Communication Sciences and Disorders. Standard 5.0 Assessment Master s Degree Program in Speech Language Pathology (MA)

Transcription

1 Communication Sciences and Disorders Standard 5.0 Assessment Master s Degree Program in Speech Language Pathology (MA) The program conducts ongoing and systematic formative and summative assessment of the performance of its current students. Standard 5.1 Program Assessment of Students The program uses CALIPSO for tracking student requirements, progress and outcomes. CALIPSO maintains all information regarding student progress in the program. It is entered by faculty, staff, students and clinical supervisors. Students can access this information at any time. They also receive feedback from faculty, supervisors and advisors. Both formative (each semester) and summative (annually and at the end of the program) assessment is conducted by a variety of faculty and clinical supervisors to assess knowledge and skills with regard to the scope of practice in speech language pathology. Remediation plans are developed, noted in CALIPSO, and results are posted there also. They are discussed with the student, kept in the student's file and tracked by the initiating faculty member in consultation with the program coordinator, program director and/or other faculty as needed. Standard 5.2 Student Progress Documentation The program documents student progress toward completion of the graduate degree and professional credentialing requirements and makes this information available to assist students in qualifying for certification and licensure. Graduate performance is monitored by progress in meeting graduation and credentialing requirements, and the information is managed through CALIPSO where the required outcomes are specified and monitored by both faculty and students. The program director monitors and signs off on graduation and credentialing requirements. Standard 5.3 Evaluation of Program Effectiveness Program effectiveness is measured by passing rates on the PRAXIS Examination in Speech Language Pathology, time to degree, number and % of students graduating within the program s published time frame of six semesters, and employment rates (all posted on the program website, including the threeyear average). The program conducts regular and ongoing assessments of program effectiveness and uses the results for continuous improvement. Students assess the quality, currency, and effectiveness of the graduate program s academic and clinical education through student evaluation of each course and each clinical site every semester. Students complete an exit survey regarding overall program effectiveness and an exit interview with the program director to provide feedback for improvement. Surveys of alumni and employers are conducted one year after graduation. Faculty review curriculum and other aspects of the program at meetings each semester and at the annual faculty retreat. Advisory committee review of the program is conducted annually by individuals in clinical sites in the community who both supervise students and employ graduates. Standard 5.4 Evaluation of Faculty Members

2 The program regularly evaluates all faculty members and faculty uses the results for continuous improvement. This is accomplished through course evaluations, faculty annual reports, annual review by the department head, and annual meetings with faculty.

3 Knowledge And Skills Acquisition (KASA) Summary Form For Certification in Speech-Language Pathology I. KNOWLEDGE AREAS Standards Standard III-A. The applicant must demonstrate knowledge of the principles of: Biological Sciences Physical Sciences C PHYS1017 or 1018 or 1033 Mathematics C STAT1031 or 1034 Social/behavioral Sciences C PSYC1001 or SOC1001 Standard III-B. The applicant must demonstrate knowledge of basic human communication and swallowing processes, including their biological, neurological, acoustic, psychological, developmental, and linguistic and cultural bases Basic Human Communication Processes Biological CSD7048C, CSD8051C CSD7048C, CSD8051C

4 Neurological CSD8051C CSD8051C Acoustic CSD2071, CSD7048C CSD7048C Psychological CSD7048C CSD7048C Developmental/Lifespan CSD7011 Linguistic CSD2071, CSD7010, CSD7011 Cultural CSD7012 Swallowing Processes Biological CSD7035 Neurological CSD7035 Psychological CSD7035 Developmental/Lifespan CSD7035 Cultural CSD7035 Standard III-C. The applicant must demonstrate knowledge

5 of the nature of speech, language, hearing, and communication disorders and differences and swallowing disorders, including their etiologies, characteristics, anatomical/physiological, acoustic, psychological, developmental, and linguistic and cultural correlates. Specific knowledge must be demonstrated in the following areas: Articulation Etiologies Characteristics Fluency CSD7010, CSD7032, CSD7034 CSD7010, CSD7032, CSD7034 Etiologies CSD7015 Characteristics CSD7015 Voice and resonance, including respiration and phonation Etiologies CSD7014 Characteristics CSD7014 Receptive and expressive language (phonology,

6 morphology, syntax, semantics, pragmatics, prelinguistic communication, and paralinguistic communication) in speaking, listening, reading, writing, and manual modalities Etiologies Characteristics Hearing, including the impact on speech and language CSD7032 CSD7032 Etiologies CSD7009 Characteristics CSD7009 Swallowing (oral, pharyngeal, esophageal, and related functions, including oral function for feeding; orofacial myofunction) Etiologies CSD7035 Characteristics CSD7035 Cognitive aspects of communication (e.g., attention, memory, sequencing, problem solving, executive functioning,) Etiologies CSD7033

7 Characteristics Social aspects of communication (e.g., behavioral and social skills affecting communication) Etiologies Characteristics Communication modalities (e.g., oral, manual, and augmentative and alternative communication techniques and assistive technology) CSD7033 CSD7033 CSD7033 Characteristics CSD7037 Standard III-D: The applicant must possess knowledge of the principles and methods of prevention, assessment, and intervention for people with communication and swallowing disorders, including consideration of anatomical/physiological, psychological, developmental, and linguistic and cultural correlates of the disorders. Articulation Prevention CSD7010 Assessment CSD7010

8 Intervention CSD7010 Fluency Prevention CSD7015 Assessment CSD7015 Intervention CSD7015 Voice and resonance Prevention CSD7014 Assessment CSD7014 Intervention CSD7014 Receptive and expressive language Prevention Assessment Intervention CSD7012, CSD7032 CSD7012, CSD7032 CSD7012,

9 Hearing, including the impact on speech and language CSD7032 Prevention CSD7009 Assessment CSD7009 Intervention CSD7009 Swallowing Prevention CSD7035 Assessment CSD7035 Intervention CSD7035 Cognitive aspects of communication Prevention Assessment Intervention Social aspects of communication CSD7033 CSD7033 CSD7033

10 Prevention Assessment Intervention Communication Modalities Assessment Intervention Standard IV-G: The applicant for certification must complete a program of study that includes supervised clinical experiences sufficient in breadth and depth to achieve the following skills outcomes (in addition to clinical experiences, skills may be demonstrated through successful performance on academic course work and examinations, independent projects, or other appropriate alternative methods): 1. Evaluation (must include all skill outcomes listed in a-g below for each of the 9 major areas except that prevention does not apply to communication modalities) Articulation Std. IV-G 1a. Conduct screening and prevention procedures (including prevention activities) CSD7012 CSD7012 CSD7012 CSD7033, CSD7037 CSD7033, CSD7037

11 Std. IV-G 1b. Collect case history information and integrate information from clients/patients, family, caregivers, teachers, relevant others, and other professionals Std. IV-G 1c. Select and administer appropriate evaluation procedures, such as behavioral observations nonstandardized and standardized tests, and instrumental procedures Std. IV-G 1d. Adapt evaluation procedures to meet client/patient needs Std. IV-G 1e. Interpret, integrate, and synthesize all information to develop diagnoses and make appropriate recommendations for intervention Std. IV-G 1f. Complete administrative and reporting functions necessary to support evaluation Std. IV-G 1g. Refer clients/patients for appropriate services Fluency Std. IV-G 1a. Conduct screening and prevention procedures (including prevention activities) Std. IV-G 1b. Collect case history information and integrate information from clients/patients, family, caregivers, teachers, relevant others, and other professionals Std. IV-G 1c. Select and administer appropriate evaluation procedures, such as behavioral observations nonstandardized and standardized tests, and instrumental procedures

12 Std. IV-G 1d. Adapt evaluation procedures to meet client/patient needs Std. IV-G 1e. Interpret, integrate, and synthesize all information to develop diagnoses and make appropriate recommendations for intervention Std. IV-G 1f. Complete administrative and reporting functions necessary to support evaluation Std. IV-G 1g. Refer clients/patients for appropriate services Voice and resonance, including respiration and phonation Std. IV-G 1a. Conduct screening and prevention procedures (including prevention activities) Std. IV-G 1b. Collect case history information and integrate information from clients/patients, family, caregivers, teachers, relevant others, and other professionals Std. IV-G 1c. Select and administer appropriate evaluation procedures, such as behavioral observations nonstandardized and standardized tests, and instrumental procedures Std. IV-G 1d. Adapt evaluation procedures to meet client/patient needs Std. IV-G 1e. Interpret, integrate, and synthesize all information to develop diagnoses and make appropriate recommendations for intervention

13 Std. IV-G 1f. Complete administrative and reporting functions necessary to support evaluation Std. IV-G 1g. Refer clients/patients for appropriate services Receptive and expressive language (phonology, morphology, syntax, semantics, pragmatics, prelinguistic communication, and paralinguistic communication) in speaking, listening, reading, writing, and manual modalities Std. IV-G 1a. Conduct screening and prevention procedures (including prevention activities) Std. IV-G 1b. Collect case history information and integrate information from clients/patients, family, caregivers, teachers, relevant others, and other professionals Std. IV-G 1c. Select and administer appropriate evaluation procedures, such as behavioral observations nonstandardized and standardized tests, and instrumental procedures Std. IV-G 1d. Adapt evaluation procedures to meet client/patient needs Std. IV-G 1e. Interpret, integrate, and synthesize all information to develop diagnoses and make appropriate recommendations for intervention Std. IV-G 1f. Complete administrative and reporting functions necessary to support evaluation

14 Std. IV-G 1g. Refer clients/patients for appropriate services Hearing, including the impact on speech and language Std. IV-G 1a. Conduct screening and prevention procedures (including prevention activities) Std. IV-G 1b. Collect case history information and integrate information from clients/patients, family, caregivers, teachers, relevant others, and other professionals Std. IV-G 1c. Select and administer appropriate evaluation procedures, such as behavioral observations nonstandardized and standardized tests, and instrumental procedures Std. IV-G 1d. Adapt evaluation procedures to meet client/patient needs Std. IV-G 1e. Interpret, integrate, and synthesize all information to develop diagnoses and make appropriate recommendations for intervention Std. IV-G 1f. Complete administrative and reporting functions necessary to support evaluation Std. IV-G 1g. Refer clients/patients for appropriate services Swallowing (oral, pharyngeal, esophageal, and related functions, including oral function for feeding; orofacial myofunction)

15 Std. IV-G 1a. Conduct screening and prevention procedures (including prevention activities) Std. IV-G 1b. Collect case history information and integrate information from clients/patients, family, caregivers, teachers, relevant others, and other professionals Std. IV-G 1c. Select and administer appropriate evaluation procedures, such as behavioral observations nonstandardized and standardized tests, and instrumental procedures Std. IV-G 1d. Adapt evaluation procedures to meet client/patient needs Std. IV-G 1e. Interpret, integrate, and synthesize all information to develop diagnoses and make appropriate recommendations for intervention Std. IV-G 1f. Complete administrative and reporting functions necessary to support evaluation Std. IV-G 1g. Refer clients/patients for appropriate services Cognitive aspects of communication (attention, memory, sequencing, problem-solving, executive functioning) Std. IV-G 1a. Conduct screening and prevention procedures (including prevention activities) Std. IV-G 1b. Collect case history information and integrate information from clients/patients, family, caregivers, teachers, relevant others, and other professionals

16 Std. IV-G 1c. Select and administer appropriate evaluation procedures, such as behavioral observations nonstandardized and standardized tests, and instrumental procedures Std. IV-G 1d. Adapt evaluation procedures to meet client/patient needs Std. IV-G 1e. Interpret, integrate, and synthesize all information to develop diagnoses and make appropriate recommendations for intervention Std. IV-G 1f. Complete administrative and reporting functions necessary to support evaluation Std. IV-G 1g. Refer clients/patients for appropriate services Social aspects of communication (including challenging behavior, ineffective social skills, lack of communication opportunities) Std. IV-G 1a. Conduct screening and prevention procedures (including prevention activities) Std. IV-G 1b. Collect case history information and integrate information from clients/patients, family, caregivers, teachers, relevant others, and other professionals Std. IV-G 1c. Select and administer appropriate evaluation procedures, such as behavioral observations nonstandardized and standardized tests, and instrumental procedures

17 Std. IV-G 1d. Adapt evaluation procedures to meet client/patient needs Std. IV-G 1e. Interpret, integrate, and synthesize all information to develop diagnoses and make appropriate recommendations for intervention Std. IV-G 1f. Complete administrative and reporting functions necessary to support evaluation Std. IV-G 1g. Refer clients/patients for appropriate services Communication modalities (including oral, manual, augmentative, and alternative communication techniques and assistive technologies) Std. IV-G 1a. Conduct screening procedures Std. IV-G 1b. Collect case history information and integrate information from clients/patients, family, caregivers, teachers, relevant others, and other professionals Std. IV-G 1c. Select and administer appropriate evaluation procedures, such as behavioral observations nonstandardized and standardized tests, and instrumental procedures Std. IV-G 1d. Adapt evaluation procedures to meet client/patient needs Std. IV-G 1e. Interpret, integrate, and synthesize all information to develop diagnoses and make appropriate recommendations for intervention

18 Std. IV-G 1f. Complete administrative and reporting functions necessary to support evaluation Std. IV-G 1g. Refer clients/patients for appropriate services 2. Intervention (must include all skill outcomes listed in a-g below for each of the 9 major areas) Articulation Std. IV-G 2a. Develop setting-appropriate intervention plans with measurable and achievable goals that meet clients'/patients' needs. Collaborate with clients/patients and relevant others in the planning process Std. IV-G 2b. Implement intervention plans (involve clients/patients and relevant others in the intervention process) Std. IV-G 2c. Select or develop and use appropriate materials and instrumentation for prevention and intervention Std. IV-G 2d. Measure and evaluate clients'/patients' performance and progress Std. IV-G 2e. Modify intervention plans, strategies, materials, or instrumentation as appropriate to meet the needs of clients/patients Std. IV-G 2f. Complete administrative and reporting functions necessary to support intervention

19 Std. IV-G 2g. Identify and refer clients/patients for services as appropriate Fluency Std. IV-G 2a. Develop setting-appropriate intervention plans with measurable and achievable goals that meet clients'/patients' needs. Collaborate with clients/patients and relevant others in the planning process Std. IV-G 2b. Implement intervention plans (involve clients/patients and relevant others in the intervention process) Std. IV-G 2c. Select or develop and use appropriate materials and instrumentation for prevention and intervention Std. IV-G 2d. Measure and evaluate clients'/patients' performance and progress Std. IV-G 2e. Modify intervention plans, strategies, materials, or instrumentation as appropriate to meet the needs of clients/patients Std. IV-G 2f. Complete administrative and reporting functions necessary to support intervention Std. IV-G 2g. Identify and refer clients/patients for services as appropriate Voice and resonance, including respiration and phonation Std. IV-G 2a. Develop setting-appropriate intervention plans with measurable and achievable goals that meet

20 clients'/patients' needs. Collaborate with clients/patients and relevant others in the planning process Std. IV-G 2b. Implement intervention plans (involve clients/patients and relevant others in the intervention process) Std. IV-G 2c. Select or develop and use appropriate materials and instrumentation for prevention and intervention Std. IV-G 2d. Measure and evaluate clients'/patients' performance and progress Std. IV-G 2e. Modify intervention plans, strategies, materials, or instrumentation as appropriate to meet the needs of clients/patients Std. IV-G 2f. Complete administrative and reporting functions necessary to support intervention Std. IV-G 2g. Identify and refer clients/patients for services as appropriate Receptive and expressive language (phonology, morphology, syntax, semantics, pragmatics, prelinguistic communication, and paralinguistic communication) in speaking, listening, reading, writing, and manual modalities Std. IV-G 2a. Develop setting-appropriate intervention plans with measurable and achievable goals that meet clients'/patients' needs. Collaborate with clients/patients and relevant others in the planning process

21 Std. IV-G 2b. Implement intervention plans (involve clients/patients and relevant others in the intervention process) Std. IV-G 2c. Select or develop and use appropriate materials and instrumentation for prevention and intervention Std. IV-G 2d. Measure and evaluate clients'/patients' performance and progress Std. IV-G 2e. Modify intervention plans, strategies, materials, or instrumentation as appropriate to meet the needs of clients/patients Std. IV-G 2f. Complete administrative and reporting functions necessary to support intervention Std. IV-G 2g. Identify and refer clients/patients for services as appropriate Hearing, including the impact on speech and language Std. IV-G 2a. Develop setting-appropriate intervention plans with measurable and achievable goals that meet clients'/patients' needs. Collaborate with clients/patients and relevant others in the planning process Std. IV-G 2b. Implement intervention plans (involve clients/patients and relevant others in the intervention process) Std. IV-G 2c. Select or develop and use appropriate materials and instrumentation for prevention and intervention

22 Std. IV-G 2d. Measure and evaluate clients'/patients' performance and progress Std. IV-G 2e. Modify intervention plans, strategies, materials, or instrumentation as appropriate to meet the needs of clients/patients Std. IV-G 2f. Complete administrative and reporting functions necessary to support intervention Std. IV-G 2g. Identify and refer clients/patients for services as appropriate Swallowing (oral, pharyngeal, esophageal, and related functions, including oral function for feeding; orofacial myofunction) Std. IV-G 2a. Develop setting-appropriate intervention plans with measurable and achievable goals that meet clients'/patients' needs. Collaborate with clients/patients and relevant others in the planning process Std. IV-G 2b. Implement intervention plans (involve clients/patients and relevant others in the intervention process) Std. IV-G 2c. Select or develop and use appropriate materials and instrumentation for prevention and intervention Std. IV-G 2d. Measure and evaluate clients'/patients' performance and progress Std. IV-G 2e. Modify intervention plans, strategies, materials, or instrumentation as appropriate to meet the

23 needs of clients/patients Std. IV-G 2f. Complete administrative and reporting functions necessary to support intervention Std. IV-G 2g. Identify and refer clients/patients for services as appropriate Cognitive aspects of communication (attention, memory, sequencing, problem-solving, executive functioning) Std. IV-G 2a. Develop setting-appropriate intervention plans with measurable and achievable goals that meet clients'/patients' needs. Collaborate with clients/patients and relevant others in the planning process Std. IV-G 2b. Implement intervention plans (involve clients/patients and relevant others in the intervention process) Std. IV-G 2c. Select or develop and use appropriate materials and instrumentation for prevention and intervention Std. IV-G 2d. Measure and evaluate clients'/patients' performance and progress Std. IV-G 2e. Modify intervention plans, strategies, materials, or instrumentation as appropriate to meet the needs of clients/patients Std. IV-G 2f. Complete administrative and reporting functions necessary to support intervention

24 Std. IV-G 2g. Identify and refer clients/patients for services as appropriate Social aspects of communication (including challenging behavior, ineffective social skills, lack of communication opportunities) Std. IV-G 2a. Develop setting-appropriate intervention plans with measurable and achievable goals that meet clients'/patients' needs. Collaborate with clients/patients and relevant others in the planning process Std. IV-G 2b. Implement intervention plans (involve clients/patients and relevant others in the intervention process) Std. IV-G 2c. Select or develop and use appropriate materials and instrumentation for prevention and intervention Std. IV-G 2d. Measure and evaluate clients'/patients' performance and progress Std. IV-G 2e. Modify intervention plans, strategies, materials, or instrumentation as appropriate to meet the needs of clients/patients Std. IV-G 2f. Complete administrative and reporting functions necessary to support intervention Std. IV-G 2g. Identify and refer clients/patients for services as appropriate Communication modalities (including oral, manual, augmentative, and alternative communication techniques

25 and assistive technologies) Std. IV-G 2a. Develop setting-appropriate intervention plans with measurable and achievable goals that meet clients'/patients' needs. Collaborate with clients/patients and relevant others in the planning process Std. IV-G 2b. Implement intervention plans (involve clients/patients and relevant others in the intervention process) Std. IV-G 2c. Select or develop and use appropriate materials and instrumentation for prevention and intervention Std. IV-G 2d. Measure and evaluate clients'/patients' performance and progress Std. IV-G 2e. Modify intervention plans, strategies, materials, or instrumentation as appropriate to meet the needs of clients/patients Std. IV-G 2f. Complete administrative and reporting functions necessary to support intervention Std. IV-G 2g. Identify and refer clients/patients for services as appropriate 3. Interaction and Personal Qualities Std. IV-G 3a. Communicate effectively, recognizing the needs, values, preferred mode of communication, and cultural/linguistic background of the client/patient, family, caregivers, and relevant others.

26 Std. IV-G 3b. Collaborate with other professionals in case management. Std. IV-G 3c. Provide counseling regarding communication and swallowing disorders to clients/patients, family, caregivers, and relevant others. Std. IV-G 3d. Adhere to the ASHA Code of Ethics and behave professionally. Authored by: Laurel H. Hays, M.Ed., CCC-SLP and Satyajit P. Phanse, M.S Calipso, LLC