COURSE DESCRIPTION, GOALS, OBJECTIVES AND ASSESSMENT TOOLS:

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1 COMD Observation and Grad School Prep CONTACT INFORMATION: Instructor Jill Andrus, MS, CCC-SLP jill.andrus@usu.edu Teaching Assistant Brittany Rowe - brittany.rowe@aggi .usu.edu COURSE DESCRIPTION, GOALS, OBJECTIVES AND ASSESSMENT TOOLS: Course Description Welcome to a new semester at Utah State University! This course is designed as an observation and experience class that will prepare you for your future work in the area of Communicative Disorders. While there are no tests for this class, you are required to complete all the assignments and reports on time. The dates for each assignment are listed at the end of the syllabus. If you miss the original turn-in date for a report or assignment, it will be marked late and there will be 1 point automatically reduced from the score. There will be a grace period of 10 days after the turn-in date to be able to turn the assignment in for credit, following the rubrics associated with the assignments, but after the 10 days grace period, the assignment cannot be turned in for credit. If you cannot meet the assigned deadlines please DO NOT take this class. You should be enrolled for 2-credits for this class. The USU COMD department will maintain a record of your 25 completed observation hours. You cannot complete less than 25 hours of observation and receive credit for this course, you must complete all 25 observation hours or you will receive a failing grade for the course. Round to the nearest quarter hour, without going over, when tracking your hours. Only therapy/testing time should be observed, and from a variety of areas (language, articulation, audiology, etc.) When observing on-site with a professional, be very meticulous in your tracking of minutes. Do not count minutes when the professional is gathering students from various classrooms/hospital rooms, receiving/making telephone calls, writing reports, etc. Only count time the professional is providing therapy, or assessing a client. To obtain record of verification of your completed observation hours at the end of the semester, please contact the USU COMD assistants: Shauna Meikle (shauna.meikle@usu.edu), or Tracy Cowley (tracy.cowley@usu.edu.) They can also be reached at: (435) Please look ahead at assignments in the syllabus. Some of the assignments will take time setting up interviews with professionals, etc. You can do the observations (online or live

2 observations) in blocks (all online then live observations/ vice-versa) or simultaneously (2 hours of live, 1 hour of online, or any mixture to equal the required hours for observational reports each week). Remember to explicitly follow the directions for completing each observation on the observation form, reporting on all stated areas outline in the report template found late in the syllabus. All contact with me or the TA will be done through or through Canvas. I hope you enjoy this class and find the information you learn to be very useful and preparative for your future educational and workforce experiences in the amazing field of communicative disorders. Course Goals & Objectives: These are related to IDEA objectives associated with USU s outcome measures: 1. This objective relates to application of learning. It is expected that students in this course will learn specific observation skills that will allow them to understand the competencies necessary to function as a professional in communicative disorders. 2. This objective relates to expressiveness. It is expected that students will be able to clearly explain the learning outcomes they observe in therapy and the ways in which these outcomes are taught to clients. 3. The third objective also relates to application of learning. It is expected that students will gain a deeper, more personal sense of what it is like to have a specific kind of communicative disorder through simulated learning. COURSE RESOURCES: Course Technology Requirements Canvas is where course content, grades, and communication will reside for this course. (Links to an external site.) o Your username is your A#, and your password is your global password (the same one you use for Banner or Aggi ). For Canvas, Passwords, or any other computer-related technical support contact the IT Service Desk. o (797-HELP) o o o servicedesk@usu.edu Textbook

3 Although no textbook is required for this course, a subscription to masterclinician.org (Links to an external site.) is required for this course. There is a $25.00 fee to view video taped observations through this website. This website is accredited through ASHA, and provides access to excellent, professional diagnostic and treatment videos. COURSE ACTIVITIES: The class consists primarily of independent work documented through a series of written reports and projects. The course is organized by week with each assignment listed and described in the Course Assignments link on the course homepage. Please follow the Calendar and Course Modules closely. Reports and assignments will be due each Thursday for the first 7 weeks, and then each Tuesday & Thursday for the remaining weeks of the course. Carefully read the syllabus; this contains all the information you will need for the course! 1. Improve Your Understanding of the Profession Report #1. Experiences Up To This Point- & Rewarding Course Write a one page (minimum) to two page (maximum) report (12 font) that explains how you became interested in this profession and why it appeals to you. Also include what your most rewarding COMD course you have taken up to this point has been, whether enrolled as a student at USU, or another accredited institution. Report #2: Professionalism Professionalism is a vital component of being a successful graduate student clinician, and future speech-language pathologist or audiologist. From the article: "Developing Professionalism in Our Student Clinicians", authors Phyllis Breen, University of Cincinnati; and Kathy Murphy, St. Louis University; include the following list of attributes to be of vital importance for students in communicative disorders to learn before entering the workplace: 1. Planning and priority setting 2. Organizing and time management 3. Managing diversity 4. Team building 5. Interpersonal savvy and peer relationships 6. Organizational agility 7. Conflict management 8. Problem solving, perspective and creativity 9. Dealing with paradox and learning on the fly You do not need to purchase the article for this assignment. However, using prior knowledge and experience about these items listed, and your research skills, write a 1 page minimum, 2 page maximum report in 12-pt font describing three areas in which you feel that

4 you would like to personally develop, and ways that you could practice developing these skills. Report #3: The Professional in the Field of Communicative Disorders Choose one area of focus, either speech-language pathology or audiology. In that area of focus, you will seek out professionals working in two of the following settings: medicalbased, school-based, or private practice. Interview these individuals about their experiences and why they chose to work in the setting they do. Write a 1-page minimum, to 2-page maximum report (in12 pt font) summarizing the pros and cons, or challenges and opportunities of each setting. Describe what appealed to you from each interview, and why. (Look ahead to Report #4 for possible materials you could use to complete the assignment.) Report #4: Standardized Testing Read a standardized test manual used by a Speech-Language Pathologist or Audiologist to assess articulation, language, or other aspects of function and write a report. This is something you can ask your local school district about, or the speech-language pathologist or audiologist you interview or complete observations with. "Speech-language assessment is a complex process. Assessing, describing, and interpreting an individual's communication ability requires the integration of a variety of information gathered in the evaluation process. ASHA's Preferred Practice Patterns for the Professions of Speech-Language Pathology (2004) indicates that comprehensive speechlanguage pathology assessment includes these components: Case history, including medical status, education, vocation, socioeconomic, cultural, and linguistic backgrounds Patient/client and family interview Review of auditory, visual, motor, and cognitive status Standardized and/or non-standardized measures of specific aspects of speech, spoken and non-spoken language, cognitive-communication, and swallowing function Identification of potential for effective intervention strategies and compensations Selection of standardized measures for speech, language, cognitive communication, and/or swallowing assessment with consideration for documented ecological validity Follow-up services to monitor communication and swallowing status and ensure appropriate intervention and support for individuals with identified speech, language, cognitive-communication, and/or swallowing disorders Results of standardized tests provide the speech-language pathologist or audiologist with valuable information regarding the communication abilities in specific areas. However, ASHA recognizes that standardized tests are only one component of a comprehensive assessment process. Non-standardized or informal assessment procedures, including behavioral and pragmatic observations in natural contexts and spontaneous and structured

5 language sampling, provide valuable information that standardized tests alone may not." - For this assignment, you are to: Obtain a copy of any formal, standardized test manual used in speech-language pathology or audiology. Read the first part of this manual and in a one page minimum, two page maximum (12 font) report, explain what the author(s) tell you this test measures, what its limitations are, and the description of the standard error of measurement (if it contains one.) Make sure you find a standardized test manual that is norm-referenced, not a criterion-based test. The ASHA website has produced a list of standardized tests for you to choose from: Some of these are not commonly given, and may be harder to find a manual to review. Ask an SLP or Audiologist in your area if you could review one of the manuals from a standardized test they give frequently. 2. Preparing For Graduate School Admission Report #5: Graduate School Factors Comparison You will thoughtfully develop a list of 5 factors important in choosing the best graduate schools (ie: location, cost, etc.), and then research at least 3 different graduate schools to determine which ones best match your list. Explain which of these programs would best meet your personal and professional needs. **If you have already applied to a graduate program, or have been admitted to one, then complete the alternative assignment rather than the one listed above: **Report #5 Alternative Assignment: For this assignment, you will choose the other profession (either speech-language pathology or audiology) that was not reported on in Report #2, to report on. You will seek out professionals working in two of the following settings: medical-based, school-based, or private practice. Interview these individuals about their experiences and why they chose to work in the setting they do. Write a 1-page minimum, to 2-page maximum report (in12 pt font) summarizing the pros and cons, or challenges and opportunities of each setting. Describe what appealed to you from each interview, and why. 3. OBSERVATION REPORTS (25 HOURS TOTAL) & EXPERIENTIAL ASSIGNMENTS Beginning in Week 6 (October of the course, you will begin to turn in two reports each week (Tuesday & Thursday) on Canvas. One assignment will be an observation report on live or recorded/video reports you have observed. The other assignments will be an experiential assignments giving you a 'hands on' experience of relating to, and understanding those individuals who have communication disorders.

6 OBSERVATION REPORTS #1-9: Observation Report #1 (1 hour of observation) Observation Report #2 (3 hours of observation) Observation Report #3 (3 hours of observation) Observation Report #4 (3 hours of observation) Observation Report #5 (3 hours of observation) Observation Report #6 (3 hours of observation) Observation Report #7 (3 hours of observation) Observation Report #8 (3 hours of observation) Observation Report #9 (3 hours of observation) The American Speech-Language-Hearing Association (ASHA) requires that students complete a minimum of 25 hours of supervised observation of various disorders of communication prior to the beginning of actual clinical intervention. You will locate a speech-language pathologist (SLP) or audiologist (AuD) and, with the appropriate permissions, observe a variety of models of communication diagnostic or therapeutic activities that will result in completion of these 12 hours of direct observation. The additional 13 hours of observations will be video observations available through which requires a $25 subscription fee. The hours of observation can be completed in any order, but make sure you are reporting on the entire session you are observing, and not splitting sessions among separate observation reports. Also, do not submit reports that are less than the required amount of hours. For example, if you have 2.75 hours, but the reporting period is for 3 hours, you will need to obtain 15 more minutes of observation to report on. If the session you view is 30 minutes in length, do not split the session among two reports, giving 15 minutes to one report and 15 minutes to another report. Report all 30 minutes with the report, equaling 3.25 hours. It is much better to be over by a few minutes, than end up 2-3 hours short at the end of the semester. For the live observations, you will need to seek out a certified SLP or AuD. The individuals do not need to be affiliated with ASHA, but must have completed a master's/doctoral degree in Speech-Language Pathology, or Audiology. You may not observe speech technicians, or speech/audiology aides for these reports. For the first hour of observation (Observation Report #1) write a one-page report, following the template below. For Observation Reports #2-9, three hours of observation will be reported on, following the template. After you have completed all your observations, complete the two forms : (1) the Observation and Report Writing Summary Sheet and (2) the Observation Hours Summary Card (both are found in the Additional

7 Resources section of the on the course home page via Canvas). Be active in seeking opportunities in various locations for the live observations. Utah State University does not have pre-selected facilities for you to observe, you will need to be proactive and diligent in procuring live observation sites. As you go on-site for live observations, please be professionally dressed and act in a professional manner. You are not just representing yourself, but a student of a reputable university. Refrain from wearing clothing that shows undergarments, contains holes, or presents an unkempt/distasteful appearance. If you need to leave an evaluation or treatment session before it is finished, please do so quietly and as discreetly as possible. Remember that you are watching a professional in the field interacting with a real patient. Please keep your professionalism high and act like you would like to have someone act if they were observing you during a doctor visit. Please wear appropriate attire when going to observe these professionals, as if you were an employee at the facility. Remember that this is a job shadow activity; first impressions have impact, especially if you seek to be hired at the facility in the future. If you do have questions for the professional you are interviewing or observing, please be mindful of their schedule, and don't interrupt their sessions, try entering and leaving at session breaks. While you are observing each evaluation take detailed notes so you can write a detailed report on what you are observing. Below you will find the template for the Observation Reports. Follow the directions and guidelines listed below very carefully: Directions for Completing Your Observations of Communicative Disorders Definitions: SLP/Aud = Speech-Language Pathologist or Audiologist. Client = individual who is receiving services from the SLP/Aud and is being discussed in this report. The client s actual name, birth date or other identifying information should not be used in this report. Use initials, made up names, 'client', or XX in place of actual name. CD = Communicative Disorder the client s communicative challenge of concern being addressed in this report. Therapy diagnostic and/or treatment activities that relate to the communicative disorder. ASHA = American Speech-Language-Hearing Association Directions: Some sessions may be approximately minutes long, some sessions can be as long as an hour. Be sure to provide as much information as possible so I know that the information reported on is in relation to the time spent observing. For example, if you state

8 that the session was 60 minutes in length, and you report that for the activity "The therapist drilled specific sounds of need."--you will not earn all of the points. However, if you provided a write-up like the following example, "The session began by providing the client with an assortment of jack-in-the-box type toys. The client played with about 6 of them. Once they were popped open the SLP asked the client which one he (the therapist) should draw. These questions prompted the client to verbally respond. The SLP would ask questions such as, What color should we use? and What part should we draw next? He also had the client label some of the drawings and spell certain words. In the middle of the session the SLP showed the client how to use a special self propelled race car. Together they put together an animal puzzle and the SLP would provide scaffolding by asking questions such as, P is for.. At the end of the session, the therapist asked the client questions such as, Why do you use an umbrella? and Why do you wear a helmet? These questions provided a way for the client to use spoken language as he will not initiate conversation on his own.", I will know that you are learning from the observation, and kept good notes to support the time being reported. Summarize the information from each session by placing the following headings under each section of the report below: Session 1: Session 2: Etc. Submit reports using the Assignment Dropbox for every 3 hours of observation (except for the first observation report of 1 hour). If you are observing a group, focus on one client within the group for your report. Each report should be for at least the amount suggested, not less, or you are marked down. It is most likely you will complete slightly above 25 hours of observation. Permission: It is critical that those individuals being observed or their guardians have given their written permission for other individuals (yourself included) to observe their therapy for educational purposes. It is your responsibility to work with the SLP/Aud to assure that this has been done prior to your direct observations. Each facility has their own privacy policies, and a permission form is available in the "additional resources" section through Canvas if you need a permission form. For each report you will to document the following: The SLP/Aud has given you written permission to use his/her name in this report and to observe him/her working with the client you will discuss in this report. If not, do not write a report about this SLP/Aud. For the online observations put N/A.

9 The client or client s guardian has also given his/her written permission to be observed for educational purposes while receiving the services of the SLP/AUD. If not, do not write a report about this client. This can easily be done by having the SLP/AuD send an or place a phone call to the clients, or parents of clients about you being there to observe for educational purposes. Some institutions will require a background check performed, at your expense. Background checks are becoming more common, especially for those volunteering and observing, and USU cannot waive these background checks. For observations obtained through masterclinician.org, mark 'N/A', since it is an online database for students, and permission has already been obtained. TEMPLATE: Observation Report Form Report # : I document that SLP/Aud and client (or guardian) have given written permission for their therapy sessions to be observed for educational purposes: YES NO NA Observer (you): First name of the SLP/AUD: (for online observations put N/A) Is this SLP/AUD a member of ASHA? Yes No (for online observations put N/A) If so, what is the ASHA # of the SLP/AUD? (for online observations put N/A) Date of the Observation: Length of the Session/Observation: Age of the Client: If you are not certain of this just indicate age range (child). The following information is based on your opinions from your training to this point and does not necessarily come from the written documentation from the SLP/Aud: General Type of the Communicative Disorder Being Observed: General impact this communicative disorder has on the client s ability to communicate effectively: Describe what you think are the daily goals of this session. Describe the therapy activities of this session. Describe the materials used in this session. Describe any progress you saw in the client s accomplishment of his/her goals in this session.

10 Describe just one helpful idea you gained from observing this session. This could relate to the technique the clinician used to accomplish the goal, behavior modification, reinforcement, therapy activity, clinician interaction with significant other, etc. Also explain what you thought about this therapy (was it interesting, boring, would you do something differently, etc.). Do you document that, as the observer, you are the student enrolled in this COMD Capstone course? YES NO Do you document that the information above is based on your actual observation of the SLP/Aud and the client? YES NO Do you document that you actually completed this observation and wrote this report? YES NO Use the Observation and Report Writing Summary Sheet (found under Additional Resources on the home page) to keep track of the reports that you submit. Keep track as you go so that it is easier to summarize at the end of the semester! Experiential Assignments #1-8: You will participate in a variety of experiential assignments related to the field of communicative disorders. These include: 1-Mild/Moderate Hearing Loss 2-Nerve damage due to accident affecting speech mechanism and articulators 3-Voice disorder 4-Augmentative and Alternative Communication 5-Stuttering/Fluency 6- Articulation 7-Voice disorder 8-Dysphagia (swallowing disorder) COURSE GRADING: Your grade is based on performance of course components and possible points. Grading will be traditional (A F). There will be no mid-term or final examinations. You will be graded on your reports submitted on Canvas, which must be turned in by the deadlines listed in the calendar. If a paper is marked late there will be a 1 point deduction to the grade, and it will reflect on your ability to meet deadlines. After 10 days you will

11 not be able to submit a report. It will be marked missed and you will earn 0 points. The final assignment will only have an allowance of one week to earn points, due to grading purposes. There will be no exceptions. Clinic Observation Reports: Completion of all portions of the observation report form: Specific wording that reflects attentive observation and thought: Accurate spelling, punctuation, grammar and turned in on time: 3 pts. 5 pts. 2 pts. Other Reports: Specific wording that reflects attentive observation and thought: Accurate spelling, punctuation, grammar, and turned in on time: 7 pts. 3 pts. Final grades are calculated using a percentage scale out of 100%. GRADE PERCENTAGE RANGE POINTS Total Possible Points: % = A 90%-94% = A- 87%-89% = B+ 84%-86%= B 80%-83%= B- 77%-79% = C+ 74%-76% = C 70%-73% = C- 67%-69% = D+ 64%-66% = D 61%-63% = D- 0%-60% = F COURSE POLICIES: Withdrawal Policy and I Grade Policy

12 Students are required to complete all courses for which they are registered by the end of the semester. In some cases, a student may be unable to complete all of the coursework because of extenuating circumstances, but not due to poor performance or to retain financial aid. The term 'extenuating' circumstances includes: Incapacitating illness which prevents a student from attending classes for a minimum period of two weeks, A death in the immediate family, Financial responsibilities requiring a student to alter a work schedule to secure employment, Change in work schedule as required by an employer, Other emergencies deemed appropriate by the instructor. ( Communication All communication will be disseminated from Canvas. I will use Announcements in Canvas to communicate high priority and timely information. You must set your notification preferences in Canvas to receive Announcements and Conversation Messages to ASAP by an , cell phone for text messages, or other social networking services of your choice. How to set up notification preferences in Canvas How to use the Inbox for Conversations in Canvas Instructor Feedback/Communication I will provide timely assignment feedback through comments and personal conversations on Canvas. I will be reading the Discussion Boards and replying to messages occasionally. You will receive specific feedback on your Assignments in the form of text comments appended to your electronic submissions. Student Feedback/Communication I welcome all feedback on the course. My preferred method of communication with individual students is via Canvas Inbox/Conversations. I will respond to within two week days (Monday Friday). Course Etiquette Any successful learning experience requires mutual respect on the part of the student and the instructor. Neither instructor nor student should be subject to others behavior that is rude, disruptive, intimidating, or demeaning. The instructor has primary responsibility for and control over classroom behavior and maintenance of academic integrity. Instructor Responsibilities Treat all students with courtesy and respect.

13 Be open to constructive input from students in the course. Ensure that opportunities to participate are shared equally by all students in the class. Student Reponsibilities Be prepared for class assignments. Submit all assignments by the due date. Find an observation site in your community or surrounding areas to complete 12 hours of observation. Syllabus Changes This syllabus is subject to change. I will notify the class regarding all changes. In the event of any discrepancy between this syllabus and content found in Canvas, the information in CANVAS WILL TAKE PRECEDENCE. Submitting Electronic Files All electronic files must be submitted in word (.doc,.docx) format, unless otherwise stated. Please name your file in the using the following convention: Assignmentname_Yourname.doc. Files in formats other than doc, docx, and/or without the proper naming convention (or at least a reasonable attempt) will be returned to the student and additional handling charges (lost points) may apply. Course Fees There are no course fees associated with this course. Late Work The dates for each assignment are listed with each assignment for each unit. If you miss the deadline it will be marked late and there will be 1 point reduced from the score. If assignment is 10 days late, the assignment is marked missed and you cannot turn it in and you will earn 0 points for that assignment. The final assignment will only have an allowance of one week to earn points, due to final grading purposes. There are no exceptions for these stipulations and if you cannot meet the assigned deadlines please do not take this class.