CERRITOS COLLEGE SPEECH-LANGUAGE PATHOLOGY ASSISTANT PROGRAM REVIEW-SELF STUDY

Transcription

1 CERRITOS COLLEGE SPEECH-LANGUAGE PATHOLOGY ASSISTANT PROGRAM REVIEW-SELF STUDY Prepared by: Jenine Mescher Nolan

2 DESCRIPTION OF THE PROGRAM The Speech-Language Pathology Assistant program was implemented in Fall Students may pursue a Speech Aide Certificate or a Speech-Language Pathology Assistant Associate Degree. These options provide stand-alone access to employment and state registration/licensure and/or may be utilized as career ladder steps toward transfer to Bachelor s and Master s degrees in Speech Pathology. The Speech Aide Certificate requires 2 semesters to complete and 21units of coursework. The Speech-Language Pathology Assistant Degree requires 4 semesters to complete and 49 units of discipline specific coursework. A. Course and Program Content Curriculum is current and has been revised according to the standard Curriculum Committee policy related to curriculum review. All courses have valid and current student learning outcomes that are maintained on a regular basis. Industry Based Curriculum The Cerritos College SLPA program is approved by the California State Board of Speech Pathology & Audiology. State regulatory language pertinent to SLPA training specifies that training must be consistent with American Speech-Language Hearing Association (ASHA) guidelines. Cerritos College SLPA curriculum and program objectives were derived from competencies established by ASHA and the DACUM Competency Profile for Speech-Language Pathology Assistants. Anecdotal reports from industry partners who employ graduates reveal that Cerritos College SLPA graduates are well prepared to meet the knowledge and skill requirement of the industry. SLPAs are employed primarily in K-12 schools, medical rehabilitation and private practice setting. Current Curriculum First Year First Semester CD 110 Child Development 3 CDEC 113 The Child, Family, and Community 3 EDT 104 Windows for Educators 2 SLP 100 Introduction to Speech-Language Pathology 3 SLP 110 Normal Communication, Disorders 4 Second Semester CD 139 & Differences 15 Observation, Assessment and Positive Child Guidance of Childhood Behavior 3 CDSE 50 Survey of Special Education 3 SPCH 271 Voice and Articulation 3 SLP 120 Phonetics Lab 0.5 SLP 125 Childhood Disorders and Treatment

3 Second Year First Semester SL 101 Beginning American Sign Language 3 SPCH 229 Speech and Language Development 3 in Children SLP 230 Adaptive Communication Technology 1.5 SLP 235 Adult Disorders and Treatment Second Semester SL 102 Intermediate American Sign Language 3 SLP 240 Childhood Field Experience 2 SLP 245 Adult Field Experience 2 Recommended Elective: A&P 120 See Cerritos College Graduation Requirements Total Units Course/Program Design 1. Breadth and depth of current curriculum provides knowledge and skills required for employment in the field. 2. Recommended curriculum sequence progresses from simple to complex, introductory to specific content and theoretical to application of theory. The entire program culminates in field experiences in which the student performs SLPA functions in the clinical setting (school, medical, or private practice) under the supervision of a licensed Speech Language Pathologist. 3. Pre- and co-requisites have been established ONLY when prior mastery of specific content/skills is necessary in order to be successful in the course. Evidence to substantiate validity of pre-/co-requisites is on file in the Academic Affairs Curriculum Committee Office. 4. Required SLPA curriculum includes Child Development, Speech, Sign Language and SLP coursework. In the field of Speech Pathology this is a natural combination because SLPA services are delivered primarily in the K-12 school setting to individuals with speech and/or hearing disorders, many of whom have special education needs. Faculty members within these disciplines communicate regularly and coordinate scheduling of courses to enable access. Course/Program Issue/Problem Field experience (SLP 240 and SLP 245) is a high demand course for which the program has limited resources and capacity to respond: 1. Students who have completed required SLPA coursework at Cerritos College should be able to enroll in the capstone courses which enable them to progress to licensure. Because the program is now fully enrolled, the number of Cerritos College participants who attain this level of completion each semester is equal to or slightly exceeds SLP240/245 capacity. 2. Graduates of Communication Disorders baccalaureate programs are eligible for licensure as a SLPA in the state of California IF they complete field experience hours. Many of the four-year institutions which award these degrees do not offer field experience opportunities; consequently, significant numbers of BA/BS graduates seek enrollment in SLPA field experience courses. BA/BS graduates

4 are required to: submit transcripts for clearance of coursework equivalent to all courses required for the SLPA AA degree, complete SLP 230 prior to the field experience hours, and enroll in SLP 240/245 (field experience). 3. Prior to placement of any student in field experience hours, Cerritos College must secure a clinical affiliation contract with the placement site and provide supervisory training to the SLP who will be supervising the student in the field experience setting. 4. The following questions require answers/resolution: a. Why are the four-year institutions not providing field experience opportunities? The answer is financial. It is NOT a requirement for SLP licensure and SLPA licensure is below the BA/BS level; therefore, fouryear institutions are not required to take on this additional expense. b. Is it appropriate to allow enrollment of BA/BS graduates in limited field experience sites when Cerritos College AA degree candidates who have progressed through the Cerritos College SLPA program are delayed licensure due to inability to access limited field experience opportunities? c. Is it appropriate to deny field experience enrollment and impede licensure of BA/BS graduates who have no other educational options to meet licensure requirements? d. What steps can be taken to meet the licensure/employability needs of both AA candidates and BA/BS graduates? B. Student Demographics Student population is: Primarily female at 92.6% Primarily Hispanic at 49.7% followed in size by unknown at 26.5% and white at 15.3% Primarily more than 30 years of age with 51.7% of the student population age 30 to 50+. o This is congruent with the fact that many instructional aides who work in the school districts have returned to school to participate in the SLPA program. o Additionally, 24.3% are 20-24; 21.7% are Division Dept Indicator # % # % # % # % # % HO SLP Female % % % % % HO SLP Male % % 6 3.8% % % HO SLP Unknown 2 1.4% 4 3.1% 3 1.9% 4 2.2% 4 2.1% HO SLP Total % % % % % HO SLP Asian % 8 6.1% 6 3.8% 7 3.8% 7 3.7% HO SLP Black % % % % 6 3.2% HO SLP Hispanic/Latino % % % % % HO SLP Amer Indian or 1 0.8% 1 0.6% 1 0.5% 1 0.5%

5 Alaska Native Hawaiian/ Other HO SLP Pac Island 1 0.6% 3 1.6% 2 1.1% Two or More HO SLP Races HO SLP White % % % % % Unknown/Non- HO SLP Respondent % % % % % HO SLP Total % % % % % HO SLP 19 or younger 9 6.4% % 9 5.7% 7 3.8% 5 2.6% HO SLP % % % % % HO SLP % % % % % HO SLP % % % % % HO SLP % % % % % HO SLP % % % % % HO SLP 50 or more % % % % % HO SLP unknown HO SLP Total % % % % % C. Human Resources Part-time faculty members who are current in their fields and actively employed in the industry are utilized to teach content. There are NO full-time SLPA faculty members. The SLPA program has grown to full capacity within the past 2-3 years with a stable fallto-fall and spring-to-spring FTIE (full time instructor equivalent) of for fall and for spring. Load appropriate for performance of department chair functions is not included in the FTIEs reported here. Effective, timely performance of SLPA department chair functions is critical to student and program success. A partial list of department chair functions includes: 1. Schedule classes to maximize student access (coordinate with other departments) 2. Staff classes 3. Obtain and maintain field placement contracts 4. Train supervising SLPs prior to field experience placements 5. Program evaluation and planning Unit plan, Perkins plan and reports, SLOs 6. Maintain student files Clearances, state board verifications, prerequisite clearances, etc. 7. Inventory, maintain and order teaching resources and supplies in adequate quantities and types to enable hands-on experiences for all enrolled students 8. Maintain operational facilities and equipment (See sections F & G below) 9. Student advisement a. Generic students b. BA graduates seeking advanced placement c. Program graduates requiring verification of hours to qualify for state licensure

6 10. Communication with State Board regarding SLPA regulations, graduate verifications, program approval requirements 11. Advisory Committee meetings at least two times per year 12. Maintain current website Department chair functions are currently performed by an adjunct faculty member. The department was originally chaired by a full-time speech department faculty member who was involved in program development and received 13.3% reassigned time for chair functions. Upon her retirement, a part-time faculty member was paid add on hours for department chair functions in the academic year. That individual felt the hours required to perform department chair functions far exceeded pay received and stepped down from chair functions. Hours for which a part-time adjunct can be paid for chair functions is limited by the 67% load law and the fact that part-timers are paid hourly. In August 2010, a new adjunct faculty member, Darla Hagge, was recruited to perform department chair functions and teach the field experience courses. Darla has a wide variety of experience in the industry, a broad network of contacts in the field due to positions held in professional organizations, and experience with field placement of Speech Pathology students. The SLPA program is fully enrolled and, in fact, impacted at both the entry and capstone levels. FTIE s for courses currently offered can support a full-time faculty member. Failure to provide a full-time faculty member with department chair functions is having a negative impact on program operations and student progression through required coursework. D. Scheduling Patterns SLPA courses are scheduled primarily in late afternoons and evening to accommodate a large population of working students. Below is a table of beginning of semester enrollment from Fall 08 through Fall 10. Class Size Fa 08 Sp 09 Fa 09 Sp 10 Fa 10 Notes SLP SLP SLP SLP SLP WL 15 wk SLP Spring only SLP st 9 wks SLP st 9 wks SLP WL 2 nd 9 wks SLP WL 2 nd 9 wks Revision of scheduling patterns needed: 1. SLP235 Adult Disorders and Treatment: During the years of program growth, SLP235 has been offered spring semester only. This course has become a bottleneck and will now be scheduled both fall and spring semesters.

7 2. SLP240/245 Child/Adult Field Experience: More than 10 students per course offering are turned away from field placement each 9 week term. The following variables impact enrollment in this course: a. Affiliation agreement contracts must be established with sites prior to student placement. Placement sites are limited in number. b. Prior to Fall 09, continuously enrolled SLPA students have usually been able to obtain field experience enrollment in a timely manner. c. BS graduates seeking only field experience have not had priority registration dates. However, increasing numbers of BS graduates are obtaining enrollment. This circumstance has significant impact on the program and education options: i. BS graduates experience high levels of frustration ii. BS graduates require extensive advisement/counseling with the department chair iii. BS graduates submit prerequisite clearances for equivalent BS level coursework iv. BS graduates have begun to enroll in lower level SLPA courses to increase registration priority and most report that participation is an excellent refresher as well as an unfair obstacle to attainment of licensure v. When BS graduates who have not participated in lower level Cerritos College SLPA courses do gain enrollment in field experience, the Department Chair must place students in clinical settings without knowledge of that individual s skill/knowledge level d. Cerritos College generic SLPA students are now reporting delayed access to licensure due to delays in access to field experience. The SLPA program must explore development of alternative field experience options for BS graduates and continue to work with local four-year institutions to develop matriculation agreements which benefit transfer both to and from those institutions. E. Advisory Board Active participation by SLPA Advisory Board members has dwindled over the past three years. The department has conducted two meetings per year; however, attendance has been low. In August 2010, the new department chair updated Advisory Board membership including eager representatives from four-year Communication Disorders programs; SLPs from both medical, school, and private practice settings; and alumni. The chair has discussed possible meeting times with new advisory committee members and is exploring the feasibility of establishing an ongoing electronic environment to serve as a resource network for participants. F. Facilities When possible, SLPA classes are held in the SLPA lab which is located in SL106. SL106 seats 40 students in a classroom which is conducive to both lecture and small group activities. Located around the perimeter of the room are: 1) a SLPA storage room, 2) instructor audio-visual control center and 3) seven therapy cubicles. Each cubicle is equipped with a computer for development of communication boards/aids and

8 has audio/video feed to and from the instructor control center. This arrangement enables instructor evaluation and feedback without impacting two-way interpersonal communication and provides the opportunity for videotaping of activities. Video tapes are then utilized as self, peer, and instructor critique tools. G. Equipment/Supplies The storeroom houses a wide variety of equipment and supplies utilized in the field of Speech Pathology. Examples include: Audiometers, speech boards, therapy tools. Equipment is in good repair and adequate supplies to enable exposure for all students enrolled. Software and tools utilized in the industry are updated aggressively; consequently, it is imperative for the program to remain current. H. Technology Communications software relevant to the industry is in need of updating. Increasing numbers of faculty members are utilizing Talon Net. INSTRUCTIONAL IMPROVEMENT A. Teaching Effectiveness Teaching effectiveness is evaluated by student surveys, standard testing methods, practical exams and field experience application of knowledge and skills in industry settings. B. Timeline for Student Success: See Appendix A for complete list of SLPA Student Learning Outcomes Establish SLOs Student learning outcomes are in place for every SLPA course. Each SLO directly relates to activities/testing which occur as basic components of the course. E.g.: SLP125 culminates in submission of a therapy portfolio. The SLO for SLP125 states: Students will develop a portfolio of therapy lessons and materials for various child/adolescent communication disorders appropriate to industry standards in public school, private practice, and/or healthcare settings. Assessment of SLOs In the academic year, assessment data pertinent to SLP240 and SLP245 was collected and submitted to the institutional SLO committee. At this point in time, there is no systematic departmental process in place for data collection, evaluation and implementation of program/course revision which might be indicated. However, only one section of each course is offered each semester and each instructor modifies presentation, resources, etc. as indicated. The program needs to clearly identify what measures and timelines will be utilized to systematically assess SLOs.

9 C-F. Statistical Indicators Dept Indicator Fall 2005 Spring Fall 2006 Spring Fall 2007 Spring Fall 2008 Spring Fall 2009 Spring SLP Enrollment SLP Success 85.4% 81.0% 90.2% 84.2% 88.1% 88.7% 80.5% 89.9% 94.6% 90.7% SLP Retention 92.2% 90.2% 96.4% 89.9% 92.3% 91.5% 86.8% 95.2% 95.7% 92.1% SLP GPA SLP FTES SLP WSCH SLP FTIE SLP Efficiency Note: Curriculum changes effective Fall 2009 deleted seven (7) hours of arranged lab time for which instructors were not paid; decrease in WSCH and efficiency for Fall 09 and Spring 10 is a consequence of this curriculum change. Fall to fall and spring to spring through Enrollment (duplicated headcount) and FTES (full time equivalent student) data show continuous and consistent program growth. Success and retention rates are strong and consistent: Success = 81-95%. Retention =87-96% Fall to fall and spring to spring through 9-10 show a continuous increase in WSCH. This is directly related to increased enrollment in SLPA courses. Fall WSCH is consistently lower than spring due to offering only one externship rotation in the fall vs. two in the spring. Externships are high WSCH generators. FTIE has remained stable fall to fall and spring to spring. Spring 10 FTIE increased due to the need to offer a core course every semester vs. fall only in order to facilitate progression of students now that the program is fully enrolled. Efficiency has consistently improved fall to fall and spring to spring until the SY. Effective fall 2009, seven (7) "arranged" lab hours were deleted from the curriculum; deletion of those hours is evident in the decreased WSCH and efficiency data. Gradual increase in efficiency is an indicator that the program has matured to a fully viable, self-sustaining program. WSCH has increased to fully utilize the allocated teacher to student ratio; full classes are now the norm Core Indicators (07-08 data) pertinent to skill attainment, completions, persistence, and employment exceed state negotiated targets; nontraditional participation/completions fall below state negotiated targets at -16.8% and -20% respectively. Degrees awarded now equal per year. This, however, is a falsely low indicator of "completers" because a significant number of Communication Disorders BA graduates complete licensure requirements by enrolling in selected Cerritos College courses and field experience. (See Unit Opportunities and Challenges) DEG CERT DEG CERT DEG CERT DEG CERT DEG CERT SLPA

10 G. Student Feedback Student feedback surveys have not been maintained. Part-time faculty members performing department chair functions have not had enough time to perform duties beyond basic operations; consequently, collection of assessment data and student feedback have not occurred for the past 2-3 years. In preparation for this Program Review report, the dean committed to student survey development and data collection; however, she has not followed through with these activities. STRENGTHS AND WEAKNESSES OF THE PROGRAM A. Strengths: Class offerings in late afternoon and evenings to increase access for working students Classes taught by licensed speech pathologists who work in a variety of settings (public education and medical settings including acute care, inpatient rehab, and private practice)and are current and expert in the content taught Practical application is a core component of the SLPA program. Classes as well as fieldwork experience focus on application of therapy techniques required for competent SLPA performance in a variety of workplace settings. State of the art lab facility (SL106) B. Weaknesses: No full-time faculty member(s) in the department Inadequate time for part-time Department Chair to perform essential duties which include: development of documents such as Program Review and Unit Plan; faculty evaluations; textbook orders; class scheduling and staffing; development of field service agreements for placements; coordination of pinning ceremonies and advisory committee meetings; recruitment activities such as college job fair, Senior Preview Day; meeting with SLPA applicants to plan educational program; meeting with SLPA graduates to complete paperwork required by the CA State Board for Speech Pathology and Audiology. There is a CRITICAL need for a full-time faculty member/department chair for the SLPA program. The lab facilities in SL106 need ongoing monitoring to ensure that software and equipment used in the industry is functional and updated and that adjunct instructors are trained in use of equipment. It is becoming more difficult to secure adult field experience placements due to the shortage of adequately licensed SLPs in the public school setting and the competition for placements in medical settings by master students from the local universities. Both child and adult field experience are required for SLPA students to complete CA registration standards with the CA Board of Speech Pathology.

11 OPPORTUNITIES AND THREATS OF THE PROGRAM The SLPA Program must operate within the standards specified by the California State Board of Speech Pathology and Audiology. A. Opportunities: Chapman University Communication Disorders program has approached Cerritos College to collaborate on a bridge program which would provide bachelor's graduates opportunities for field experience through Cerritos College and eligibility for SLPA certification, and provide Cerritos College SLPA completers access to bachelor's level coursework at Chapman. Speech language-pathologists (SLPs) providing training for SLPAs must complete 6 hours of professional training within the first 2 years of supervision and an additional 3 hours of continued professional training must occur every 2 years. Because Cerritos is authorized by ASHA to provide CEUs, this need for continued training could be provided by courses presented through Cerritos College to SLPs. B. Challenges: Graduates of Communication Disorders baccalaureate programs are eligible for registration as a SLPA in the state of California IF they complete field experience hours. Many of the four-year institutions which award Comm Dis BA/BS degrees do not offer field experience opportunities; consequently, significant numbers of BA/BS graduates seek enrollment in SLPA field experience courses. BA/BS graduates are required to: submit transcripts for clearance of coursework equivalent to all courses required for the SLPA AA degree, complete SLP230 prior to the field experience hours, and enroll in SLP240/245 (field experience). State Board regulations (CA Code of Regulations ) require SLPA program directors to verify clinical hours for the purposes of qualifying completers for SLPA registration and to grant authority for the Board to consider BA applicants who have completed nine months of full-time work experience as a substitute for formal clinical training. Additionally, the CA Board of Speech Pathology & Audiology refers all people with inquiries about registration to the various SLPA Training Program Directors or Department Chairs. This means that the Department Chairs must take time to evaluate transcripts to determine equivalency of classes, to evaluate foreign university transcript evaluation equivalency for graduates of foreign universities, to evaluate eligibility of out-of-state SLPAs for CA registration, etc.

12 PROGRAM GOALS Goal #1 Employ a full time faculty member for the SLPA Program. Rationale: The SLPA program began in 2000 and has grown to full enrollment. Currently there are no full-time SLPA faculty members and an adjunct faculty member is performing department chair functions. Goal #2 Maintain currency and relevance of classroom materials Purchase instructional media and software which reflects current practice in the industry Department Chair will meet with the Community Advisory Committee at least twice annually to gather input regarding current practices and trends in the field. Rationale: Industry practices and tools are constantly changing. It is essential to expose students to the software and practices which reflect current practice in the industry. Goal #3 Work with local 4-year educational institutions to establish processes which increase ease of transfer for AA graduates and facilitate SLPA licensure for BA/BS candidates Establish articulation agreements to facilitate transfer of SLPA students to BA/BS programs Establish processes which facilitate SLPA licensure for Communication Disorders BA/BS graduates Rationale: Agreements and processes with 4-year institutions would benefit matriculation of SLPA students transferring both to and from BA/BS programs. Goal #4 Establish systematic SLO assessment processes

13 APPENDIX A SPEECH LANGUAGE PATHOLOGY ASSISTANT LEARNING OUTCOMES SLP 100 Students will identify ethical roles and responsibilities of the Speech Language Pathology Assistant and the licensed Speech Pathologist respectively as evidenced by achieving seventy-five percent (75%) or better on situational analysis of ten different professional in a variety of employment settings. SLP 110 Students will develop a portfolio of the unique speech and language characteristics of three cultural linguistic groups who are non-native speakers of English and/or Black American Dialect users. SLP 120 Using International Phonetic Alphabet symbols, students will correctly transcribe 100 spontaneously spoken words, phrases and/or sentences in English with eighty percent (80%) accuracy. SLP 125 Students will develop a portfolio of therapy lessons and materials for various child/adolescent communication disorders appropriate to industry standards in public school, private practice, and/or healthcare settings. SLP 230 A. Students will develop a primary and secondary communication board for an adult and a child using appropriate software, such as Boardmaker B. Students will submit a certificate of completion for the Dynavox Training Seminar (8 hours) verifying they are able to program a communicative device, such as a Dynavox or Audiocom device, to meet the functional communication needs of an AAC user. SLP 235 Students will develop a portfolio of therapy lessons and materials for various communication disorders common to adults that are appropriate to industry standards in community college clinics, private practice, and/or healthcare settings. SLP 240 Ninety percent (90%) of students who complete SLP 240 will obtain state registration as a Speech-Language Pathology Assistant within six months. SLP 245

14 Ninety percent (90%) of student who complete SLP 245 will obtain state registration as a Speech-Language Pathology Assistant within six months.