed time prior to the beginning of the next semester. Students missing their obligations without written, verifiable documentation will be subject to disciplinary measures, which could include lowering of the clinical practicum grade. University holidays and vacations do not apply to the students during their practicum experiences. Students will observe the holiday schedules of the facilities to which they are assigned.
Students will be responsible for maintaining a log of clinical hours earned during the entire practicum experience. Hours may be earned for direct contact with clients, families and staff in therapeutic pursuits. Hours may not be earned for report writing, planning, or attending meetings.
Required Clock Hours at Each Site (746, 747/748)
A minimum of 50 clinical clock hours is to be earned in each setting. If this is not achieved, consideration will be given for the student to take an incomplete until the 50 clock hours are obtained or to enroll in Practicum Continuum 799 at another similar facility. The final decision will be governed by the number of hours needed, consent of the supervisor, and the Clinical Administrator.
If the students come to the end of the required practica and still need more than 15 clinical clock hours for graduation, they must register for another practicum to obtain these hours. When 15 or less hours are needed, the Clinical Administrator will make every attempt to find a place or places these hours can be obtained without the student registering for another practicum. Students must work through the Clinical Administrator to obtain these hours. Students are not to contact places on their own.
Documentation of Clinical Hours
Students will be responsible for recording clinical hours and entering them into the TYPHON electronic recording system. Supervisors will be required to go in weekly to approve the hours that the student has entered. Please refer to the instructions sheet provided in this manual (pages 62-63) on using the TYPHON system. Only direct clinical services can be counted toward the 400 required hours. Planning, report writing, conferencing with supervisor do not count toward clinical hours.
Liability Insurance
Each student enrolled in the Towson University Speech-Language Pathology Graduate Program is covered under claims-made malpractice insurance for a limit of one million/three million dollars. This policy extends from September 1st through August 31st of any given academic year. A certificate will be furnished to the student’s placement upon request.
Paperwork Required Prior to Starting the Practicum
The following paperwork is to be submitted directly to the Clinical Administrator before the practicum may begin:
1. Council on Academic Accreditation Form (CAA form-completed and signed by supervisor)
2. Directions to Facility Form (to be completed by student and supervisor)
3. Contract agreement with facilities for clinical training of SLP’s (clinical administrator will monitor the yearly contracts on file.
Paperwork Required During the Practicum
A midterm evaluation should be forwarded to the Clinical Administrator by the specified date on the “Due Dates” form.
Paperwork Required at the Conclusion of the Practicum
The following paperwork is to be submitted directly to the Clinical Administrator:
1. Final Student Grade and Evaluation
2. Clock Hours Form
3. Percent Observation Form
4. Student Evaluation of Off Campus Supervisor
5. All clinical hours approved in TYPHON
Grading
Please refer to the section entitled Clinical Practicum Grading Policy.
Medical Requirements
The practicum facilities vary as to the medical requirements. Most of the adult placements require the students to have had a recent physical examination, specified inoculations, Safe work practices training, proof of a negative tuberculin test, and CPR training. Some facilities provide free inoculations and CPR training. Students must comply with the medical requirements of their practicum sites.
Criminal Background Check and Drug Testing
Students will complete a criminal background check or drug testing if required by the off-campus facility prior to beginning their placement.
Confidentiality
Students are expected to maintain the highest standard of privacy according to HIPAA guidelines, University standards and the ASHA Code of Ethics.
Professional Appearance
Students are expected to dress in a professional manner in the style generally accepted by other professionals in the facility. Business casual is usually accepted at most placements. If lab coats are required, the student and supervisor will determine in advance who will be expected to provide the coat.
Off Campus Meetings
There is one mandatory meeting for off-campus students held at TU each semester which is scheduled and planned by TU’s Clinical Administrator. The meeting will be held prior to the semester. Students will be expected to schedule a final check-out meeting with the clinical administrator once the semester has ended to submit all paperwork.
Requirements for ASHA Certification
Complying with the policies and procedures for an off-campus clinical practicum will prepare students to meet the course and hour requirements for graduation and ASHA certification.
Requirements for State Licensure
Complying with the policies and procedures for an off-campus clinical practicum will prepare students to meet the course and hour requirements for state licensure in the State of Maryland. It may not necessarily fulfill the requirements for licensure in all other states as these vary from state to state. Please check with the state you are interested in being licensed so you can achieve the requirements for that state during graduate school.
Requirements for School Certification
Complying with the policies and procedures for an off-campus clinical practicum will prepare students to meet the requirements for certification in the public school system in Maryland. It may not necessarily fulfill the requirements for school certification in all other states as these vary from state to state. Please check with the state you are interested in being certified so you can achieve the requirements for that state during graduate school.
College of Education
Center for Professional Practice
Prerequisites for School Student Internship:
In order to be eligible for a teaching internship you must have completed the following requirements:
1. Passing scores on NTE or Praxis to the CPP office… 648 for Communication
Skills and 645 for General Knowledge/ 177 for Reading, 173 for Writing and 177 for Mathematics Praxis tests, or a combined score (all three tests) of 527.
A combined SAT score of 1100 (on the Verbal and Math sections only) or a score of 24 on the ACT are acceptable in lieu of the Praxis I test.
2. A Speech & Hearing Screening should have been completed.
3. A TIMS application.
4. A state and FBI Criminal Background Check completed by July 15th .
TIMS
Instructions for the Completion of your Internship Application using the
Teacher Internship Management System
If you have any problems with the directions or the TIMS program, please call 410-704-2567, email Gary Caldwell gcaldwell@towson.edu, or go to the Center for Professional Practice, Hawkins Hall 303 for assistance. The fax number is 410-704-2733.
Due Date: TIMS Application – October for Spring Placements and March for Fall Placements
The purpose for your placements will be:
Spring or Fall Professional Year Semester
. Go to the Towson website: towson.edu > Current Students > Towson On-Line Services > PeopleSoft
. Enter your user name and password
. Follow the sequence Towson Mods > TIMS > Student Application.
. Find an Existing Value - Click on Add a New Value
. Type your last name, first name (no space) and for term enter correct semester code, click on Add
. A paragraph explaining TIMS appears, click on OK
. Student Application: Be sure that you complete all six pages of the application by clicking on each of the six tabs across the top of the screen. Scroll down to the bottom of each screen and SAVE information as you complete each page of the application, but do not click the Submit Application box on page 6 until you have completed all six pages. Once you click submit, you will not be able to change any information on the application. You will need to contact the Center for Professional Practice to make any changes or additions to your application. You will receive a red highlighted indicator if you omit any required information.
1. Application Details-use the Search Icon or the pull down screen and complete all sections. Your Teaching Semester is: Spring 2012 (1122). To complete the Teaching Semester and Graduation Date (the end of the semester that you graduate), click on the icon and click on Lookup to find the semester. Scroll down and save the screen.
Do not submit application until you complete all 6 pages.
• Bio/Demo Details – Be sure that all of the information is correct. If you need to update information, go to Self Service and update information. It is important that we have current information so that we can contact you.
• Academic Details-You do not need to complete any information, but may want to review it for accuracy.
• Student Placement Internship Dates:
Purpose for Placement: Professional Year Semester 2
• General Supporting Information-This gives you an opportunity to share some
Information with the school system personnel and your mentor teachers. It includes anticipated employment during your internship, courses you will take during your internship, extracurricular activities, other educational experiences, your expectations for the internship, your strengths as intern, and your target areas for improvement during your internship.
• Education/Work Experience-This gives you an opportunity to share information with school system personnel and mentor teachers about Educationally Related Work Experiences (paid or volunteer), Educationally Related Field Experiences (placements related to courses).
8. When you have completed the six pages of the application, proofread your work and make
any necessary changes.
9. Go to the Education/Work Experience page 6, click the Submit Application box and save. Your application will be complete.
To Find an Application/View Your Placement(s): If you do not complete the application or if you want to view your placement(s) when you return to TIMS, follow steps 1-3. When you get to the screen, Finding an Existing Value, click on Search and your application should appear.
WARNING: DO NOT attempt to make your own teaching internship placement. If you attempt to do so, you will be required to submit a letter of apology to the building principal, district placement coordinator, and Center for Professional Practice. You will not be permitted to complete your teaching internship in that district.
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Memorandum
|To: |All full-time first- and second-year SLP graduate students |
|From: |The Department of Audiology, Speech Language Pathology, and Deaf Studies |
|Date: |5/17/2013 |
|Re: |Program availability requirements for fall, spring, and summer semesters |
In order to complete our graduate SLP program, all full-time first- and second-year speech language pathology graduate students are required to be available Monday through Friday from 8:00 am to 6:00 pm. During this time period, you are required to be available to take classes, and/or work with clients in the TU Speech, Language, and Hearing Clinic (usually first-year SLP graduate students), and/or work at a clinical extern placement site (usually second-year SLP graduate students). During your second year of study, you may also be required to enroll in classes that meet once per week, and may be scheduled any day,Monday through Thursday, from 6:00 pm to 9:00 pm.
All full-time first- and second-year SLP graduate students will be randomly divided up into two “cohorts” (by the Dept. of ASLD) for fall, spring, and summer classes and will typically enroll in the same class schedule. Students cannot request or petition to be placed in a particular cohort and/or take one class with one cohort and another class with another cohort. Moreover, students cannot request or petition a “preferred” or modified course schedule that differs from that pre-determined by the Dept. of ASLD. However, second-year graduate students who are working at a five-day a week externship placement and/or students who observe the Saturday Sabbath may be exempt from taking classes which are held in the afternoon and/or early evening on Fridays. Students in the accelerated 3-year program who enroll in undergraduate and graduate courses may also be given a modified course schedule pre-determined by the Department of ASLD. No other exceptions will be permitted.
All other students are expected to be available and willing to enroll in classes that may meet on Fridays until 6:00 pm. Likewise, ALL students are expected to be available and willing to enroll in classes that may meet Monday through Thursday from 6:00 pm to 9:00pm. Since this is a full-time program and a full-time commitment, scheduling of and issues related to childcare, employment, commuting, etc., need to be resolved on your own and scheduled around the SLP graduate program of study.
Please keep in mind that course, internship, and externship scheduling is an extremely complex task. The Department of ASLD schedules courses for 4 distinct undergraduate majors (with double majors), 3-year and 2- year SLP graduate students, audiology graduate students, etc., while ensuring there are no course or scheduling conflicts for students, faculty, internships, externships, etc. Room availability on campus and multiple other factors also need to be taken into account when devising our SLP graduate program of study.
CLINICAL PRACTICUM BEHAVIOR CODE
I. Student Academic Integrity Policy
As responsible members of the academic community, students are obligated not to violate the basic standards of integrity. Should a student have a reason to believe that a violation of academic integrity has occurred, he/she is encouraged to make the suspicion known to a member o the faculty or university administration.
The provisions of Towson University’s Student Academic Integrity Policy follow. This policy applies to all enrolled students, undergraduate and graduate, regardless of teaching site (off campus) or teaching mode (distance learning.)
II. Procedures for Handling Cases
A faculty member responsible for assigning final grades in a course may acquire evidence, either directly or through information supplied by others, that a student violation of academic integrity may have occurred. After collecting the evidence, the faculty member meets with the student to present the evidence and to request an explanation. Once a faculty member has charged a student with academic dishonesty, the student may not withdraw from the course.
If the faculty member accepts the student’s explanation, no further action is taken. If the faculty member determines that a violation has occurred, the faculty member informs the student, in writing, of the academic penalty and of the student’s rights of appeal. The faculty member sends a copy of the letter to the department chairperson and to the Office of Judicial Affairs. The letter will include:
• Nature of the charge/evidence against the student;
• Brief summary of the meeting with the student
• Faculty member’s decision
• Right of appeal to the department chair
If the student is not found responsible, the student may either:
• Remain in the course without penalty, or
• Withdraw from the course regardless of any published deadlines
If the student is found responsible, the student will receive the sanction imposed by the instructor of other academic authority.
III. Penalties
Penalties for an academic violation may include the following:
• A revision of the work of question and/or completion of alternative work, with or without grade reduction;
• A reduced grade (including “F” or zero) for the assignment
• A reduced grade (including “F”) for the entire course.
Second violations can/will include the following:
• Suspension from the university for a designated period of time
• Expulsion from the university;
• Any sanctions listed in the Code of Student Conduct.
IV. Definitions of Violations
A. Plagiarism
1. One quotes another person’s actual words or replicates all or part of another’s product. This includes all information gleaned from any source, including the Internet.
2. One uses another person’s ideas, opinions, work, data, or theories, even if they are completely paraphrased in one’s own words.
3. One borrows facts, statistics, or other illustrative materials.
B. Fabrication and Falsification
1. Intentionally and knowingly making unauthorized alterations to information, or inventing any information or citation in an academic exercise.
2. Typical Examples-Fabrication
a. Inventing or counterfeiting data, research results, information or procecdures
b. Fabricating research procedures to make it appear that the results of one process are actually the results of several processes
3. Typical Examples-Falsification
a. Altering the record of data or experimental procedures or results
b. False citation of the source of information
c. Reporting false information about practicum or clinical experiences
d. Submitting a false excuse for absence or tardiness
C. Cheating
1. Intentionally using or attempting to use unauthorized materials, information, notes, study aids, or other devices in any academic exercise.
D. Complicity in Academic Dishonesty
1. Intentionally knowingly helping, or attempting to help, another commit an act of academic dishonesty.
E. Multiple Submissions
1. Intentionally or knowingly submitting substantial portions of the same academic work (including oral reports) for credit more than once without authorization of the instructor.
For more information about Academic Dishonesty Procedures, please see the Towson University Student Academic Integrity Policy.
TOWSON UNIVERSITY
EDUCATION PROGRAM
PROFESSIONAL BEHAVIOR POLICY¹
Introduction and Rationale
The Teacher Education Executive Board (TEEB) has a responsibility to the education community to ensure that individuals whom Towson University recommends to the State of Maryland for certification are highly qualified to join the education profession. The teaching profession requires strong academic preparation, mastery of pedagogy, and other professional competencies. The profession also requires non-academic professional behaviors, such as interpersonal skills, which are as critical to success as those in the academic domain. The goal of this Professional Behavior Policy is to help candidates demonstrate professional behaviors in a school environment. This document sets forth those essential professional behaviors for the entire education unit.
A professional behavior policy serves several important functions, including, but not limited to: (a) providing information to those considering teaching careers that will help such students in their career decision-making; (b) serving as the basis for feedback provided to students throughout their teaching program regarding their progress toward mastery of all program objectives; and (c) serving as the basis for the final assessment of attainment of graduation requirements and recommendation for certification.
All candidates in education programs are expected to demonstrate they are prepared to work with students and adults in educational settings. This preparation results from the combination of successful completion of Towson University coursework, field/internship experiences, and the demonstration of professional behavior that all educators should possess. These professional behaviors are outlined below.
EDUCATION PROFESSIONAL BEHAVIOR STATEMENT
The Teacher Education Executive Board (TEEB) reserves the right for each department/program to refuse, deny, or revoke the application for admission to professional education programs or continuation in professional education programs of any student whose observed behavior is deemed incongruent with established guidelines of professional behavior.
As a professional discipline, education is “vested by the public with a trust and responsibility requiring the highest ideals of professional service.” All teacher education students agree to accept “the responsibility to adhere to the highest ethical standards of professional behavior.” Placing the importance of professional behavior and duties above one’s own convenience is the cornerstone of professionalism.
All teacher education students are responsible for understanding department- and program-specific professional expectations. In addition to fulfilling all academic requirements, successful completion of all field experiences requires demonstrated professional behavior including, but not limited to, punctuality, attendance, professional attire, discretion, respect for confidentiality, effective and appropriate communication with University and school-based students and personnel, and acceptance of diversity.
All teacher education students must exhibit behaviors consistent with the University's Code of Behavior and established professional practice in educational and clinical settings. Successful completion of all field experiences is a requirement for continuation in the education program.
_________________________
¹Adapted from the University of Maryland, College Park (2005) College of Education Technical Standards Policy.
Used with permission
Program Expectations of Behavior
The Education Program’s Expectations of Professional Behavior are grouped into three categories: Communication/Interpersonal Skills, Emotional and Physical Abilities, and Personal and Professional Behavior.
Candidates enrolled in an education program must:
Communication/Interpersonal Skills
• express themselves effectively in standard written and oral English in order to communicate concepts, assignments, evaluations, and expectations with members of the learning community such as University faculty, students, parents, administrators, and other staff
o Candidates write clearly and use correct grammar and spelling. They demonstrate sufficient skills in written Standard English to understand content presented in the program and to adequately complete all written assignments, as specified by faculty.
o Candidates communicate effectively with other students, faculty, staff, and professionals. They express ideas and feelings clearly and demonstrate a willingness and an ability to listen to others.
o Candidates demonstrate sufficient skills in spoken Standard English to understand content presented in the program, to adequately complete all oral assignments, and to meet the objectives of field placement experiences, as specified by faculty.
• have communication skills that are responsive to a variety of perspectives represented in diverse classrooms and/or other professional environments
o Candidates appreciate the value of diversity and look beyond self in interactions with others. They must not impose personal, religious, sexual, and/or cultural values on others.
o Candidates demonstrate their awareness of appropriate social boundaries between students and educators and their readiness to observe those boundaries.
• have the necessary interpersonal competencies to function effectively with students and parents/guardians, and to function collaboratively as part of a professional team
o Candidates demonstrate positive social skills in professional and social interactions with faculty, colleagues, parents/guardians, and students.
o Candidates demonstrate the ability to express their viewpoints and negotiate difficulties appropriately, without behaving unprofessionally with instructors, peers, or students.
Emotional and Physical Abilities
• be able to work appropriately with time constraints and deadlines, to concentrate in distracting situations, to make subjective judgments to best serve the needs of students, and to ensure safety in the classroom and in emergency situations
o Candidates demonstrate the ability to work with frequent interruptions, to respond appropriately to unexpected situations, and to cope with variations in workload and stress levels.
o Candidates demonstrate the ability to multi-task and to adapt to and display flexibility in changing situations.
o Candidates possess the ability to make and execute quick, appropriate, and accurate decisions in a complex, stressful environment.
o Candidates maintain composure and continue to function well in a myriad of situations.
• have the physical stamina to work a contractual day and perform extended and additional duties of a school professional such as parent conferences, after-school events, and other assigned duties
o Candidates exhibit motor and sensory abilities to attend and participate in class and practicum placements.
o Candidates tolerate physically demanding workloads and to function effectively under stress.
Personal and Professional Behavior
• arrive on time for professional commitments, including classes and field experiences
o Candidates meet deadlines for course assignments and program requirements. A pattern of repeated absences, lateness, and failure to meet deadlines in courses or fieldwork is not acceptable.
• seek assistance and follow supervision in a timely manner, and accept and respond appropriately to constructive reviews of their work from supervisors
o Candidates reflect on their practice and accept constructive feedback in a professional manner. They demonstrate the ability to act upon appropriate suggestions and reasonable criticism.
o Candidates are flexible, open to new ideas and willing to modify their beliefs and practices to best serve the needs of their students.
• demonstrate attitudes of integrity, responsibility, and tolerance
o Candidates demonstrate honesty and integrity by being truthful about background, experiences, and qualifications; doing their own work; giving credit for the ideas of others; and providing proper citation of source materials.
o Candidates interact courteously, fairly, and professionally with people from diverse racial, cultural, and social backgrounds and of different genders or sexual preferences.
o Candidates must not make verbal or physical threats; engage in sexual harassment; become involved in sexual relationships with their students, supervisors, or faculty; or abuse others in physical, emotional, verbal, or sexual ways.
o Candidates demonstrate the ability to understand the perspectives of others and the ability to separate personal and professional issues.
o Candidates exhibit acceptance of and are able to make appropriate adjustments for exceptional learners.
o Candidates protect the confidentiality of student and colleague information unless disclosure serves professional purposes or is required by law.
• show respect for self and others
o Candidates exhibit respect for all Towson University and school personnel, peers/colleagues, students, their parents/guardians, and community members.
o Candidates know cell phone use is prohibited during class hours (inc.texting).
o Candidates are free of the influence of illegal drugs and alcoholic beverages on university premises and field placements. They are expected to abide by the Towson University Code of Student Behavior.
o Candidates demonstrate the ability to deal with personal and professional stressors through the use of appropriate coping mechanisms. They handle stress effectively by using appropriate self-care and by developing supportive relationships with colleagues, peers, and others.
o Candidates use sound judgment. They seek and effectively use help for medical and emotional problems that may interfere with scholastic and/or professional performance.
o Candidates realize their representations on the internet will be considered within the scope of their professional demeanor.
• project an image of professionalism
o Candidates demonstrate appropriate personal hygiene.
o Candidates dress appropriately for their professional contexts.
o Candidates possess maturity, self-discipline, and appropriate professional judgment.
o Candidates attend and assist as needed in lessons being observed.
o Candidates demonstrate good attendance, integrity, honesty, conscientiousness in work, and teamwork.
• social media policy
o The same principles and guidelines that apply to students’ activities in general
also apply to their activities online. This includes all forms of online publishing and discussion, including blogs, user-generated video and audio, social networks and other social media applications. The Internet is neither anonymous nor forgetful, and there is no clear line between one’s professional life and personal life on a social media site. Teacher candidates need to weigh every posting for how it affects their effectiveness as teachers.
Implementation and Review Procedures
Each program of education will introduce this policy, and candidates will receive a copy of the Program’s Professional Behavior Policy and sign a Professional Behavior Policy Acknowledgement Form prior to the entry of the clinical experiences. Candidates in the programs will be required to submit an updated Professional Behavior Policy Acknowledgment Form prior to entry into the Professional Year.
At various points (e.g., field experiences) candidates will be notified of Professional Behavior inadequacies that may prevent them from progressing through their program. Documentation and consensus regarding the student's functioning will be sought before any action is taken. Candidates who experience deficiencies in any areas will be encouraged to seek appropriate professional help from Towson University or other sources. If the problem seems to be beyond remediation, the candidate’s continuation in professional programs, graduation, or recommendation for certification may be denied.
Assistance for Individuals with Disabilities
Professional behavior may be met with or without accommodations. The University complies with the requirements of Section 504 of the Rehabilitation Act and the Americans with Disabilities Act of 1990. Therefore, Towson University will endeavor to make reasonable accommodations with respect to its behavior standards for an applicant with a disability who is otherwise qualified. "Disability" shall mean, with respect to an individual, (1) a physical or mental impairment that substantially limits one or more of the major life functions of such individual; (2) a record of such an impairment; or (3) being regarded as having such an impairment. The University reserves the right to reject any requests for accommodations that are unreasonable, including those that would involve the use of an intermediary that would require a student to rely on someone else's power of selection and observation, fundamentally alter the nature of the University's educational program, lower academic standards, cause an undue hardship on the University, or endanger the safety of students or others.
For all requests for accommodations, students should contact Towson University's Disability Support Services (410-704-2638) and follow established university policy and procedures.
Unless a student has expressly waived his or her privilege to confidentiality of medical records provided to substantiate either a disability or a recommendation for an accommodation, program administrators to which such information has been communicated shall maintain such information in a manner that preserves its confidentiality. Under no circumstances shall such information become part of a student's academic records.
TOWSON UNIVERSITY
PROFESSIONAL BEHAVIOR POLICY
EDUCATION STUDENT ACKNOWLEDGEMENT FORM
Within the professional context to which each candidate aspires, all candidates must:
Communication/Interpersonal Skills
• be able to express themselves effectively in standard written and oral English in order to communicate concepts, assignments, evaluations, and expectations with members of the learning community such as University faculty, students, parents, administrators, and other staff
• have communication skills that are responsive to different perspectives represented in diverse classrooms and/or other professional environments
• have the necessary interpersonal competencies to function effectively with students and parents, and to function collaboratively as part of a professional team
Emotional and Physical Abilities
• be able to work under time constraints, concentrate in distracting situations, make subjective judgments, and ensure safety in emergencies
• have the physical stamina to work a contractual day and perform extended and additional duties of a school professional such as parent conferences, after-school events, and other assigned duties
Personal and Professional Requirements
• arrive (and be on time) for professional commitments, including classes and field experiences
• seek assistance and follow supervision in a timely manner, and accept and respond appropriately to constructive review of their work from supervisors
• demonstrate attitudes of integrity, responsibility, and tolerance
• show respect for self and others
• project an image of professionalism
I have read and acknowledge receipt of the Professional Behavior Policy. I understand that if the criteria listed above are not met satisfactorily, I may be recommended for dismissal from the Teaching Program and/or denied the opportunity to complete the internship and student teaching component of the curriculum.
Candidate Signature PRINTED Name Date
This document should be given to the Department Chair.
NOTE: The University has a legal obligation to provide appropriate accommodations for students with documented disabilities. Documented disability students seeking accommodations, should register with the University's Office of Disability Support Services and notify your course instructor, and/or academic advisor prior to the start of classes and/or field experience.
POLICY REGARDING CONTINUANCE OR REMOVAL
FROM FIELD PLACEMENTS
As well as academic preparation and teaching skills, the teaching profession also requires non-academic professional behaviors, such as interpersonal skills, which are as critical to success as those in the academic domain. The “Education Professional Behavior Policy” (part 2 of this document) describes the professional behavior expected of teacher candidates in all placements. Candidates who fail to demonstrate appropriate professional behavior pedagogical skills, or mastery of content may be removed from the field placement after other options may be explored.
Should a school leader request the removal of an intern from a school placement, the placement at that school shall be ended immediately. The intern will proceed to step five of this policy if the school requests that the intern be removed from the setting. If a candidate’s actions are considered illegal activities, there is an automatic referral to step five of this policy. If a candidate fails to demonstrate competence in one or more expectations in the school placement, the following policy shall be implemented.
Procedure for Removing Candidates from Field Experiences and Concurrent Courses:
1. The university supervisor ensures that the mentor teacher has modeled appropriate planning and instruction and has involved the intern in a gradual progression of appropriate professional experiences such as co-teaching, small group instruction, whole class instruction, and independent teaching if that is warranted. The University supervisor is responsible for observing the intern and providing both oral and written feedback for each lesson observed. The mentor teacher should give written feedback to any candidate that is having difficulty after formative discussions with the candidate have occurred.
2. When an intern encounters difficulty in the school/classroom, it is the university supervisor’s responsibility to inform the intern, in writing, that he/she is not meeting expectations and to specify the behaviors, dispositions, knowledge, and/or skills that need remediation. Once informed of the area(s) requiring remediation, the candidate is responsible for developing/proposing an Assistance Plan (in response to the area(s) requiring remediation) with the university supervisor. After review, discussion, and revision (as needed) of the proposed plan, the university supervisor, along with the mentor teacher and the intern, will finalize and sign an Assistance Plan that includes the areas of weakness and the steps the intern must follow to remediate those weaknesses. The plan will include a timeline that specifies how and when the candidate will be expected to address the identified weaknesses, benchmarks, criteria, and the steps that will follow if the weaknesses are not remediated within the time frame. Each time the university supervisor and the mentor teacher observe the candidate, references will be written as to the progress being made on the Assistance Plan. The university supervisor will give a copy of the Assistance Plan to the TU department chair or the program director as a way to alert them that the candidate is experiencing difficulty. Should the candidate refuse to sign or fail to implement the Assistance Plan, the candidate will be removed from the placement and will proceed to step five of this policy.
3. At the end of the time frame set forth in the Assistance Plan, the intern is either allowed to proceed in the field experience as long as he/she is able to maintain all of the responsibilities expected of the experience, or he/she is removed from the field experience due to lack of progress on the Assistance Plan. This decision will be made by the university supervisor in collaboration with the department chair; the director of the Center of Professional Practice (CPP) will be notified in writing of the decision that is made.
4. If an intern is removed from a field placement, he/she will receive a grade of F or U for the internship course. If the withdrawal occurs before the deadline for officially withdrawing from courses, the candidate may be allowed to withdraw from the internship and receive a grade of W for the course. Candidates taking concurrent courses will be allowed to finish those courses if the courses do not require continuing work with children/students in the field placement. Candidates may not work with other children/students outside of the given placement to fulfill the field placement components of the internship and concurrent courses.
5. Candidates may appeal the removal from field placement to the Dean of the College of Education or appropriate College within 48 hours of being removed from the placement. The Dean will make a decision on the appeal based on university policy as stated in the appropriate catalog. If the Dean rules in favor of the candidate, the candidate will be placed back in an appropriate classroom setting. The candidate will not return to the original classroom or school, but may be reinstated in an internship in a different setting or in a future semester.
6. To be reinstated in a field placement and/or the concurrent courses in a subsequent semester, the candidate must make a written request to the department chair or the program director at least 30 days before the beginning of the semester in which the placement is sought. Individual departments will set requirements for reinstatement.
Towson University
Professional Year Assistance Plan
Student:__________________________ Towson ID#_________________ Program:_____________
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Copy to: Dept. chair and ____________________
TU Intern University Liaison Center for Professional Practice Date
Student Criminal Background Check Policy for Audiology and Speech-Language Pathology Students (June , 2009)
Students enrolled in the Speech-Language Pathology and Audiology programs in the Department of Audiology, Speech –Language Pathology and Deaf Studies will complete multiple clinical experiences and academic coursework as part of their academic program. The following policy is in effect for students enrolled in either program and is consistent with the College of Health Professions Student Policies and Procedures (Appendix A).
A) On-campus Clinical Practicum. The Towson University Speech, Language & Hearing Center provides a full range of audiological and speech-language services. Students will complete two or three clinical practicum experiences in the on-campus center under the supervision of certified and licensed speech- language pathologists or audiologists. The practicum experience can involve undergraduate Seniors, Masters students in Speech- Language Pathology, or Clinical Doctorate students enrolled in the AUD program, who participate in direct client contact. Prior to initiating enrollment in clinical practicum, a student must submit a signed copy of the College of Health Professions Criminal Background Check Student Rights and Responsibilities (Appendix B) to either the Departmental Chair (undergraduate students) or appropriate Program Director (graduate students). Completion of a criminal background check is required prior to starting the internship, as described by the College of Health Professions Student Criminal Background Check: Policies, Procedures & Instructions ( ). The State of Maryland Application for Criminal History Record Check and Disclosure Statement Criminal Background Check must be completed for the State of Maryland and processed via the CJIS-Central Repository in Pikesville, MD. The results must be forwarded to the Director, Center for Professional Practices (CPP), Towson University. The CPP will notify the appropriate Program and/or Clinic Director of any finding regarding a student’s criminal background check. Upon such notification, a committee consisting of the Departmental Chair, appropriate Program Director and Clinic Director (e.g. Speech-Language Pathology or Audiology) , and a representative of the Dean will convene to determine the student’s eligibility for clinical practicum on a case by case basis. Undergraduate students have the right to an appeal process through the Policy on Judicial Procedures as outlined in the current Undergraduate Catalog (2008-2009, p. 290-291). Graduate students have the right to an appeal process as described in Appendix E of the 2008-2009 Graduate Catalogue. It is not the role of the departmental committee to retry a case or second-guess the criminal justice system. It is the role of the departmental committee to use conviction histories in decision-making regarding competence, conduct, moral turpitude, seriousness of the crime (misdemeanor vs. felony), eligibility for future licensure, and safety of the client and other students. A determination will be made regarding the student’s clearance to work in the center and/or to continue academic coursework.
a. If a student is charged with a criminal offense while completing a clinical practicum experience, the Departmental committee will convene to review the evidence and determine if any action should be taken prior to any court decision. The committee will follow the guidelines (as described above) to determine if the student can continue in their clinical practicum and/or coursework until the court ruling.
B) Off-Campus Clinical Practicum. The practicum experience takes place at affiliated sites i.e., schools, nursing homes, hospitals , private practices, and medical offices. This practicum experience involves students who have completed the On-Campus practicum experience and eligible for Off-Campus practicums. They are supervised by certified and licensed speech-language pathologists or audiologists who are employees of the facility. For the off-campus practicum, a criminal background check is required and must comply with the procedures stated by the host agency (see College of Health Professions website regarding Policies and Procedures for description of the various Criminal Background Checks, and consequences of negative findings :
All students who discuss issues in regards to a criminal background check must sign a Release of Liability (see Appendix C). For more information on the policies of the College of Health Professions in regards to criminal background checks, please visit:
If you have any questions please contact us.
|Dr. Karen Fallon |Dr. Peggy Korczak | |
|SLP Program Director |AUD Program Director | |
|Department of Audiology, Speech Language |Department of Audiology, Speech | |
|Pathology and Deaf Studies |Language Pathology and Deaf Studies | |
|410- 704- 2449 |410- 704- 2417 | |
|cbassich@towson.edu |demanuel@towson.edu | |
Appendix A: STUDENT POLICIES AND PROCEDURES
College of health Professions
1) Each placement site develops its own eligibility standards for student participation in the setting.
• A finding on a student’s criminal background check may yield a rejection from some sites, but
may not yield a rejection from other sites. The student can inquire about the reason for
rejection from the site.
• If a placement site rejects a student for placement, and the student believes the rejection is
due to inaccurate findings by the vendor, the student may appeal the review findings to the
vendor, who will follow applicable appeals procedures.
2) A student rejected from a site must meet with his/her academic placement coordinator prior to being
placed in a second setting.
• Criminal background check results are confidential and the results are not shared with the
school.
• The coordinator will review the procedures with the student to determine the possible next
placement.
3) Following a rejection from a site based on criminal background check results, Towson University will
attempt to place a student in another fieldwork site that also requires a criminal background check.
• Towson University will notify the second site that the student was considered ineligible at the
first site as a result of his/her criminal background check.
4) Towson University will not assign placement sites to students on the basis of the sites’ requirements
for criminal background checks.
• Some students may be required to obtain background checks and others may not; some sites
may require drug testing or fingerprinting and others may not.
• Site assignments will be based on a number of factors including availability, type of
experience needed, and student interest.
• Students are responsible for incurring the expenses involved with all levels of background
checks.
• Costs typically average between $48 and $62.
• Fingerprinting, drug testing, and search of additional names or places of residence may incur
additional costs.
• It is anticipated that the background check requirement will grow increasingly common in
health care and other settings.
5) Students who are rejected from two placement sites on the basis of their criminal background checks
will be considered to be unable to complete program requirements and may be dismissed from their
programs.
• Students dismissed from one program in the College of Health Professions may not enroll in
another program within the College.
• Students are strongly encouraged to consider the ramifications resulting from any negative
findings on their criminal background checks when they select a career in health care or
education.
• Students have the right to an appeals process through the Policy on Judicial Procedures as
outlined in the Undergraduate Catalog 2008-2009 pp, 290-291.
6) Once students have been assigned to a placement site that requires a criminal background check, they
must obtain that check no less than 21 days prior to the start of the placement.
• Students who maintain continuous enrollment will generally not be required to obtain more
than one background check during their tenure in the program.
• Some placement sites may require more extensive background checking than others, which
may necessitate additional work on the part of the student.
7) Although The College of Health Professions will make reasonable efforts to maintain updated files of
the requirements of all placement sites, the student is responsible for contacting the site and verifying
the need for a criminal background check.
Appendix B
College of Health Professions
Criminal Background Check
Student Rights and Responsibilities
This form must be signed, dated, and returned to your Program Director prior to beginning
course work in the College of Health Professions.
The various College of Health Professions programs require that students successfully complete
clinical courses/internships. These courses are generally offered at off-campus sites, including
hospitals, nursing homes, schools, or other settings that are not part of the university. These sites may
require that you disclose whether you have a criminal record or that you submit to a criminal
background investigation as a condition of your participation in the clinical internship experience.
Depending on your clinical placement, you may therefore be required to complete a criminal
background check, at your own expense. The university shall have no obligation either to refund your
tuition or to otherwise accommodate you in the event your criminal record renders you ineligible to
complete required clinical courses/internships.
In addition, upon completion or graduation from various programs, you may be required by state law
to sit for certification exams or licensure which will allow you to practice your selected profession.
At that time, you may be required to release your criminal record or have a criminal background
check completed prior to sitting for the exam or prior to receiving a license to practice. A licensing
board or agency is generally permitted to deny a license or to revoke or suspend a license or to
reprimand a licensee if the applicant or licensee is convicted or has pled guilty or nolo contendere to
a felony or other specified crimes. In the event you have a criminal record, the university urges that
you make a timely inquiry of the applicable state licensing authority to determine the effects, if any,
of your criminal record on eligibility for licensure or certification. Towson University shall have no
obligation either to refund your tuition or to otherwise accommodate you in the event your criminal
record renders you ineligible to complete certification exams or to receive licenses.
Towson University does not require a student to undergo a criminal background check. Any criminal
background check completed is a voluntary action taken by the student, and any resulting
information disseminated will be between the individual student and the clinical/internship placement
site’s coordinator, or in the case of licensure, between the student and a certification board. If a
student takes part in an on-campus placement, they are considered an employee of Towson
University and they will be required to have a background check completed. If a student
attends an off-campus placement in an educational setting where children are present, they will
then be required, by that school or school district, to have a criminal background check
completed.
“I acknowledge that I have read the above three paragraphs relating to the possible consequence of
having a criminal record, that I understand the effects a criminal record may have upon my eligibility
to complete the requirements of my major, sit for a certification exam, and obtain licensure.”
Signature Date
Revised 4/17/07
Appendix C.
AGREEMENT, WAIVER, HOLD HARMLESS AND COVENANT NOT TO SUE
Name (printed or typed): ________________________________________________________________
Notice: This Agreement is a contract with legal consequences. Read it carefully before signing!
In consideration of receiving the most full and complete advice possible with respect to my potential future as a (licensed) health professional, I have voluntarily chosen to disclose to ______________________ __________________________________ (“Instructor”) the results of a criminal background check performed on me. I understand and acknowledge that Instructor may be required by law, or by the policies and/or practices of the University System of Maryland, Towson University or College of Health Professions to disclose this information to others (for example, in accordance with the Towson University College of Health Professions Policies and Procedures in the College’s manual “Student Criminal Background Check: Policies, Procedures and Instructions.”)
I understand and expressly assume all the risks and dangers of my disclosure of this information, and I hereby release, waive, discharge, and covenant not to sue Towson University, the University System of Maryland, the State of Maryland, and their officers, agents, servants, and employees (collectively, the “Releasees”) from all liability, claims, demands, actions, or causes of action whatsoever arising out of any damages, loss, or injury to me resulting from my disclosure of this information or from the Releasees’ re-disclosure of this information, pursuant to law or policy as described above. I hereby agree to indemnify and hold harmless the Releasees from any loss, liability, damage, or costs, including court costs and attorneys’ fees, that they may incur due to my disclosure, or Releasees’ re-disclosure, of such information.
I agree, for myself and my successors, that the above representations and agreements are contractually binding, and are not mere recitals. I agree that my failure or refusal to sign such agreements or releases shall in no way affect the validity of this Agreement, nor revoke or cancel any of the terms of this Agreement. I or any of my successors shall be liable for the expenses (including legal fees) incurred by the party or parties in defending against such claim or suit. This Agreement shall not be modified orally.
I have carefully read this form and fully understand its contents. I am aware that this is a release of liability, a waiver of claims, an agreement not to sue, an indemnity, and a contract between myself and Towson University and for the benefit of others described herein, I sign it of my own free will.
PARENT OR GUARDIAN OF A MINOR: I, as parent or guardian of the above named minor, hereby give my permission for my child or ward to disclose the above referenced information, and further agree, individually and on behalf of my child or ward, to the terms of the above.
Student’s signature: ____________________________________________________________________
Date: _________
Parent’s or guardian’s signature if student is under 18: __________________________________________
Date: _________
Signature of witness: _____________________________________________________________________
Date: _________
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Speech, Language & Hearing Center
Towson University-8000 York Road-Towson, MD 21252-0001
Voice or TDD: 410-704-3095 - Fax: 410-704-6303
Off-Campus Supervisor Stipend
Supervisors,
As part of the mentorship program at Towson University, you will be receiving a stipend. The amount will be $240. A contract will be sent to you from the Center of Professional Practice. This office operates out of the Education Department on campus and handles this procedure for us. They will send you a contract during the semester. Please sign and send the contract back to that office as soon as possible so that this process runs smoothly. If you do not send back the contract in a timely manner, it is possible that you will not get paid. Any contracts that are not received in the same fiscal year will not be able to be processed. Therefore, any spring contracts received after June 30th will not be able to be processed. In the event that the clinical supervisor cannot directly accept a stipend for supervision, an invoice from the facility for the specified amount and the name of the supervised student should be forwarded to the Center for Professional Practice. This also has to be received before the next fiscal year or it will not be able to be processed.
It is hoped that this stipend may be used for licensure/certification fees, continuing education courses or therapeutic materials. We so appreciate all that you do for our students and this is a small token of our appreciation. Please contact me if you have any questions.
Sincerely,
Karen Pottash, M.A., CCC-SLP
Clinical Administrator
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Memorandum
|To |Off-Campus Supervisors |
|From |Karen Pottash, MA, CCC-SLP |
| |SLP Clinical Administrator |
|Date |5/17/2013 |
|Re |Clock hours record |
|CC | |
Supervisors,
As of September, 2011, the Department of Audiology, Speech-Language Pathology and Deaf Studies has adopted an electronic means of tracking student clinical hours in the Typhon Tracking System. You will be sent an email which will give you instructions on how to log onto the system. From the beginning of the semester, your student will log his/her hours into Typhon and you will need to review the information and hours and approve them as appropriate. Please see the attached instructions on approving hours. Students will put in general client information and list the competencies that they worked on during each clinical session along with the hours earned in each disorder area for diagnostics or treatment. The students have been using this system and should be able to complete the logs with no difficulty. Please feel free to call me if you have any questions or if any issues arise.
Thank you.
Karen
INSTRUCTIONS FOR LOGIN AND APPROVAL OF TYPHON CLINICAL LOGS
(revised January, 2013)
1. Login to the link for Typhon which is in the email with your login and passcode (Anytime you need that resent to you or if you want it sent to a different email please don’t hesitate to ask).
2. Under the heading “Student Reports,” click on “printable case logs.”
3. Select the student that you want to approve from the drop down student list (you should only see students for whom you have personally supervised).
4. Select a particular date to review. You can see all the information about this case to review.
5. If you are in agreement with everything on that case log (patient age, minutes with patient, diagnosis codes, competencies and whether or not they observed assisted or performed them, etc.), then go ahead and approve the log by clicking on “Edit case status” in the upper left hand corner or the lower left hand corner.
6. A box will come up for which you can then click “Approved” and you can type comments to the student. Your comments will show up in red when the student views their logs. They are the only ones beside you (I can view them too as the administrator), who can view these comments.
7. If you do NOT agree with anything about their case log, no matter how minute you think it is, DO NOT APPROVE it. Instead, in the comments box, type up why it is not approved and let them know that once the change has been corrected, you will approve it.
8. Click “Save data” after every change/approval/comment.
9. Go back to the Main Menu and start this entire process over, to view and/or approve another case for the same student or go to “linked encounters” on the bottom to find the next session of the same client and/or group encounter.
10. If you want to approve multiple encounters at a time, under “student report” you can click on “case log highlights.” In that field, you can put in a date and then select to see the previous week or month entries. Click on “apply filters.” On the left hand side under “status” it says “change all to ______” and you can click on “approval”. It will then change them all at once. Be sure to click “save changes” before you exit that screen.
11. Click “log out” when you are done.
CLINICAL
PRACTICUM
GRADING
POLICY
CLINICAL PRACTICUM GRADING POLICY
Students will receive a graded evaluation for each observed client evaluation/treatment session no later than the fourth session. Clock hours will be earned for any client session receiving a passing grade. Supervisors evaluate the performance of students assigned to them and submit midterm/final grades to the Clinic Director. If a student has more than one supervisor, each supervisor's grade is weighted according to the number of clinical clock hours involved in that grade. Weighted grades are then averaged for your final clinical practicum grade.
Supervisors base their grades on student performance of professional, interpersonal and technical skills in the following:
1. Direct observation by the supervisor
2. Indirect observation by the supervisor (meetings, conferences, etc.)
3. Written materials submitted:
a. Session plans/SOAP notes
b. Individualized Speech-Language Treatment Plan
c. Progress reports and/or Diagnostic Reports
d. Parent/client letters
e. other written materials as requested by the supervisor such as self-evaluations, home programs, etc.
Course grade may be lowered as the result of: continued unexcused absences from clinical assignments, supervisor conferences, and weekly class meetings without valid, verifiable, written documentation; late submission of written materials, and failure to adhere to clinic rules, policies, procedures, and deadlines. Students are expected to perform in a professional, ethical manner.
Final grade determination is contingent upon both supervisor evaluation and compliance with the requirements identified above. Final grades will be assigned following completion of all clinical responsibilities including reports and paperwork.
GRADING EXPLANATION
(Revised 7/2012)
At the beginning of the semester each student should read the Practicum Evaluation Scale descriptors in the clinic manual for an explanation of criteria for midterm and final grading. The Practicum Evaluation Form will be filled out by Clinical Supervisors at mid-term and at the end of the semester. Points for marked categories will be added and divided by the number of categories used to obtain the Mean Skill Level.
The mean skill level placed in blank I will be for midterm evaluation. The mean skill level placed in blank II will reflect the final grade which will be inclusive of the entire semester.
Students enrolled in on campus practicum are graded as Level I. Students participating in off campus practicum experiences are graded as Level II. Performance expectations will differ for each student Level and these differences will be reflected in the letter grade assignments.
Letter grades will be assigned as follows:
| | | | | |
|Level |A |B |C |F |
|I= On Campus | | | | |
|II= Off Campus | | | | |
| | | | | |
|II. Mean Skill Level Range |A 4.4-5.0 | | | |
|Cut Off Score |A- 4.2-4.39 |B+ 3.8-4.19 |C+ 2.8-3.19 | |
| |*(2 |B 3.6-3.79 |C 2.6-2.79 |< 2.2 |
| | |B- 3.2-3.59 |C- 2.2-2.59 | |
| | |*(1 |*(0 | |
| | | | | |
|I. Mean Skill Level Range |A 4.2-5.0 | | | |
|Cut Off Score |A- 4.0-4.19 |B+ 3.6-3.99 |C+ 2.6- 2.99 | |
| |*≤1 |B 3.4-3.59 |C 2.4 -2.59 |< 2.1 |
| | |B- 3.0-3.39 |C- 2.1 -2.39 | |
| | |*≤0 |*≤0 | |
*If a student achieves a Mean Skill Level for a particular letter grade but has some scores which fall at or below the Cut Off Score for that letter grade, the supervisor may assign a lower letter grade. If a discrepancy occurs between the Mean Skill Level and assigned letter grade, specific reason(s) will be listed by the supervisor under Comments.
**According to University Grading Policy a C- in an undergraduate course would not meet requirements for passing any major required course.
**A “C” in a graduate course may effect graduate requirements for maintaining a “B” average and lead to academic warning. Any grade below a “C” would not meet requirements for passing.
If a student has questions about individual item(s), grade, or comments, that student should schedule an appointment with the supervisor to discuss.
The yellow copy of the Practicum Evaluation Form will be given to the student, the pink copy will be retained by the supervisor, and the white copy will be placed in the student academic’s file.
Per semester, all on-campus and off-campus final grades are used in determining your one clinic grade for the semester. Each individual grade is weighted according to the number of clinical clock hours involved in that grade. Weighted grades are then averaged for your final clinical practicum grade.
In order to fulfill semester requirements, the student is expected to complete all client sessions (both treatment and diagnostic) for the entire semester. As some diagnostic sessions extend over the allotted time, students are expected to remain with the client unless prior supervisory permission has been obtained.
A written or narrative evaluation will be given for each session observed by the supervisor. Grading of individual treatment sessions will begin no later than the third session the client is seen by the student clinician. For a written midterm grade, the student clinician should have been observed by the supervisor a minimum of four times.
No clock hours will be earned for any session receiving a grade below passing. Supervisors evaluate the performance of students assigned to them and submit midterm/final grades to the Clinic Director. Final grade determination is contingent upon supervisor evaluation and compliance with the requirements of the clinic.
Towson University *Speech, Language & Hearing Center* Practicum Evaluation Form
(Revised 7/2012)
Student________________________Supervisor_______________________Semester______
Client_________________________ Age______ Disorder(s): Artic/ Fluency/ Voice/ Lang /Hearing
Swallowing/ Cog. Comm./ Social Comm./ AAC
Student Level _____Skill Level _________/________=_________MT/F Grade __________
Total Score divided by # of items scored = # Grade Letter Equivalent
| | |NA |0 |1 |2 |
| |I. Interpersonal & | | | | |
| |Professional | | | | |
| |Characteristics | | | | |
| | | | | | |
| | | | | | |
| | | | | | |
|- | | | | | |
Full Names of TU Faculty and role(s)
Number of Trainees from:
Towson per supervisor for each semester:
Other programs per supervisor for each semester:
Check the areas describing the clinical population of the facility for a typical academic semester on the following chart:
|Area |Preschool Child |School-age Child |Adult |
|Speech/Language DX | | | |
|Articulation TX | | | |
|Voice TX | | | |
|Fluency TX | | | |
|Language TX | | | |
|Aphasia TX | | | |
|Dysphagia TX | | | |
|Assistive Technology TX | | | |
|Aural Rehabilitation | | | |
|Audiology DX | | | |
|Hearing Aid Dispensing | | | |
|Electrophysiology | | | |
|ENG | | | |
|Auditory Processing Tests | | | |
| | | | |
| | | | |
TOWSON UNIVERSITY: ADVANCED CLINICAL PRACTICUM OFF-CAMPUS
Student Name Home Phone
Address Work Phone
E-mail
SPPA (please circle) 746 747 748 799
Placement Placement Phone
Placement Fax
Address Placement Days Hours
M
T
W
R
F
Supervisor(s) ,email:______________________________
, email:______________________________
email:______________________________
Practicum Dates: From to On file: CAA form (Y/N) Contract (Y/N)
Directions to Placement (be clear and precise):
Approximate travel time from TU:
Towson University Off-Campus Practicum Evaluation Form
(Revised 4/2013)
Student________________________Supervisor_______________________Semester______
Age range of Clients/Patients___________Disorder(s): Artic/ Fluency/ Voice/ Lang /Hearing Swallowing/ Cog. Comm./ Social Comm./ AAC Student Level _____Skill Level _________/________=_________MT/F Grade __________ Total Score divided by # of items scored = # Grade Letter Equivalent
| |I. Interpersonal & |NA |0 |1 |2 |3 |
| |Professional | | | | | |
| |Characteristics | | | | | |
| | | | | | | |
|DX: Receptive/Expressive | | | | | | |
|Language | | | | | | |
| | | | | | | |
| | | | | | | |
| | | | | | | |
| | | | | | | |
| | | | | | | |
|X Child Speech | | | | | | |
| | | | | | | |
| | | | | | | |
| | | | | | | |
|DX: Social | | | | | | |
| | | | | | | |
|Communication | | | | | | |
| | | | | | | |
|DX: Cognitive Communication | | | | | | |
| | | | | | | |
| | | | | | | |
| | | | | | | |
|DX: Communication | | | | | | |
| | | | | | | |
|Modalities | | | | | | |
| | | | | | | |
|DX: Articulation/Phonology | | | | | | |
| | | | | | | |
|DX: Voice/Resonance | | | | | | |
| | | | | | | |
| | | | | | | |
|DX: Dysphagia | | | | | | |
| | | | | | | |
|DX: Fluency/Stuttering | | | | | | |
| | | | | | | |
| | | | | | | |
| | | | | | | |
|DX: Hearing | | | | | | |
| | | | | | | |
|TX: Receptive/Expressive Language | | | | | | |
| | | | | | | |
| | | | | | | |
|TX: Social | | | | | | |
| | | | | | | |
| | | | | | | |
|Communication | | | | | | |
| | | | | | | |
|TX: Cognitive Communication | | | | | | |
| | | | | | | |
| | | | | | | |
| | | | | | | |
|TX: Communication | | | | | | |
| | | | | | | |
|Modalities | | | | | | |
| | | | | | | |
|TX: Articulation/Phonology | | | | | | |
| | | | | | | |
|TX: Voice/Resonance | | | | | | |
| | | | | | | |
|TX: Dysphagia | | | | | | |
| | | | | | | |
| | | | | | | |
| | | | | | | |
|TX: Fluency/Stuttering | | | | | | |
| | | | | | | |
| | | | | | | |
|TX: Hearing | | | | | | |
| | | | | | | |
|Total Clock Hours | | | | | | |
Combine minutes across the semester and report in hours on this form. Divide total minutes by 60 to get the hours.
Supervisor's Name CCC Number/Area Practicum Site and Type* Signature _
#1
#2
OFF-CAMPUS SUPERVISOR CERTIFICATION
PERCENT OF OBSERVATION FORM
(Name) has successfully completed a practicum for
(Semester) at (Facility)
The hours are as follows:
| |# OF HOURS | # OF HOURS |Percentage of Time |
| |ACHIEVED |OBSERVED |Observed by Supervisor|
| |BY STUDENT |BY SUPERVISOR | |
|DIAGNOSTIC/SCREENING HOURS | | | |
|OF | | | |
|SPEECH, LANGUAGE, AND AUDIOLOGY | | | |
|(must be observed a minimum of 50% of the time) | | | |
|TREATMENT HOURS | | | |
|OF | | | |
|SPEECH, LANGUAGE, AND AUDIOLOGY | | | |
|(must be observed a minimum of 25% of the time) | | | |
_______________________________________
Off-Campus Supervisor
ASHA Account Number (8 digit number)
Date
STUDENT EVALUATION OF OFF-CAMPUS CLINICAL SUPERVISOR
SPEECH-LANGUAGE PATHOLOGY
Evaluate the clinical supervisor in reference to the statements below, based on the following ratings:
Rating Scale: 1 = Strongly Disagree 3 = Neutral 5 = Strongly Agree
2 = Disagree 4 = Agree
Summary comments are requested for all evaluations. Space is provided at the bottom of this page.
Supervisor: Facility:
Graduate Student: Semester:
|Off-Campus Supervisor |1 |2 |3 |4 |5 |
|Created a professional, supportive atmosphere | | | | | |
|Helped to develop awareness of clinical techniques and procedures | | | | | |
|Helped in planning for therapy | | | | | |
|Observed my therapy sessions sufficiently | | | | | |
|Conferred with me regularly for purposes of planning and evaluation | | | | | |
|Helped me to grow professionally | | | | | |
|Provided feedback concerning the progress of my clients | | | | | |
|Introduced the routine of the school/hospital/nursing home | | | | | |
|Modeled professionalism at all times | | | | | |
|Demonstrated superior clinical ability | | | | | |
|Reviewed session plans and provided verbal/written feedback | | | | | |
|Demonstrated a mastery of appropriate understanding of clients | | | | | |
|Used a variety of assessment strategies | | | | | |
|Suggested specific clinical strategies | | | | | |
|Used computer technology to meet needs, if available. | | | | | |
|Demonstrated an understanding that speech pathology facilities are sites of ethical, social, and civic activity | | | | | |
|Gave suggestions on how to collaborate with family members | | | | | |
|Helped to reflect on all aspects of speech-language pathology services | | | | | |
Comments:
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Off-Campus Site Visitation Report
Site ____________________________________________Semester ____________________
Site Supervisor __________________________________Site Visitor ___________________
Clinician ___________________________________ Experience Level (II, III, IV)SLP/AUD
Professional Behavior __________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Interpersonal Skills ____________________________________________________________ ______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Knowledge Base ______________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
Clinical Competence __________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
General Comments ___________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
Visit Date__________ Report Date __________ Visitation Time _____ Travel Time_______
White: file Yellow: Student Pink: Site Supervisor
O:\student\AUD Graduate Assistant\Off-Campus Supervisors Manual
Excellence can be attained if you…
Care more than others think is wise
Risk more than others think is safe
Dream more than others think is practical
Expect more than others think is possible.
-Anonymous
-----------------------
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Department of
Audiology, Speech Language Pathology, and Deaf Studies
Towson University
8000 York Road
Towson, MD 21252-0001
Speech, Language & Hearing
Center
Department of
Audiology,
Speech Language Pathology
& Deaf Studies
Towson University
8000 York Road
Towson, MD 21252-0001
t. 410-704-3095
f. 410-704-6303
_____
Address:
Phone:
Name of Facility:
Distance and Directions from campus:
Karen Pottash, M.A., CCC-SLP SLP Clinic Administrator
Candace Robinson, Au.D., CCC-A Audiology Clinic Administrator
Celia Bassich, Ph.D., CCC-SLP Graduate Program Director/Speech-Language Pathology
Diana Emanuel, Ph.D., CCC-A Graduate Program Director/Audiology
Sharon Glennen, Ph.D., CCC-SLP Department Chairperson
Academic prerequisites for clinical practicum students placed at your facility:
Non-academic prerequisites for clinical practicum students placed at your facility (e.g., TB, HEP-B, CPR, Criminal background checks, etc.)
Please identify which semesters your facility can be used as a training site
(Spring, Summer, Fall):
Please identify which semesters your facility can be used as a training site
(Spring, Summer, Fall):Please identify which semesters your facility can be used as a training site
(Spring, Summer, Fall):
Describe the functions performed by the graduate student clinicians:
Provide the average number of hours a week each student is at the site:
Describe the interprofessional experiences students receive at the facility:
Date
Signature
................
................
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