Graduate Student Handbook
Speech-Language Pathology Program
_________________________________________________________
Department of Rehabilitation Sciences
2014-2015
This Handbook is intended to provide all students in the speech-language pathology master's degree program with basic information about academic degree requirements for a major in Speech-Language Pathology. Each student is expected to read it carefully and see a graduate advisor or the program director if any questions or concerns arise. Students are responsible for knowing the information contained in the handbook, and sign a form indicating their understanding of this responsibility. This handbook supplements, but does not
supersede, the degree requirements of the University and the College of Graduate Studies. It is not intended to be an all inclusive document, but is intended as a guideline.
Adopted 1993, Revised 1994, 1995, 1996, 1997, 1998, 1999, 2000, 2001, 2002, 2003, 2004, 2005, 2006, 2007, 8/2008, 7/2009, 8/2010, 8/2011, 8/2012, 10/2012, 7/2013, 8/2014
TABLE OF CONTENTS
THE GRADUATE SPEECH-LANGUAGE PATHOLOGY PROGRAM………...1
Mission: University, College, Program……….…1
Equal Access, Opportunity and Affirmative Action Statement……….……….….1
PREPARING FOR THE PROFESSION OF SPEECH-LANGUAGE PATHOLOGY: ACADEMIC STANDARDS...2
PREPARING FOR THE PROFESSION OF SPEECH-LANGUAGE PATHOLOGY: ACADEMIC AND CLINICAL REQUIREMENTS………..………... 4
Admissions ……….4
Undergraduate Preparation………5
Graduate Plan of Study………..7
Advising……….8
Comprehensive Examination……….……….10
Thesis Option……….……….11
2014 Standards and Implementation Procedures for the Certificate of Clinical Competence in Speech-Language Pathology………..……….13
PREPARING FOR THE PROFESSION OF SPEECH-LANGUAGE PATHOLOGY: CLINICAL REQUIREMENTS….14 PREPARING FOR THE PROFESSION OF SPEECH-LANGUAGE PATHOLOGY: RESPONSIBILITIES OF GRADUATE STUDENTS---15
Dispute Resolution………..17
Graduation………...18
Recommended Sequence for Certification Process……….19
ASHA……….………...22
Lifelong Education………..………...22
National Examination………...23
Certificate of Clinical Competence Preparation……….…………...24
Clinical Fellowship………..………...27
ACADEMIC AND CLINICAL PROGRESS AND RELATED ISSUES………..…………28
Probation and Dismissal... ……….28
Leave of Absence ... ……….29
Withdrawal from the SLP Program ... ……….30
STANDARDS OF CONDUCT………...31
Personal Appearance ... ……….31
Classroom Behaviors………..32
Alcohol, Drug and Tobacco Use………..………33
Classroom and Clinic Maintenance ... ………..33
Inclement Weather………... ……….34
Policy for Student Use of Social Media ... .……….35
HEALTH POLICIES………...37
Health Forms ... ………….……..37
Changes in Health Status ... ………..……….37
Essential Functions and Accommodations ……….……….……….38
MISCELLANEOUS/SUPPORT SERVICES……….……40
Student Information Sheet ... ……….40
Liability Insurance ... ……….40
Criminal Background Check ... ……….40
Identification Badges ... ……….41
The Writing Center ... ……….41
Campus Police/Security ... ……….41
Emergency Notification ... ……….42
Employment Guidelines ... ……….43
Additional Educational Opportunities ... ……….44
Career Opportunities ... ……….45
APPENDICES………...….46
A: GENERIC ABILITIES……….……….….47
B: ASHA STANDARDS FOR THE CERTIFICATE OF CLINICAL COMPETENCE………...……51
C: STUDENT LEARNING OUTCOMES ... ……….59
D: COMPLAINT PROCEDURES ... ………….…87
E: ASHA SCOPE OF PRACTICE FOR SLPS ... ….………....97
F: STUDENTS WITH DISABILITIES ... ……….98
G: STATE LICENSURE & CERTIFICATION RESOURCES ... ……….99
H: GUIDE TO PROFESSIONAL CONDUCT: ASHA CODE OF ETHICS & PROFESSIONAL CORE VALUES ... ………...…100
I: ESSENTIAL FUNCTIONS OF THE SPEECH-LANGUAGE PATHOLOGY PROGRAM ... …...………109
THE GRADUATE SPEECH-LANGUAGE PATHOLOGY PROGRAM
MISSION STATEMENTS University of Toledo
The mission of The University of Toledo is to improve the human condition; to advance knowledge through excellence in learning, discovery, and engagement; and to serve as a diverse, student-centered public metropolitan research university.
College of Health Sciences
The mission of the College of Health Sciences is to make the world healthier by preparing outstanding professionals through education, research, practice, and community engagement.
SLP Program
The Graduate Program in Speech-Language Pathology at the University of Toledo is dedicated to the development of competent and caring entry-level speech-language pathologists. The program is committed to quality teaching enhanced by faculty research with an emphasis on evidenced-based practices in assessment and remediation of speech-language disorders in children and adults. Clinical practicum is an integral part of the student’s development and such experiences are interspersed throughout the student’s education to provide opportunities to apply previously learned approaches and techniques under supervision.
Students will be prepared to meet the academic and clinical requirements for the ASHA Certificate of Clinical Competence, to sit for the PRAXIS exam in speech-language pathology, to obtain employment as Clinical Fellows, and to demonstrate knowledge and skills required of competent entry-level speech-language pathologists.
THE UNIVERSITY OF TOLEDO IS AN EQUAL ACCESS, EQUAL OPPORTUNITY, AFFIRMATIVE ACTION EMPLOYER AND EDUCATOR
The University of Toledo has declared a policy of providing equal opportunity in all policies and
procedures affecting employment and education. In conjunction with the objectives of the policy and in accordance with the various local, state, and Federal laws, rules and regulations, the University is committed to providing employment and educational opportunities without regard to race, color, religion, sex, age, national origin, sexual orientation, veteran status and/or the presence of a disability.
PREPARING FOR THE PROFESSION OF SPEECH-LANGUAGE PATHOLOGY:
ACADEMIC STANDARDS
The Certificate of Clinical Competence (CCC) of the American Speech-Language-Hearing Association (ASHA) is the only professional credential for speech-language pathologists recognized in every state. Currently, candidates for the CCC must have completed the Master's degree or its equivalent and nine months of supervised professional experience and must pass a national exam. Although certification is a voluntary process, most clinics, hospitals, and other service facilities require their employees to have the CCC. Forty-six states also require that speech-language pathologists be licensed. Additionally, many states also have licensure requirements including Ohio and Michigan. The University of Toledo’s College of Graduate Studies’ (COGS) guidelines and the Speech-Language Pathology Program’s academic
standards provide a pathway to successful achievement of ASHA certification and state licensure. College of Graduate Studies Academic Policy Statement:
Realizing that professional educational programs are accountable to the public for the quality of their graduates, the Speech-Language Pathology Program has established standards of admission, retention, and graduation in accordance with its mission and philosophy. The Speech-Language Pathology
curriculum has been designed to prepare its graduates to meet the levels of comprehension and competency expected of an entry-level speech-language pathologist. Furthermore, standards of achievement and conduct for enrolled students have been set to insure adequate professional growth and socialization during the professional component of speech-language pathology education.
Students are advised to review the College of Graduate Studies Graduate Student Handbook for additional details not found in this document regarding the academic standards of the University of Toledo (http://www.utoledo.edu/graduate/currentstudents/refsandrscs.html).
Recommended Grading Scale:
95-100 = A 87-89= B+ 80-82= B- 73-76= C 67-69= D+ 60-62 = D-
90-93 = A- 83-86 = B 77-79=C+ 70-72= C- 63-66 = D Below 60 = F
The minimum acceptable grade to meet the Student Learning Outcomes is an 83% or B. General Scholastic Requirements:
The Speech-Language Pathology Program (SLP), in accordance with the College of Graduate Studies (http://www.utoledo.edu/graduate/files/AcademicStandards3_22_11.pdf), has established the following scholastic requirements for SLP Program students.
1. A minimum GPA of 3.0 (B) is required to be in good standing in the SLP program. In addition, a cumulative GPA of 3.0 or better in the professional course of study and the approval of the Speech-Language Pathology Program faculty is required to enter into the clinical externships and to graduate from the University of Toledo with a Master’s degree in Speech-Language Pathology.
2. Students will be expected to demonstrate all competencies and skills (see the Student Learning Outcomes; SLOs) at "83%" or better level in order to satisfactorily complete all professional course requirements. Unsatisfactory completion of any course will result in the student being required to repeat the course or be subject to dismissal from the SLP Program – in accordance with the policies outlined herein.
3. The maximum number of courses that may be repeated due to a grade below 83% (and not meeting the competencies/skills required) is two courses for the SLP Program. If a student receives below 83% (doesn’t meet one or more competencies), the student will be placed on an Action Plan and may repeat up to two courses to improve his/her grade and meet the requisite knowledge and skills outcomes. Thereafter, the student will be dismissed from the Program.
4. A course, in which a grade below B (83%) is received, may be repeated one (1) time. If the course is not completed with a grade of B (83%) or better the second time, the student will be dismissed from the Program.
5. The maximum number of practica (including externship) that can be repeated due to receipt of a grade below B (83%), and in which the requisite knowledge and skills outcomes are not achieved is one (1). The student will be dismissed from the SLP Program upon receipt of a second grade below a B (83%) in any practicum course.
6. Students must also maintain the appropriate professional behavior and conduct throughout the program. Should a student not meet the minimum acceptable professional behavior and conduct expectations, an Action Plan will be put in place. A student, who is not able to meet the terms of a “professional conduct” Action Plan may also be subject to dismissal from the program.
PREPARING FOR THE PROFESSION OF SPEECH-LANGUAGE PATHOLOGY:
ACADEMIC REQUIREMENTS
ADMISSIONS
The deadline for completed applications for enrollment in the graduate speech-language pathology program is December 15 of every academic year. The applicant may be required to complete a writing sample and participate in an interview.
The admissions committee will examine the completed applications and make recommendations regarding the status of the applicants. Upon examination of application materials, the committee may contact those students who have made the initial pool to participate in an interview. Interviews generally occur in February.
Acceptance into our ASHA accredited speech-language pathology graduate program is highly competitive. Consequently, many factors are taken into consideration when selecting an applicant for acceptance into the program. These factors include but are not limited to:
1. undergraduate preparation in the field
2. cumulative grade point average (GPA) overall and in the major (GPM) 3. potential to successfully complete the graduate program
4. quality of reference letters 5. stated goals and purpose
6. oral and/or written language skills 7. interview
8. GRE or other standardized measures
Current and past student statistics are provided on the Program website.
Students will be contacted by the College of Graduate Studies (COGS) regarding the status of their application. If a student is accepted into the graduate program, written indication of intent to enroll is requested by April 15. If written acceptance of admission is not received by the Program Director by April 15, acceptance as a regular graduate student may be revoked.
Students who are denied admission into the speech-language pathology graduate program will also be notified by COGS as that determination is made. If a student is denied admission into the Speech-Language Pathology Program, the student may consider other majors for graduate study, may apply to other universities, or may resubmit an application for the following fall. Students who are considered desirable candidates for our graduate program but were not admitted due to limited space in the program will remain on a waiting list. In the
eventuality that a position becomes available before the academic year, the first ranked candidate will be notified and offered the available position. The Admissions Committee reserves the right to grant exceptions to this policy. For additional information, please see the Program Admission Policy.
UNDERGRADUAGE PREPARATION
The University of Toledo began an undergraduate degree program in Speech-Language Pathology in 1969 with the first graduate level speech-language pathology curriculum offered in 1987. The
Graduate Program was accredited by the American Speech-Language-Hearing Association in 1993 and was re-accredited in 1998, 2006, and 2014. The undergraduate curriculum prepares students to enter graduate programs in communication disorders including the UT graduate Speech-Language Pathology program. The UT Speech-Language Pathology Program offers one of the few clinical practicum
opportunities for undergraduates.
Students must have a bachelor’s degree (typically in communication sciences and disorders or speech and hearing sciences) to be eligible for admission into a Master's degree program. Students who have an undergraduate degree in an area other than these majors (i.e., non-majors) are expected to complete undergraduate coursework in speech-language pathology as part of the Undergraduate with Degree Program (UWD) in order to be considered eligible to apply for the graduate program.
In addition to required professional coursework, students hoping to achieve the Certificate of Clinical Competence in speech-language pathology must document, according to the ASHA 2014 Standards and Implementation Procedures for the Certificate of Clinical Competence in Speech-Language Pathology requirements, course work in the following basic sciences with a minimum grade of C in each course (course work with a grade below C will not fulfill these requirements):
Course work in biological sciences, physical sciences, and statistics (a list of UT courses considered to meet the biological and physical science requirements can be found below and on the program web site).
• Course work in behavioral and/or social sciences (e.g., developmental psychology, sociology). Coursework in basic human communication processes, including anatomic, physiological,
physical, psychophysical, linguistic, and psycholinguistic bases of communication.
o This coursework may be carried forward from the undergraduate degree or taken as
an “undergraduate with degree” (UWD) student. Students are encouraged to visit the ASHA website (www.ASHA.org) to review the 2014 Standards and Implementation Procedures for the Certificate of Clinical Competence in Speech-Language Pathology as it is ultimately students’ responsibility to assure they have fulfilled certification requirements.
Bachelor of Science in Speech-Language Pathology – Degree Requirements
Fall Semester Spring Semester
Freshman
Year SLP 2400 Intro PSY 1010 Principles of Psychology SOC 1010 Intro to Sociology ENG 1110 Comp I
HHS 1000 Orientation
Humanities/Fine Arts Elective
3 3 3 3 1 3 16 MATH 2600 KINE 2560 A & P KINE 2460 A & P Lab ENG 2960 or Comp II
HEAL 1800, 2500, 4560, COUNT 2220 or 4080 General Elective 3 1 3 3 3 3 16 Sophomore
Year SLP 3020 A&P, Comm Mech SLP 3030 Lang Acquisition HEAL 1500 First Aid General Elective 4 3 2 6 15
SLP 3010 Phonetics
SLP 3140 Analyzing Language Humanities/Fine Arts Elective General Elective 3 4 3 6 15 Junior Year SLP 3150 Speech Science
SLP 3170 Hearing Science SLP 3200 Artic & Phonology Multicultural Elective Physical Science 4 3 2 4 3 16
SLP 3300 Language Disorders
SLP 3800 Methods* (requires >3.25 GPM) HEAL 1800, 2500, 4560, COUN 2220 or 4080 Multicultural Elective General Elective 4 3 3 3 3 16 Senior Year SLP 4000 Clinical Prac*
SPED 2040 Perspectives General Electives
2 3 9 14
SLP 3400 Audiology
SLP 4350 Concomitant Disorders SPED 4110 or 4120 Mod/Intensive needs General Electives 3 3 3 3 15 Total credits must equal or exceed 124 NOTES:
Students must earn a “C” or better grade in all major courses as well as those requirements listed below to meet ASHA/Ohio Department of Education requirements. Graduate program entrance requirements may be higher.
Recommended elective courses are provided on the Curriculum Check Sheet.
ASHA Requirements for Certification: We recommend the following:
Statistics (3 credits) MATH 2600
English (3 credits) ENG 1100 or 1110 and ENG 2960 or Comp II Introductory Psychology (3 credits) PSY 1010
Introductory Sociology (3 credits) SOC 1010
Natural Science (3 credits) KINE 2460 and 2560: Anatomy & Physiology PHYS 1310: Physics of Music & Sound Physical Science (3 credits) PHYS 1300: Physics of Everyday Life
Choose one CHEM 1210: Chemistry for Life CHEM 2070: General Chemistry
Ohio Department of Education Requirements at UT:
SPED 2040 Perspectives
SPED 4110 Curriculum and Instruction: Moderate Needs or SPED 4120 C&I: Intensive Needs
Michigan Department of Education does not have specific educational requirements for graduates of accredited programs who are eligible for the Certificate of Clinical Competence, and who pass the Praxis.
GRADUATE PLAN OF STUDY IN SPEECH-LANGUAGE PATHOLOGY
The Speech-Language Pathology graduate program will be based on the student's undergraduate program to meet the educational and clinical requirements for:
1. School speech-language pathologist licensure (when appropriate undergraduate requirements and extensive graduate practicum in an externship in the public schools have been met).
2. State licensure (necessary for practice in hospital, community/rehabilitation centers, private practice).
3. American Speech-Language-Hearing Association's Certification of Clinical Competence in Speech-Language Pathology.
Requirements for Licensure and Certification include:
* Undergraduate and graduate coursework in speech/language pathology and related areas * Practicum experience of sufficient diversity and depth to meet standards
* Successful completion of National Examination in Speech-Language Pathology * Master's degree with extensive course work in Speech-Language Pathology * Clinical Fellowship Year/Professional Experience Year
Access our web site for the up-to-date information:
ADVISING
After a student has been accepted for graduate study in speech-language pathology by the College of Graduate Studies (COGS), a Program advisor, knowledgeable in speech-language pathology, is
appointed. The student should address questions concerning the program with the advisor and seek advice each semester prior to the time of registration.
All graduate students are required to attend the orientation program to graduate speech-language pathology study, which is held at the beginning of Fall semester. Students are also encouraged to attend the orientation sessions presented by the COGS, and students are responsible for the information
shared at these meetings.
During the first semester of enrollment, master’s students should consult with their advisor to prepare a "Plan of Study." This plan must be approved by the advisor and be submitted to the COGS for
approval by October 1st of the first semester (unless otherwise noted). Your advisor will examine your undergraduate preparation and recommend a "Plan of Study" for your Master's degree to meet the educational requirements for ASHA certification and state licensure.
Students in the Graduate Speech Language Pathology Program are assigned to tracks, and plans of study are developed with the following courses (individual plans may vary):
Sequence for Master's Degree in Speech-Language Pathology Sample Plan of Study
Year 1
Fall Spring Summer
Course Credits Course Credits Course Credits
SLP 6000
Advanced Practicum 2 SLP 6010 Diagnostic Practicum 2 SLP 6000 Advanced Practicum 2 SLP 6020
Audiology Practicum 2 SLP 6100 Diagnosis of
Communication Disorders
3 SLP 6010
Diagnostic Practicum 2 SLP 6400
Adult Language and Cognitive Communication Disorders
5 SLP 6210
Language Development and Disorders: Early Childhood through Adolescence
6 SLP 6300.001 Articulation and Phonology
3
SLP 6500
Motor Disorders 3 SLP 6550 Trends in Technology for Communication Disorders
3 SLP 6600.001 Voice and Resonance Disorders
4 SLP 6650
Feeding and Swallowing Disorders
3 SLP 6700 Assessment and Remediation of Fluency Disorders
3 HSHS 6000 or RESM 5110 or RESM 5310 Statistics
3
Total 15 Total 17 Total 14
Year 1=46 credits Year 2
Fall Spring
Course Credits Course Credits
SLP 6030.001 Research in Speech-Language Pathology
3 SLP 6930
Seminar 3
SLP 6800.001
Aural (Re)Habilitation 3 SLP 6940 Externship in SLP 1-8 SLP 6940
Externship in SLP 1-8
Total 7-14 Total 4-12
COMPREHENSIVE EXAMINATION
The comprehensive examination is an alternative to the traditional thesis (described below). The comprehensive examination is taken during the semester in which the student is enrolled in SLP 6930, Seminar in Speech-Language Pathology (usually the last semester), unless the Plan of Study is altered because didactic courses are still to be taken. During the time allotted for this exam, students will be required to answer 60 multiple choice questions pertaining to the following:
basic human communication processes phonological and language disorders
speech disorders (voice, resonance, fluency)
neurogenic disorders (aphasia, progressive disorders, motor speech disorders, TBI, cognitive-communicative disorders)
dysphagia, audiology/hearing clinical management
professional issues/psychometrics/research.
The student must obtain a score of at least 83% to pass this examination. The examination occurs on the fifth Friday of the semester for eligible students who have applied for the examination option in writing to their Graduate Advisor.
All students electing the comprehensive examination must: Have completed or be enrolled in SLP 6930.
Be enrolled in the final semester of coursework.
If the examination is failed, the student will retake the examination at a designated time during the 10th- 14th weeks of the same semester. Although similar areas will be covered, the specific questions will not be identical.
If the retake examination is not successfully passed, an Action Plan will be developed by the Examination Committee based on the nature of the deficiency. This written plan may include activities such as auditing course work, attending a writing clinic, independent study, or taking additional course work. A third attempt may only occur after the Action Plan is complete, but it is expected that the student will retake the examination during the regularly scheduled administration of the examination during a subsequent semester.
THESIS OPTION
The Master's Thesis entails original research or scholarly work, which may include collecting and analyzing data, and discussing the results in a substantial written document. The content of the thesis may vary but should at least include the following:
A. Introduction to the Problem: A statement of rationale, which identifies and/or describes an issue of importance or a problem of interest to the student.
B. Review of Related Literature: A review of professional literature, which relates to the problem and to previous research into the problem or issue.
C. Methods: The procedures used to conduct the study should be described in sufficient detail to allow the study to be replicated. The methods section should include a description of participants, instrumentation, and procedures.
D. Results: Results of the study are displayed and summarized.
E. Discussion: The results are interpreted and discussed in light of the literature. Conclusions and recommendations are made.
F. References: List all references cited in the paper.
G. Abstract: The abstract should be no more than 350 words and should contain a concise statement of the problem, procedure or methods, results obtained and a short
conclusion.
The writing style used for the thesis in APA; the thesis must conform to the Handbook for Preparation of Graduate Thesis and Dissertations published by College of Graduate Studies, which may be found on their website.
All students enrolling in the Master's Thesis must:
1. Have completed SLP 6030 as a prerequisite to the thesis.
2. Obtain a Seminar approval, signed by their thesis advisor in order to enroll in
Thesis/Project and register for the appropriate number of credits during the program as specified by the College of Graduate Studies.
3. Select, and have approved, a thesis committee, which includes an advisor, a member of the department, and at least one other faculty member.
4. Present a proposal to the thesis committee.
5. Submit Protection of Human Subjects form and obtain approval from the Protection of Human Subjects Committee before conducting research on human subjects, if applicable. 6. Consult with the advisor to determine when the thesis is ready for committee review. 7. Defend thesis in an open meeting before the thesis committee.
8. Inform Protection of Human Subjects Committee of the completion of thesis upon approval of chairman of thesis committee, if applicable.
9. Submit thesis to graduate school 30 days before graduation, following the guidelines published by COGS.
2014 Standards and Implementation Procedures
for the Certificate of Clinical Competence in Speech-Language Pathology
Source: http://www.asha.org/Certification/2014-Speech-Language-Pathology-Certification-Standards/ ; also can be found in Appendix B
The 2014 Standards and Implementation Procedures for the Certificate of Clinical Competence in Speech-Language Pathology provides students the necessary information to prepare for certification by the American Speech-Language-Hearing Association. As described above, students will review their transcripts and Plan of Study with the assigned graduate advisor at the beginning of the program (first semester) to insure that all pre-requisite courses are complete. When additional coursework is needed, the advisor will assist the student is developing a Plan of Study that includes those courses.
The University of Toledo Speech-Language Pathology Program has developed specific “Student Learning Outcomes” (SLO) for each course and practicum experience that correspond with the 2014 Standards. For those outcomes that are considered to be critical across the coursework and clinical preparation, “Priority Outcomes” have been established. The list of SLOs and Priority Outcomes are provided in the corresponding courses and practica syllabi and a master list is also included in Appendix C.
Students will receive a general orientation to the SLO and Priority outcomes, and the process by which they are achieved and documented in the first semester. A signature form is provided for tracking progress (also in Appendix C). Additionally, faculty and/or clinical supervisors will alert students
immediately if concerns arise that one or more outcomes will not be met. Each semester, students will also review their progress in achieving the clinical outcomes with the Clinic Coordinator, and this information will be used to develop plans for clinic client assignments to help insure that students have the opportunity to develop the knowledge and skills in the spirit of the 2014 Standards and the
Program’s Plan of Study/Priority Outcomes. While the Program Director, Graduate Advisors, Clinic Coordinator, faculty and staff will make every effort to support students’ achievement, ultimately the student’s responsibility to ensure that one meets the requirements rests with the student. Thus, students should carefully track their progress, and seek assistance from their advisor and the faculty if they are at-risk for not meeting one or more outcomes.
PREPARING FOR THE PROFESSION OF SPEECH-LANGUAGE PATHOLOGY:
CLINICAL REQUIREMENTS
Graduate students are required to enroll in on-campus clinical practicum each semester during the first year (assuming they are enrolled as full-time students), with a three semester minimum. Students enrolled in clinical practicum are required to attend clinic meetings (scheduled Fridays 10-10:50 a.m. according to the published calendar). Students also enroll in one semester of audiology practicum and two semesters of diagnostic practicum, according to their individual plan of study. During the second year, students who are eligible, enroll in full time clinical externships.
Students will be provided with the opportunity to obtain the appropriate number and distribution of supervised clinical contact hours. It is the policy of this Program that students should have the maximum possible amount of supervised clinical practicum before leaving the program. For this reason, no student should regard the number of hours required as the total number of hours she or he is expected to acquire. Supervised hours that are direct contact with clients or the client’s family in assessment, management, and/or counseling can be counted toward practicum.
The Clinic Coordinator/Program makes every effort to help students obtain sufficient clinical practicum across the age span and across disorders (typically exceeding the minimum hours specified) on a timely basis prior to exiting the program. However, if circumstances arise that cause a student to obtain fewer clinical contact hours than desired in one or more semesters, that student may need to extend his/her clinical training program to fulfill all of the academic and clinical requirements for the Master’s degree and to meet the 2014 Standards and Implementation Procedures for the Certificate of Clinical
Competence in Speech-Language Pathology. Such circumstances may include, but are not limited to, poor academic or clinical performance (necessitating an Action Plan), as well as situations related to personal necessity, such as pregnancy, extended illness, professional conduct concerns, or emotional difficulties. In some of these special circumstances, documentation from the Office of Student Disability Services or a physician may be required. Another special circumstance may occur when a student requests a certain externship experience knowing in advance that the experience will be too narrowly focused (e.g., exclusively pediatric) to fulfill the requirements of the clinical training program and possibly the 2014 Standards and Implementation Procedures for the Certificate of Clinical Competence in Speech-Language Pathology requirements.
A detailed Clinic Manual will be provided to all students during orientation. The clinic manual provides all procedures, expectations, etc. necessary to successfully complete the clinical practica series. It is meant to supplement the information provided by the COGS, as well as the Program Handbook. Any questions regarding this manual, the policies and procedures and related information therein contained, should be discussed with the Clinic Coordinator, or other Program representatives in her absence
RESPONSIBILITIES OF GRADUATE STUDENTS
The graduate student is expected to be familiar with the academic regulations of the University and the particular requirements for the educational/and clinical program in speech-language pathology. The student is responsible for complying with all regulations of the University, the Graduate School, and the Department, and for meeting all the requirements for the degree. The student should consult with his/her advisor in the event that there is any question concerning requirements for the degree. The student should determine that proper prerequisites for each course have been met. Regulations require that graduate students maintain a grade point of 3.0 on courses completed in the department of
specialization. Students whose grade point average falls below 3.0 are subject to dismissal by the Graduate School.
In order to demonstrate competency in the requisite professional knowledge and skills, students must earn a grade of “B” (83%) or better in all major courses and demonstrate a professional
disposition/conduct and personal qualities essential to professional practice. The minimal requirements necessary to progress through the master’s program, with or without reasonable accommodations, include the following:
Knowledge: Students are responsible for attaining the knowledge competencies associated with all courses (see Appendices) and tracking performance throughout the graduate program. All concerns about attaining competency should be immediately discussed with the course instructor. When an instructor identifies that a student will not meet one or more competencies, an Action Plan will be initiated (described below).
Skill: Students are responsible for attaining all skills associated with clinical practica and tracking performance throughout the graduate program. All concerns about attaining competency should be immediately discussed with the practicum supervisor and/or the Clinic Coordinator. When a supervisor identifies that a student will not meet one or more competencies, an Action Plan will be initiated (described below).
Professional Disposition/Conduct: All faculty and supervisors will monitor student disposition in both the classroom, clinical practica and program. Students must develop effective and appropriate relationships with faculty, staff, supervisors, peers, clients, parents/caregivers, and other professionals and
demonstrate a professional attitude. Students must also adhere to the Code of Ethics of the American Speech-Language-Hearing Association (ASHA) and be professional at all times. Expected ethical and professional behavior includes, but is not limited to, integrity, honesty, demonstrating responsibility, maintaining client confidentiality, exercising good judgment, communicating effectively, demonstrating cultural appropriateness, and completing all duties and assignments in a timely manner pursuant to the academic plan of study. All concerns about maintaining an appropriate disposition/conduct should be immediately discussed with an appropriate faculty member, supervisor, graduate advisor, and/or the Program Director. When a faculty or staff member, supervisor or other appropriate party identifies that a student is not demonstrating the appropriate disposition/conduct or professional character, an Action Plan may be initiated (described in detail below).
Action Plans: Action plans are designed to support students and provide opportunities to develop the requisite knowledge and skills and/or disposition and professional characteristics to meet the
exams and on projects linked to the competencies. Should a student not achieve 83%, the faculty instructor will develop an action plan with the student to improve the likelihood that the student will complete the course successfully. The action plan will be initiated by the instructor anytime within the semester but as soon as it becomes evident that the student will not achieve 83% in the competencies. If the student is not able to complete the action plan by the time the final grades are rendered they will receive a PR (work in progress), which will be converted to the appropriate grade after completion of the action plan. If the student does not achieve the competency level (B/83% or better) at the end of the semester for a course, the course must be repeated. A course may only be repeated once. No more than two courses may be repeated.
In clinical placements (on and off campus), students must achieve 83% or better on each clinical performance evaluation (at the appropriate clinical level: entry, intermediate or advanced). Should a student not achieve 83% or better, the clinical supervisor will develop an action plan with the student to improve the likelihood that the student will complete clinic successfully. The specifics of the action plan will vary depending upon the nature of the difficulty and the course/clinical rotation itself. During the clinical placements, students will be informally evaluated periodically as well. These periodic checks will insure that a student is appropriately prepared for the placement. Should a student not meet the expectations of an off-campus practicum placement, the student may be given an action plan that includes returning to the on-campus clinic for additional knowledge and skill building and/or disposition/conduct development with a goal of returning to an off-campus clinical placement for successful program completion.
The Program Director and graduate advisor will be notified by each instructor and/or supervisor when action plans are necessary, and the Program Advisory Committee will review each student’s plan of study with respect to number of action plans, courses in which a student is unable to successfully pass the action plan, and other indicators. The graduate advisor will work with the student to modify the plan of study as necessary.
RETENTION CRITERIA (See also page 2) Didactic Courses
When an action plan is required for a course, but the student is not able to successfully complete the action plan, the student will have to repeat that course. The student has only one opportunity to repeat a given course. Inability to achieve a “B” (83%) or better in this second attempt will result in the student being dismissed from the program.
A student can repeat a maximum of two courses. Should a student earn a grade below “B” (83%) in a third course, the student will be dismissed from the program.
Clinical Placements
A maximum of one action plan will be provided for any clinical practica. If a student is unable to meet the expectations of the on-campus clinical placement, one action plan will be permitted. Students must successfully complete the action plan and earn a grade of “B” or better (>83%) in order to be placed in a clinical externship. If a student is unable to successfully complete the action plan during the on-campus clinical practicum, that student will not be permitted to extern and will be dismissed from the program. Should a student, who has been successful meeting on-campus requirements, need
an action plan during an off-campus clinical placement, the student will only be allowed one Action Plan. If a student is unable to successfully meet these criteria in the clinical externship, the student shall be dismissed from the program, even if that student has demonstrated competency in the coursework.
DISPUTE RESOLUTION
Cases of disagreement between individuals may occur, but if a dispute arises between a faculty member or supervisor, and student, the student may feel uncertain about how to resolve the problem without prejudice. The following have been adopted to give students a forum within which issues can be aired and, hopefully, resolved satisfactorily:
The best hope is that the disagreement can be resolved by discussion between the two parties. If the dispute cannot be resolved between the principle parties for any reason, the student
should bring the complaint to the Program Director. The Program Director will establish a group, including the complainant, to discuss the issue and reach a resolution. If the Program Director is not able to successfully resolve the issue, the Chairperson will be informed. The Chairperson may also establish a group, including the complainant, to discuss the issue and reach a resolution. If the preceding steps have failed to assist with dispute resolution, students are encouraged to go to the appropriate university or other authority and follow their guidelines (depending upon the nature of the situation or concern):
ASHA CAA (Also see Appendix D).
o http://www.asha.org/academic/accreditation/accredmanual/section8.htm
Ohio Board of Speech-Language Pathology and Audiology
o http://slpaud.ohio.gov/complaint.stm
University of Toledo
o College of Graduate Studies
http://www.utoledo.edu/graduate/
http://www.utoledo.edu/graduate/currentstudents/refsandrscs.html
Academic Dishonesty Policy (effective June 2012) Academic Grievance Policy (effective June 2012)
o Human Subjects in Research
http://www.utoledo.edu/research/RC/HumanSubs/humanSubHome.html
o Office of the Registrar (FERPA Compliance)
http://www.utoledo.edu/offices/registrar/ferpa_confident.html
o Office of Excellence and Multicultural Student Success
http://www.utoledo.edu/success/excel/
http://www.utoledo.edu/studentaffairs/studentexperience/
Rocket Rapid Response
• http://www.utoledo.edu/feedback/
o Students should contact the Department Chair, Program Director or graduate advisor for
assistance in determining other agencies when warranted by a particular concern not covered above.
ASSISTANCE FOR ACADEMIC, CLINICAL, OR PERSONAL DIFFICULTIES
Students should feel free to meet with the Program Director, graduate advisor, and/or Clinic
Coordinator if they are having academic, clinical and/or personal difficulties. Students may also seek assistance, support, tutoring, and related resources from one or more of the following:
• Student Success office for information on obtaining tutoring services and related support. The contact number is (419) 530-8852 or go to
http://www.utoledo.edu/success/index.html for additional information and resources. Learning Enhancement Center
http://www.utoledo.edu/success/lec/ (419) 530-2176
Office of Excellence and Multicultural Student Success
http://www.utoledo.edu/studentaffairs/omss/ (419) 530-2261
Rocket Rapid Response
http://www.utoledo.edu/feedback/ (419) 530-5923
Student Success office
http://www.utoledo.edu/success/index.html
(419) 530-8852
Further information pertaining to the resolution of problems related to clinical assignments is provided in the clinic handbook.
GRADUATION
Certain requirements must be satisfied to graduate on schedule. To serve the many students applying for graduation each semester, the Graduate School must strictly enforce all necessary deadlines. It is the student's responsibility to insure that all requirements are met. For information or questions, contact either the graduate advisor or the College of Graduate Studies for assistance.
1. It is necessary to submit an application for degree accompanied by the application fee prior to the filing deadline for the semester in which you plan to graduate, whether a formal ceremony is held or not held. Please refer to the graduate school for the appropriate deadline information.
2. Complete thesis defense presentation and submit completed form, if applicable. 3. Inform Protection of Human Subjects Committee of thesis completion (if needed). 4. The required copies of your thesis must be approved by your advisor, committee,
department and college and submitted to the graduate school no later than 30 days prior to the graduation date.
5. An approved Plan of Study must be on file in the College of Graduate Studies. Courses on your plan of study must appear on your transcript.
• Any changes in your approved Plan of Study must be filed with the College of Graduate Studies either with a course substitution form or a revised Plan of Study.
• All PR's must be removed from your transcript.
6. You must have a regular admission status into the College of Graduate Studies, in the department, and the college for which you are applying for your degree. Students who are graduating with a certificate must apply separately for the certificate program(s). 7. You must have attained a 3.0 grade point average and the required number of hours for
your degree (and/or your certificate).
8. Please check with the College of Graduate Studies to insure that all departmental and college requirements have been met.
9. All outstanding fines and fees must be met. If you have a computer account, you must contact computer services as soon as possible.
10. The student must be registered at the university for at least one-hour credit the semester during which graduation is planned.
11. If you have any questions about these requirements, you may check with the College of Graduate Studies. Phone number: 419-530-4723. Website: http://www.utoledo.edu/graduate/
RECOMMENDED SEQUENCE FOR THE CERTIFICATION PROCESS
If you wish to work as a professional in the field of speech-language pathology, you will find it very difficult to obtain a position unless you hold the ASHA Certificate of Clinical Competence (CCC). In most states you will also have to obtain a state license and special certification to work in the schools. To attain your ASHA Certification:
Complete academic coursework and clinical practicum for the certification as stated in the Plan of Study earning a “B” (83%) or better and meet the outcomes as described on the Student Learning Outcome (SLO) form (Appendix C).
Earn the Master's degree.
Achieve a passing score (600) on the National Examination in Speech-Language Pathology (NESPA) and submit a copy (photocopy acceptable) of this score to the Clinical Certification Board and the University of Toledo SLP Program Director.
Obtain graduate Program Director's signature on necessary forms (completed at exit interview).
Complete application for ASHA membership and certification. Complete Clinical Fellowship (CF) year.
Submit certification application with all required fees. To attain your Ohio license in Speech-Language Pathology:
Obtain application for license to practice as a speech pathologist in the state of Ohio from Ohio Board of Speech Pathology and Audiology
77 South High Street 16th Floor
Columbus, Ohio 43266 (614) 466 – 3145
http://slpaud.ohio.gov/
The Department may verify your graduation to the Licensure Board by letter. Have sent directly to the Board:
o Official transcript of all undergraduate and graduate coursework o National Examination in Speech Pathology (600 score necessary)
o Complete supervised Professional Experience Plan and have signatures notarized.
Forward appropriate fees.
To attain your School Speech-Language Pathology License:
1. Recommend taking the NTE examination during last semester of enrollment. a. Specialty Exam: Speech-Language Pathology ("ASHA Exam") 2. Obtain application form from Student Services in Gillham Hall (4th Floor)
3. Provide verification of accomplishments of all requirements for the degree 1. transcript
2. verification of clinical practicum hours 4. Obtain verification signature from Program Director.
5. Submit all materials to Tim Lewandowski, Student Services, Gillham Hall.
Educational Licensure Requirements
1. Undergraduate coursework in speech-language pathology includes normal bases of speech and language
includes audiology / aural rehabilitation / sign includes disorders courses
2. Education requirements
EDP 3280 Introduction to Teaching (or equivalent) EDP 3290 Lifespan Development (or equivalent)
SPED 2040 Perspectives in Special Education (or equivalent)
SPED 4110 Curriculum and Methodology for Students with Moderate Educational Needs (or equivalent)
or
SPED 4120 Curriculum and Methodology for Students with Intensive Educational Needs (or equivalent)
3. Related requirements Counseling
Cultural Diversity Collaboration / Team 4. Technology skills
Meet the requirements through:
A. Undergraduate major at UT
B. Undergraduate with degree (UWD) at UT meeting school SLP requirements C. Transfer of credit for similar courses
D. Demonstration of technology skill
To attain your Michigan license in Speech-Language Pathology:
Contact the Michigan Board of Speech-Language Pathology for up-to-date information
License instructions for CF and post-CCC employment may be found at:
http://www.michigan.gov/documents/lara/Speech-Language_Pathology_Full_App_Pkt_371057_7.pdf
THE AMERICAN SPEECH-LANGUAGE-HEARING ASSOCIATION
the national scientific and professional association for speech-language pathologists and audiologists concerned with communication behavior and its disorders
http://www.asha.org
ASHA's goals include:
to maintain high standards of clinical competence for professionals providing speech-language pathology and audiology services to the public.
to encourage the development of comprehensive clinical service programs.
to promote investigation of clinical procedures used in treating disorders of communication.
to stimulate exchange of information about human communication through conventions, publications, and other continuing professional educational activities.
to encourage basic research and scientific study of human communication and its disorders. ASHA requires that:
Members and individuals who hold the Certificate of Clinical Competence subscribe to a Code of Ethics
incorporating the highest standards of integrity and ethical principles (distributed in SLP 3800, SLP 6930 and clinic staffing meetings; available from Clinic Coordinator, Program Director, and posted on clinic bulletin board; accessed at http:/www.asha.org/code of ethics.htm from ASHA).
If you have any questions concerning our speech-language pathology program, contact
Dr. Lori Pakulski, Program Director. If you think there are serious violations of ASHA standards within the
program, and you have consulted with the Program Director and still have concerns, you may contact the Council of Academic Accreditation, ASHA, 2200 Research Boulevard, #310, Rockville, MD 20850, (800) 498-2071 or (30l) 897-0142.
LIFELONG EDUCATION
language pathologists must continue their education throughout their professional careers. Speech-Language Pathology is a vital, evolving field. To maintain competence in our changing profession, you must attend workshops, seminars, and your state convention. Attend the annual ASHA Convention, held each November, whenever possible.
In five years, the content of the courses we teach changes significantly as our field discovers better ways of working with communicatively impaired individuals. You don't want to be out-of-date by relying solely on course content from your own degree program.
Your faculty's requirement is supported by state regulations and ASHA certification standards. Continuing education (20 clock hours in the two year license period) is now required for renewal of your Ohio licensure as a
speech-language pathologist. Continuing education (30 contact hours in a three year period) is needed to maintain the Certificate of Clinical Competence. Continuing education activities for school speech-language pathologists are also required. You owe it to your clients to be the best speech-language pathologist you can be.
NATIONAL EXAMINATION IN SPEECH-LANGUAGE PATHOLOGY
The National Examination in Speech-Language Pathology and Audiology (NESPA) is administered as Specialty Area tests of the NTE (Educational Testing Service), the Praxis Series (0330). For information on testing centers, appointments, and registration, visit:
http://www.ets.org/praxis/register/centers_dates
Candidates should register directly with NTE for the appropriate "Specialty Area" test (Speech-Language Pathology:0330).
It is recommended that you take the exam close to graduation so that you may complete as much of your coursework and clinical practica as possible. It is NOT recommended to take the exam before your second semester of the second year of graduate work.
Score Reporting
Please have a copy of your Praxis score sent to The University of Toledo (R0228) so we
may monitor students' completion of the examination, maintain the necessary student
records for reporting purposes as well as to help us in strategic planning and goal
setting. Student outcome data is used to refine and improve our program. We
appreciate your help in this matter.
NTE will also provide ASHA with a copy of your examination score within 8 weeks provided you have entered the appropriate Agency Code (R5031) on your answer sheet.
You may also have your score reported to the Ohio State Department of Education (R7945) if you are applying for licensure as a school speech-language pathologist.
You may have your score reported to the Ohio State Licensure Board by indicating R7938 as the Ohio Reporting Code.
NTE saves your examination score for only five years. Therefore, it is extremely important that you retain a copy of your exam score for your own records. If you apply for certification of state licensure in the future without a copy of your exam score, it will be necessary for you to retake the examination.
How We Help You to Meet ASHA Standards for the Certificate of Clinical Competence
As a program accredited by the Council on Academic Accreditation (CAA), the graduate program in speech-language pathology at the University of Toledo is committed to helping students to meet ASHA Standards for the Certificate of Clinical Competence. The program takes the following steps to assist you to meet the 2014 Standards and Implementation Procedures for the Certificate of Clinical Competence in Speech-Language Pathology.
1. The program’s mission, goals, and objectives are consistent with ASHA-
recognized national standards for entry into professional practice and with the mission of the institution.
a. Examples of three specific student learning outcomes:
Administer, score, and interpret results of a voice diagnostic protocol (with an actual
client or in a videotaped role playing interaction with a peer) and write a complete report of the assessment using an acceptable format*
Develop an articulation/phonological based intervention plan demonstrating articulatory, phonological, motoric, or functional focus as appropriate for the client*
Demonstrate ability to check and troubleshoot various amplification devices by correctly checking hearing aid status/listening competency on a daily basis for all clients with hearing impairment*
* at an 83% level of proficiency or above
b. How each outcome is related to the mission of the program and is consistent with ASHA standards for entry into professional practice.
A critical aspect of the mission statement of the speech-language pathology program is “to prepare students for entry level practice, including facilitating students’ accomplishment of student learning outcomes relevant to completion of ASHA CCC requirements.” Student learning outcomes, including those listed above, are embedded in course syllabi for all courses and practica. To make clear the connection between specific student learning outcomes and ASHA standards for entry into professional practice, outcomes are introduced in each course syllabus by citing relevant SCCC standards and using wording from the actual standards related to the outcomes. For example, the first outcome listed above appears in the course syllabus for SLP 6600 Voice and Resonance Disorders, and is introduced in the following format:
The student will demonstrate detailed knowledge about the assessment of voice disorders (Standards IV D; V A, B))*
3.0 In order to demonstrate knowledge of the principles and methods of prevention, assessment and diagnosis for persons with voice disorders and ways to adapt procedures to meet individual needs (including considerations of anatomical/physiological,
psychological, developmental, linguistic and cultural correlates of the disorder), the student will
3.1 Correctly answer items on course exam(s) sampling comprehension, analysis, synthesis, and/or evaluation of information from readings and lectures related to selected topics that may include but not be limited to
3.1.1 principles and methods of voice screening
3.1.2 major instrumental and non-instrumental assessment procedures and their advantages, disadvantages, and use in accordance with evidence-based practice 3.1.3 associated signs and symptoms that contribute to differential diagnosis
3.1.4 prognostic factors and implications related to specific diagnostic categories 3.1.5 indications and procedures for referral to other professionals
3.1.6 accepted formats for documenting and reporting assessment results 3.2 Administer, score, interpret results of a voice diagnostic protocol
(with an actual client or in a videotaped role playing interaction with a peer) and write a complete report of the assessment using an acceptable format
*NOTE: Satisfactory performance in this course requires completion of all student learning outcomes at the 83% level of proficiency or above. Students not achieving this level of proficiency for one or more student learning outcomes may be assigned a PR (“work in progress”) for the course pending successful completion of the student learning outcome(s).
2. The program conducts ongoing and systematic assessment of academic and clinical education and performance of its students and graduates. Students have ongoing opportunity to assess their academic and clinical education program. Results of the assessments are used to plan and implement program improvements that promote high-quality educational experiences for students.
Faculty assesses student performance on specific learning outcomes in all graduate courses. Students also take competency exams at various points during their program. Students will be assessed at the end of their academic training in order to determine mastery of key knowledge outcomes related to the standards. We currently require a comprehensive exam for students who do not complete a thesis and we require an oral defense of the thesis for those who complete a thesis.
Clinical supervisors assess student performance on specific learning outcomes for each graduate practicum in which students are enrolled; students will also be expected to evaluate their own performance on the learning outcomes during each practicum. In addition, we have developed “priority” skill-oriented learning outcomes that will be covered in specific courses and must be demonstrated as well in practicum experiences. (The student learning outcomes cited above are examples of such “priority” outcomes). Clinical supervisors will be responsible for determining if criteria for these learning outcomes have been met during practicum experiences. The signature of a supervisor is required to indicate that the student has met a priority outcome during a practicum experience.
After each semester, faculty and supervisors’ assessments of student performance on outcomes are used to develop action plans for individual students who may need
additional assistance to meet outcomes. This information is also compiled so that faculty can improve the program.
Additionally, students must pass the PRAXIS (ASHA) exam as partial completion of requirements for the ASHA Certificate of Clinical Competence (CCC).
3. The program documents student progress toward completion of the graduate degree and professional credentialing requirements and makes this information available to assist students qualifying for certification and licensure.
Newly enrolled graduate students meet with their assigned Graduate Advisor during the first semester to complete an ASHA tracking form used to determine if the student has taken and successfully completed appropriate undergraduate courses. For example, the Graduate Advisor determines by examining transcripts if the student has taken the necessary Math and Science courses for the new standards. If students have not taken the required coursework, they are advised to take these courses prior to graduation. In addition, if students have not earned grades of “C” or better in courses related to communication disorders, the normal bases of communication, or in math and science courses used to satisfy ASHA standards, they are required to retake these and earn grades of “C” or better.
Throughout, and at the end, of each semester, each faculty member teaching a course tracks each student’s progress on student learning outcomes for the course. For students not meeting one or more outcomes, the faculty proposes an action plan to facilitate the student’s accomplishment of the outcomes. All action plans must be approved by the SLP Program Committee. The approved plans are communicated to the student, who signs the plan to indicate understanding and acceptance of the plan. A faculty signature is required on the action plan to indicate successful completion. Copies of this summary letter, as well as any action plans developed by the faculty instructor, are maintained in by the instructor as well as in a secure, online electronic file system.
Similarly, each clinical supervisor informs the Clinic Coordinator of each student’s
progress toward meeting the outcomes in practica. For students not meeting one or more practica outcomes, the Clinic Coordinator, in conjunction with the clinical supervisor(s) propose an action plan to facilitate the student’s accomplishment of the outcomes. All action plans must be approved by the SLP Program Committee. The approved plans are communicated to the student, who signs the plan to indicate understanding and
acceptance of the plan. The Clinic Coorindator signature is required on the action plan to indicate successful completion of practica outcomes. Copies of this summary letter, as well as any action plans developed by the Clinic Coordinator and supervisor(s), are kept in the student’s clinic file.
At the beginning of each new semester, the Program Director, Graduate Advisor, and/or Clinic Coordinator meets with the graduate students as a group to guide them through the process for using the Student Learning Outcomes form (Appendix C) as a worksheet to track their own performance in conjunction with the 2014 Standards and
Implementation Procedures for the Certificate of Clinical Competence in Speech-Language Pathology ( http://www.asha.org/Certification/2014-Speech-Language-Pathology-Certification-Standards/ ). After updating the Priority outcomes signatures page each semester, the student submits his/her form to the Clinic Coordinator, who reviews it for accuracy and verifies it. At the completion of the program, the student submits a final version of the Student Learning Outcomes form for verification by the Graduate Advisor and/or Clinic Coordinator at a program-end meeting as well as the Program Director during the exit interview. The final verified version is included in the student’s application for certification and a copy of this application is maintained in the student’s inactive file following graduation.
The requirements for the Certificate of Clinical Competence in Speech-language Pathology awarded by ASHA are found in Appendix B. Students are encouraged to become familiar with the requirements so they can help track their progress toward meeting them. Ultimate responsibility for meeting the requirements rests with the student.
Students are welcomed to view their graduate or clinic files as often as desired by scheduling by an appointment for this purpose with their graduate advisor, and or checking the file out from the clinic administrative assistant or clinic coordinator.
CLINICAL FELLOWSHIP (CF)
The Clinical Fellowship (CF) is completed after the Master’s degree is granted. It is typically completed during the first year of actual employment as a clinician, or it may be accomplished in certain
circumstances as a 9 to 18 month position.
The CF must be supervised by a professional who holds CCC in speech-language pathology. Specific requirements for the CF can be obtained from ASHA.
ACADEMIC AND CLINICAL PROGRESS AND RELATED ISSUES
PROBATION AND DISMISSAL
Probation and Dismissal Policy Statement:
Probation status within the SLP Program is used to inform the student that s/he is progressing
unacceptably (academically, clinically, and/or professionally) within the Program. These classifications are intended to inform the student that improvement is needed to regain “in good standing” status within the Program. The student will be notified of unacceptable progress by written notice from the appropriate faculty member, Program Director and/or Clinic Coordinator within two (2) weeks of identification of deficiencies.
The following will constitute grounds for PROBATION status:
• unprofessional conduct
• unsafe practice
• violation of clients rights in the classroom or clinical environments
• violation of other person’s rights with whom the student interacts
• Cumulative graduate GPA falls below a 3.0;
• Letter grade below “B” or 83% in any course or practicum;
• A second warning notice from the Program Director or Clinic Coordinator while enrolled in the professional curriculum.
Expectations regarding behavior are identified in the “Standards of Conduct” section of this Handbook; “Generic Abilities” (see Appendix A), “Guide for Professional Conduct” and ASHA Code of Ethics (see Appendix H), and the UT Graduate Student Ethics Code as found in the College of Graduate Studies Student Handbook. Additional expectations may be identified by individual faculty members
If a student is placed on probation, an Action Plan will be developed within 15 working days of the notification of probationary status, to facilitate removal of the probationary status.
A student will not be permitted to enter the clinical externship unless his/her cumulative graduate GPA is 3.0 or above and he or she is in good standing within the Program and the College of Graduate Studies.
Removal of Probationary Status:
A student will be taken off probationary status when:
• The student achieves a cumulative GPA of 3.0 or higher; which must be achieved within two semesters. Additionally, students must achieve a “B” or better (>83%) in each course and clinical practica.
• In the case of a grade below a “B” (83%), when the course or practicum has been repeated with a grade of “B” or better (>83%), under the provision of other retention and/or College of
• In cases of unprofessional conduct, unsafe practice, and violation of others’ rights, evidence of efforts to correct undesired behaviors, a period of six (6) months has lapsed since the
demonstration of the behavior(s) (for which the student has been placed on “Probation”) and no other inappropriate behaviors have been noted. Evidence of effort may include
professional/medical authorization as determined by action plans.
The following constitutes criterion for immediate DISMISSAL from the SLP Program:
• Grade below a “B” (83%) in a third didactic course, when student has already received an unacceptable grade in at least two different didactic courses.
• Grade below a “B” (83%) in any clinical practicum or externship placement, when student has already received an unacceptable grade in any other practicum/externship experience.
• Failure to complete a repeated course/practicum with a grade of “B” or better (<83%).
• Failure to achieve a cumulative GPA of 3.0 or higher within two semesters subsequent to the one that resulted in probation
• Documented violation of ASHA Code of Ethics (Appendix H);
• Documented violations of the UT Graduate Student Ethics Code, which can be found at:
http://www.utoledo.edu/graduate/hsc/hsc_handbook10/Student_Code_of_Ethics.html
• Documented violation of the Standards of Conduct (see page 36)
• Combination of academic probation and professional behavior probation at the same time;
• Leave-of-absence from the SLP Program for longer than one (1) calendar year without permission (see description below).
DISMISSAL from the SLP Program may also be recommended by the faculty if:
• the student fails to perform at appropriate levels of professional behavior, competency and responsibility in the classroom, clinic or externship;
• the student demonstrates behaviors that are considered to be unsafe to the student or to other students, faculty, or other persons with whom the student interacts.
Anyone dismissed from the Speech-Language Pathology Program may re-apply for admission. Re-admission will be determined on an individual basis, particularly considering the reason for dismissal. Re-admission is highly unlikely.
LEAVE OF ABSENCE (LOA) Academic Leave of Absence
Students who are required to repeat a professional course due to unsatisfactory performance will be required to take an academic LOA from the SLP Program until the course is offered again. Given the sequential nature of the curriculum, it is possible that other courses cannot be taken until the student satisfactorily repeats the course in which an unsatisfactory grade was received.
Personal Leave of Absence
Should a student find it necessary to seek a non-academic LOA, he or she must submit a written request to the Program Director documenting:
