ONLINE POST BACCALAUREATE PRE-MASTERS CERTIFICATE OF STUDY IN SPEECH LANGUAGE PATHOLOGY ABSTRACT

Transcription

1 ONLINE POST BACCALAUREATE PRE-MASTERS CERTIFICATE OF STUDY IN SPEECH LANGUAGE PATHOLOGY ABSTRACT The proposed Online Post Baccalaureate Pre-Masters Certificate of Study in Speech-Language Pathology is for individuals who intend to apply for a Masters Degree in Communication Sciences and Disorders, thus gaining important knowledge and qualifications in speech-language pathology, a field with excellent employment prospects including an expected growth rate of 23% over the next decade (Bureau of Labor Statistics, 2012). The proposed certificate provides an organized pathway to completing the 6 prerequisite courses required for applying to graduate school for the approximately 23% of applicants whose undergraduate degrees are from other fields (CAPCSD, 2009). The program would be offered in partnership between Continuing Education and the Department of Communication Sciences & Disorders. Four of the six required prerequisite courses for the graduate program in Communication Sciences and Disorders (CSD) are contained in the previously-approved Post Baccalaureate Speech-Language Pathology Assistant (SLP-A) Certificate. The proposed pre-masters certificate would not replace this current course sequence for school-based SLP-As that has been offered through the Division of Continuing Education (CE) and the Department of Communication Sciences & Disorders (CSD) since It would represent another option for individuals who prefer a master s degree over the SLP-A certificate. One particular strength of the proposed Post Baccalaureate Pre-Masters Certificate is that it incorporates currently available coursework. The certificate courses are appropriate for working individuals from similar roles such as speech-language pathology assistants, special educators, or K-12 classroom teachers who hold a baccalaureate degree and wish to continue their education in an allied field. The courses would also serve students who have completed a bachelor s degree in a related field, such as linguistics, sociology, etc., who decide to pursue graduate education in a profession with brighter employment prospects, such as speech-language pathology. Several trends have contributed to the ongoing national shortage of SLPs. The increase in children with communication disorders has resulted from higher survival rates of premature infants and infants with neurodevelopmental syndromes as well as increases in children being diagnosed with autism, a social communication disorder. As a result, awareness of the importance of early and ongoing intensive, high-quality services for these populations has grown markedly. These trends have strained school systems resources and intensified the need for training and preparation of SLPs and individuals to assist SLPs (SLP assistants or SLP-As) in schools. At the same time, survival rates of persons who have experienced strokes, head injuries, and other types of medical trauma have also improved, as have the life expectancies of Americans. Improved strategies for the assessment and treatment of swallowing disorders have expanded demands for specialists in this area as well, as has the advent of more sophisticated technologies for augmentative and alternative communication. As a result, hospitals, nursing facilities, and other institutions as well as school systems are not only hiring more personnel themselves but also contracting these specialty services at an expanding rate (American Speech- 1

2 Language Hearing Association, ND; Bureau of Labor Statistics, 2012). These two certificate programs (the existing SLP-A program and the proposed Pre-Master s prerequisite program) have a common goal of addressing the shortage of qualified speechlanguage pathology personnel; the graduates of these programs will support each other as well as the institutions in which they work and the many people with communication disorders they will serve. For example, the ongoing national shortage of SLPs impedes the use of support personnel as ASHA guidelines and state licensure laws state that no one can employ a speech-language pathology assistant (SLP-A) without an SLP as supervisor. Addressing the shortage of SLPs will help districts to fully support children with communication disorders and their families and will address school district requirements in No Child Left Behind and the Individuals with Disabilities Education Act (IDEA), by increasing the number of SLPs who can provide both direct services to these children and supervision of SLP-As who provide such services. In addition to the satisfaction of improving the communication skills of persons in need and filling employment gaps in the U.S., another benefit to obtaining a masters degree is that of career and salary advancement. SLP s earn upwards of $32.71 per hour ($66,920 per year), as compared to an SLP-A salary of $31,782 per year according to the Occupational Outlook Handbook of the Bureau of Labor and Statistics. As a result, SLP-As as well as underemployed bachelor s-level college graduates from other fields are likely to be financially motivated to progress in their careers by obtaining their master s degrees and becoming SLPs. Even if they do not intend to apply for an SLP master s program, students working in schools can use the certificate to improve their retention and employment opportunities in school settings, with their course work counting for professional development, as all courses proposed for the certificate receive University credit. With the entire SLP Pre-Masters certificate offered online, this UVM program has a national reach. Positioning the Pre-Masters certificate as a potential path into the CSD graduate program will increase its appeal even further. Thus, this online program would be a logical next step for many individuals contemplating a master s degree. Although only 4 of the 6 prerequisites required for a master s in CSD are contained in the existing SLP-A certificate, the other two are already offered regularly online as well as in conjunction with the undergraduate CSD major. Furthermore, all prerequisites will be available online, creating opportunities for SLP-A post-baccalaureate students to take the remaining prerequisite courses as well if they wish to do so. Other comparable pre-masters programs do exist. Nationally, there are online post baccalaureate programs offered by LaSalle University, Idaho State University, University of Colorado at Boulder, Utah State University and 8 others, with 7 universities offering complete online Masters degree programs. In spite of these programs, we have already seen interest in the pre-masters sequence with minimal advertising. Prospective students will be selected through an admissions process described in the proposal. Approval and endorsement of the program by the Provost and the Curricular Affairs Committee 2

3 will give the University of Vermont the opportunity to address a professional need with an educational offering. The financial and organizational costs will be minimal because the Department of Communication Sciences & Disorders in the College of Nursing and Health Sciences at the University of Vermont is already offering the SLP-A certificate program in collaboration with the Division of Continuing Education; thus, the necessary coursework is already in place. In addition, organizational and advisory needs associated with the proposed SLP post baccalaureate certificate program can be met by the existing SLP-A program coordinator, Kate Ross, MS, CCC-SLP. 3

4 ONLINE POST BACCALAUREATE PRE-MASTERS CERTIFICATE OF STUDY IN SPEECH-LANGUAGE PATHOLOGY PROPOSAL I. Concentration Title, Director, Participating Faculty, Academic Unit and University Catalog Description Title: Online Post Baccalaureate Pre-Masters Certificate of Study in Speech-Language Pathology Program Coordinator: Kate Ross, MS, CCC-SLP, Adjunct Faculty Continuing Education, Speech Language Pathology Assistant Program/Speech Language Pre-Masters Program Faculty: Charles Barasch, M.S., CCC-SLP Michael Cannizzaro, Ph.D., CCC-SLP Michael Gordon, Ph.D., M.S., CCC-SLP Kate Ross, M.S., CCC-SLP Charles W. Starkweather, Ph.D., CCC-SLP UVM STAT 111 online instructor Academic Unit: Department of Communication Sciences & Disorders, College of Nursing & Health Sciences. University Catalog Description: Online Post Baccalaureate Pre-Masters Certificate of Study in Speech-Language Pathology This pre-masters certificate in speech-language pathology is a series of courses designed to meet the required prerequisites for entry into the Communication Sciences and Disorders (CSD) Master s Degree Program. The six prerequisite courses are offered online and are designed to be completed in a maximum of three semesters. You need not be enrolled in the SLP-A sequence or applying to the UVM program in CSD in order to take the prerequisite courses. Coursework 4

5 follows the guidelines set forth by the American Speech Language and Hearing Association (ASHA) for SLPs (see Appendix A, Alternatively, students can use the certificate to improve their retention and employment opportunities in related roles (SLP-A, special education teacher, etc.) with their coursework counting for professional development, as all courses proposed for the certificate receive University credit. II. Degree Awarded Students who successfully complete the pre-masters certificate program receive a Post Baccalaureate Pre-Masters Certificate of Study in Speech-Language Pathology from the University of Vermont. The student's academic transcript will list the certificate and completed corresponding courses. III. Rationale There is a significant shortage of speech-language pathologists in the United States; therefore, this is a career with a very positive outlook for employment, with 23% growth projected in the next decade (Bureau of Labor Statistics, 2012). While some students identify communication disorders as their major as undergraduates, a sizeable proportion (23%) of speech-language pathologists do not choose this career path until after they have completed a bachelor s degree in another area (CAPCSD, 2009). Many study or work in related fields (education, special education, counseling, nursing) for a time before identifying this professional goal. Still others discover this calling as a result of parenting a child with special needs, caring for a parent following a stroke or other medical event resulting in communication deficits, or other personal experiences. In order to be professionally certified by ASHA, SLPs must have a master s, doctorate, or other recognized post-baccalaureate degree equivalent. Yet, graduate programs in communication disorders/speech-language pathology almost universally require a set of prerequisite courses be completed before an application can be made to their programs. Thus, there is a high demand among persons who already have bachelor s degrees in other fields for easily accessible speech-language pathology prerequisite courses. Several critical issues feed the current shortage and concern for a future shortage of qualified school-based SLPs (ASHA, 2000; Carlson, Brauen, Klein, Schroll, & Willig, 2002; Whitmire & Eger, 2003). Shortages are reported to be greater in rural geographic locations, characteristic of the shortages reported throughout Vermont. These shortages compromise the SLPs ability to meet student needs for treatment intensity. Caseload size has made it difficult for SLPs to meet the growing needs of children with communication disorders, as more premature infants and babies with neurodevelopmental syndromes survive and more children are diagnosed with autism. In fact, caseload size is one of the most widely cited reasons for leaving the profession of speech-language pathology (Carlson et al., 2002). Finally, SLPs in the public schools have, by necessity, expanded their roles far beyond direct service to include case management, 5

6 paperwork, and supervision of support personnel (ASHA, 1996) giving them less time for direct service to this increasingly needy, school population. At the same time, the growing multiple communication needs of aging baby boomers as well as those of returning soldiers with traumatic brain injuries have increased the need for more welltrained personnel in the field of communication sciences and disorders in other settings, especially hospitals, extended care facilities, and nursing homes. The development of areas of specialization and of increasingly sophisticated technology to treat communication and related disorders (such as swallowing disorders) has further stretched the current pool of SLP s. It is no wonder the Bureau of Labor Statistics (2012) has predicted an excellent 23% level of growth in employment in this field. As an online post baccalaureate program designed for students with a bachelor s degree in some other field, the proposed prerequisite program has broad reach. Vermont is a small state with projected growth of about 3% for SLPs. Many larger states are projecting even more substantial growth in demand for SLPs, such as 30% growth in Texas and Utah and 20% growth in Arizona, Colorado, Georgia, Idaho, Louisiana, Nevada, and North Carolina. As an academic-only (no clinical requirements) online program, we would be able to meet the needs of students in every corner of the country. At the same time, this program would facilitate the growth of the CSD graduate program in speech-language pathology. It would not only increase class sizes in the online courses currently being offered in conjunction with the SLP-A Certificate Program but eventually do so in the graduate program as well, which is in line with the CNHS and UVM strategic plans. A. Goals The purpose of this program is to prepare individuals for entry into a Master s of Science program in Communication Science and Disorders leading to a career as a Speech-Language Pathologist. Both the prerequisite and Master s curricula will facilitate the participants understanding of typical development, language use, and lifespan changes in communication patterns and strategies; the roles and responsibilities of speech-language pathologists and related professionals; and the qualitative and quantitative skills necessary for gathering, documenting, and analyzing communicative behaviors. B. Objectives To recruit individuals with baccalaureate degrees in other fields who are interested in pursuing a career in speech-language pathology or in enhancing their knowledge to obtain or maintain a job as an SLP (or in a related profession). To offer an online certificate of study that draws applicants nationally and fulfills the prerequisite courses for applying to a graduate program in speech-language pathology. 6

7 At the conclusion of the sequence, the successful applicant for a graduate program in SLP will: Have met the prerequisite course-work requirements for entry into a Master s program in Communication Sciences and Disorders. IV. Relationship of Program to Mission/Long-Range Plans A. Participating Departments, Programs, Schools & Colleges The academic unit involved is the Department of Communication Sciences & Disorders. The proposed certificate fits with the Department's mission and vision to ensure a comprehensive education and relevant training experiences that lead to the highest quality of speech-language pathology services and to provide students with bachelor s degrees with unique career opportunities via graduate school. As a post-baccalaureate program, the certificate fulfills the needed pre-requisites for entering the SLP Master s program for students whose undergraduate degrees are in other fields. It meets CNHS s strategic plan to expand the diversity of students in the SLP graduate program while meeting a service mission to address shortages in the health professions. The proposed program is also a natural match for the Division of Continuing Education, which is dedicated to learning opportunities for non-traditional and non-degree students. B. The University Providing innovative ways to extend the resources of the University beyond the traditional scope of degree programs is consistent with the University's mission and long-range planning goals. Programs such as this one provide a vehicle for academic departments to expand graduate preparation programs to new students, both in-state and out of state. This is a central part of the University s mission. As Vermont's land-grant institution, the University's mission is to create, evaluate, share, and apply knowledge and to prepare students to be accountable leaders who will bring to their work dedication to the global community, a grasp of complexity, effective problem-solving and communication skills, and an enduring commitment to learning and ethical conduct (UVM Strategic Plan ). This program is designed to further this mission. Certificate programs represent a progressive way for the University to address the educational and instructional needs of adult students. More specifically, this certificate program highlights the University's academic strengths in communication development and disorders and provides access to high quality education focused on workplace and community needs. V. Relationship to Programs Offered Currently The coursework proposed in this program is a subset of that in the on-campus curriculum for 7

8 CSD majors. It is intended for students who already have a bachelor s degree in another field so they need only pre-requisite courses, but they need to take courses via the online format due to the demands of work, family, or physical location away from campus. VI. Relationship to Other Programs at UVM The Post Baccalaureate Pre-Masters Certificate of Study in Speech-Language Pathology directly responds to the evolving needs of a growing number of non-traditional students who wish to continue their education to better achieve their professional goals. Rather than duplicating existing programs offered at the undergraduate and graduate level, this program serves as an educational enhancement to a bachelor s degree and as a course of study that will make it possible for certificate holders to matriculate into a graduate-level program. It is the appropriate integration of UVM resources, i.e., the collaboration between CNHS and CE to address a professional area of need for a post-baccalaureate student. Students who are interested in matriculating into a UVM graduate program would consult with the appropriate graduate program coordinator and the UVM Graduate College to determine the graduate program application process. VII. Comparable External Programs A. Program Highlights Other pre-masters programs do exist. Nationally, there are online Post Baccalaureate Pre-Masters programs offered by La Salle University, Idaho State University, University of Colorado at Boulder, Utah State University and 8 others, with 7 universities offering complete online Masters degree programs. Some institutions, like the University of Nebraska, incorporate a portion of the SLP-A program as part of the pre-requisite for the Masters program, thus making it a 10-course, 32-credit experience. In Idaho, it is called a pre-professional year. Programs range from 3 semesters/18 credits to 3 semesters/38 credits. B. Regional Highlights Speech Language Pathologists in the state of Vermont adhere to guidelines set forth by the Vermont Speech Hearing Association (VSHA) and the Department of Education. Legislation was passed in 2002 requiring all SLPs to obtain a license regardless of their work setting. SLPs working in Vermont schools must also have an endorsement on their state license as an educational SLP. A statewide coalition on SLP shortages met several times between 2006 and 2007 and focused on three prioritized strategies to address the shortage: Increase the annual number of Master s level SLP graduates from Vermont programs 8

9 Improve effective use of SLPs by increased knowledge and training regarding best practices in service delivery Improve recruitment and retention efforts through increased compensation and issues surrounding job satisfaction. See this coalition document in Appendix C. The proposed Post Baccalaureate Pre-Masters Certificate of Study in Speech-Language Pathology is a response to the current significant need for SLPs and would represent a career progression to greater employment and salary opportunities as an SLP for persons in related professions who already have college degrees in related fields. VIII. Evidence of Communication with Involved Academic Units The academic unit involved, the Department of Communication Sciences and Disorders, is working closely with the Division of Continuing Education as both have a long-term commitment to and involvement in training related to adult learners and nontraditional students interested in career paths that provide a needed community service. Continuing Education has established an on-line application process for interested students and will conduct online marketing to draw applications from a national market. (See Appendix B.) Financial arrangements with the Division of Continuing Education have been determined and agreed upon throughout the curriculum planning and scheduling process. Student enrollment is anticipated to grow. The SLP-A/SLP Prerequisite Program Coordinator, in conjunction with the Department of Communication Sciences and Disorders, will oversee and evaluate student enrollment and course scheduling, and incorporate these data into recruitment and admission processes for potential certificate students. An enrollment limit, based on the resources of the Department of Communication Sciences & Disorders and the Division of Continuing Education, is in place. IX. Evidence of Demand or Need for Program A. Program Justification There is a current shortage and concern for a future shortage of qualified school-based SLPs (ASHA, 2000; Carlson, Brauen, Klein, Schroll, & Willig, 2002; Whitmire & Eger, 2003). Shortages are reported to be greater in rural geographic locations, characteristic of the shortages reported throughout Vermont. SLPs specializing in other aspects of the field in particular, those trained to work with geriatric and head-injured (adolescent and military) populations - are also seriously lacking in this country (American Speech-Language Hearing Association, ND). Approximately 23% of those who enter the field of speech-language pathology do so after 9

10 obtaining their baccalaureate degrees in related fields (CAPCSD, 2009), but communication disorders graduate programs typically require that students complete a set of prerequisite courses before beginning a graduate degree in speech-language pathology. Thus, there is a need to make these prerequisite courses easily accessible to interested college-educated persons throughout the country. X. Students A. Indicate: 1. Evidence of source of candidates. Until recently, the pre-requisite courses were offered on campus and online with no special packaging or outreach to those who might wish to continue their education and eventually enter the Master s program in Communication Sciences and Disorders. After meetings and agreement between CSD and CE, the specific courses and accompanying information and application form were added to the SLP-A website. With no formal marketing plan in place, interest is already growing for the organized sequence of online courses. Since the courses have been posted on the SLP-A website in spring 2012, we already have accepted 5 students into the sequence and responded to interest inquiries from several more. States represented include Vermont, Massachusetts and Florida. Online marketing will be coordinated beginning in fall 2012 to increase awareness and interest in the program. 2. Requirements for admission. Students will be expected to complete a formal application to the program with admission to the proposed UVM SLP Prerequisite Certificate Program requiring a baccalaureate degree. Prior experience or current employment in a public school is not required, although preferred. An official copy of each applicant s college transcripts is required. 3. Selection Process. Students will be selected based on previous academic success (e.g., GPA); academic study related to the field (e.g., education, early childhood studies, etc.); previous employment, such as working as an SLP-A in a school, in childcare, and/or with individuals with disabilities; and, interest in pursuing a graduate degree in speech-language pathology. 10

11 4. Financial support. Financial Aid may be available through the UVM Financial Aid Office for Post Baccalaureate Certificate students ( The Vermont Student Assistance Corporation also offers a non-degree student grant, which has a limited amount of funding. Continuing Education offers a summer loan to matriculated and certificate students who qualify and are taking 6 or more credits during the summer. This program is administered through the UVM Student Financial Aid office. Students admitted into the certificate program will be coded on the UVM Student Information System as non-degree certificate students. This status verifies that these students meet the admission criteria established by the Program Coordinator and possess a baccalaureate degree. 5. Student advising. The SLP Prerequisite Program Coordinator will provide student advising. Continuing Education will provide support from their advisors for registration and general UVM student questions. In addition to the required courses detailed below, students will be encouraged to take the CSD 271 (Audiology) and CSD 272 (Hearing Rehabilitation) courses prior to beginning a master s program. These courses are offered online by CSD faculty, typically in the summer. Students will also be strongly encouraged to complete 25 hours of clinical observation prior to beginning an SLP Masters program. 6. Prospects for employment. As previously described in the rationale and justification for the program, there is a national and statewide shortage of and critical need for SLPs. The Bureau of Labor Statistics (2012) estimates 23% growth in employment in this field over the coming decade. 11

12 XI. Program of Study A. Indicate Required Courses for Pre-Masters Program: The complete list is below: Fall Spring Summer CSD 23 Beginning Linguistics+ CSD 94 Development of Spoken Language* CSD 101 Speech and Hearing Science+ CSD 22 Introduction to Phonetics* CSD 281 Cognitive STAT 111 Elements of *Required for both the Prerequisite certificate and the SLP-A certificate + Required for the Prerequisite certificate; elective for the SLP-A Required for the Prerequisite certificate only Recommended but not required for the certificate: CSD 271 (Introduction to Audiology) CSD 272 (Hearing Rehabilitation) List required new courses There are no additional courses needed for the Speech Language Pathology Pre-Masters Certificate. Five of the six required courses are currently offered online in the semesters indicated above. A special section of CSD 94 was created for fall in order to serve just the pre-masters certificate students. XII. Fieldwork B. Fieldwork No fieldwork is required for this program. 12

13 XIII. Resources for the program A. Faculty UVM faculty currently teaching established on-line courses will provide instruction. Biographical information for the program faculty teaching in the core courses can be seen at Full CVs can be found on the Department shared drive. Discussions with the academic dean and department chair have addressed the impact of the certificate on existing courses and faculty teaching assignments. B. Library There is little or no anticipated impact on the University library. Students enrolled in UVM courses, regardless of their degree status, have access to the University library. Holdings appropriate for the CSD undergraduate, graduate, and SLP-A degrees already present in the library including electronic holdings that can be accessed from a distance are more than adequate for this program. C. Equipment No additional equipment is anticipated. D. Physical Space Existing classroom and office space will be utilized. Since the program is online or using video webstreaming, there is limited need for space. XIIV. Cost Estimates A. Additional costs - first year The SLP-A Program Coordinator will oversee the SLP Prerequisite application process and will communicate acceptances to CSD. CE will cover operational costs including but not limited to a local UVM phone number, long distance calls, copier, postage, and supplies. The marketing of the certificate program will be incorporated into existing university publications and advertising formats, such as the online catalog and Continuing Education s website. Continuing Education will produce an informational flier that will be updated annually and they will update the SLP Prerequisite program website. No additional expenses will 13

14 be passed on to the Department of Communication Sciences & Disorders. Time allocated to administering the proposed certificate program will be absorbed by the SLP-A/SLP Prerequisite Program Coordinator. Should the certificate program expand to a point where the time allocated for administering the program exceeds existing resources, additional staffing may be necessary and will be addressed by the Program Coordinator, Chair of the Department of Communication Sciences & Disorders, Dean of the College of Nursing and Health Sciences, and the Dean of Continuing Education. Program costs will be reviewed on an annual basis. B. Additional costs - five years An annual review of the program will include a cost analysis and needs that may arise, such as additional sections and instructional expenses. Any new line items will be incorporated into the budget planning process. C. Non-university support Currently no grants or other outside funding sources are available for this program. D. Program funding The certificate program will be funded by tuition dollars generated by student enrollments. Financial support to administer the program will be provided by Continuing Education. Continuing Education will be responsible for the cost of video webstreaming and the SLP-A/SLP Prerequisite Program Coordinator s salary and travel costs. E. Faculty salaries Continuing Education will pay CSD faculty salaries for teaching the approved SLP premasters pre-requisite courses, in accordance with the per credit rates in the Full Time and Part Time Bargaining Unit Agreements. Faculty payments will be made directly to faculty for instruction that is off load. If any faculty payments are for instruction that is on load, a return to the department will be made. XIV. Program Schedule A. Proposed start date This proposal is seeking approval for students being accepted beginning in Fall 2013, with the application process open and ongoing. 14

15 B. Course schedule Two required courses will be offered each term on an on-going basis. XV. Evaluation A. Evaluation criteria The Program Coordinator, in collaboration with Continuing Education, will evaluate the program on the basis of evaluation procedures and criteria consistent with the certificate program approval process. The criteria will include student enrollment, retention, as well as outcome measures that address the program's goals and objectives, collected from students at program exit and via two-year follow-ups. B. Evaluation team The Program Coordinator, Continuing Education, and the Chair of the Department of Communication Sciences & Disorders will evaluate the success of the program. Specific student progress will be closely monitored to ensure a high-quality academic experience. 15

16 XVI. Endorsements of the Program A. Department or program Date B. School or college curriculum committee Date C. School or college dean Date D. Academic Affairs Committee Date E. Provost Date C. President Date D. Board of Trustees Date 16

17 Appendix A Scope of Practice in Speech Language Pathology Introduction The Scope of Practice in Speech-Language Pathology includes a statement of purpose, a framework for research and clinical practice, qualifications of the speech-language pathologist, professional roles and activities, and practice settings. The speech-language pathologist is the professional who engages in clinical services, prevention, advocacy, education, administration, and research in the areas of communication and swallowing across the life span from infancy through geriatrics. Given the diversity of the client population, ASHA policy requires that these activities are conducted in a manner that takes into consideration the impact of culture and linguistic exposure/acquisition and uses the best available evidence for practice to ensure optimal outcomes for persons with communication and/or swallowing disorders or differences. As part of the review process for updating the Scope of Practice in Speech-Language Pathology, the committee made changes to the previous scope of practice document that reflected recent advances in knowledge, understanding, and research in the discipline. These changes included acknowledging roles and responsibilities that were not mentioned in previous iterations of the Scope of Practice (e.g., funding issues, marketing of services, focus on emergency responsiveness, communication wellness). The revised document also was framed squarely on two guiding principles: evidence-based practice and cultural and linguistic diversity. Statement of Purpose The purpose of this document is to define the Scope of Practice in Speech-Language Pathology to 1. delineate areas of professional practice for speech-language pathologists; 2. inform others (e.g., health care providers, educators, other professionals, consumers, payers, regulators, members of the general public) about professional services offered by speech-language pathologists as qualified providers; 3. support speech-language pathologists in the provision of high-quality, evidence-based services to individuals with concerns about communication or swallowing; 4. support speech-language pathologists in the conduct of research; 5. provide guidance for educational preparation and professional development of speechlanguage pathologists. 17

18 This document describes the breadth of professional practice offered within the profession of speech-language pathology. Levels of education, experience, skill, and proficiency with respect to the roles and activities identified within this scope of practice document vary among individual providers. A speech-language pathologist typically does not practice in all areas of the field. As the ASHA Code of Ethics specifies, individuals may practice only in areas in which they are competent (i.e., individuals' scope of competency), based on their education, training, and experience. In addition to this scope of practice document, other ASHA documents provide more specific guidance for practice areas. Figure 1 illustrates the relationship between the ASHA Code of Ethics, the Scope of Practice, and specific practice documents. As shown, the ASHA Code of Ethics sets forth the fundamental principles and rules considered essential to the preservation of the highest standards of integrity and ethical conduct in the practice of speech-language pathology. Speech-language pathology is a dynamic and continuously developing profession. As such, listing specific areas within this Scope of Practice does not exclude emerging areas of practice. Further, speech-language pathologists may provide additional professional services (e.g., interdisciplinary work in a health care setting, collaborative service delivery in schools, transdisciplinary practice in early intervention settings) that are necessary for the well-being of the individual(s) they are serving but are not addressed in this Scope of Practice. In such instances, it is both ethically and legally incumbent upon professionals to determine whether they have the knowledge and skills necessary to perform such services. This scope of practice document does not supersede existing state licensure laws or affect the interpretation or implementation of such laws. It may serve, however, as a model for the development or modification of licensure laws. Framework for Research and Clinical Practice The overall objective of speech-language pathology services is to optimize individuals' ability to communicate and swallow, thereby improving quality of life. As the population profile of the United States continues to become increasingly diverse (U.S. Census Bureau, 2005), speechlanguage pathologists have a responsibility to be knowledgeable about the impact of these changes on clinical services and research needs. Speech-language pathologists are committed to the provision of culturally and linguistically appropriate services and to the consideration of diversity in scientific investigations of human communication and swallowing. For example, one aspect of providing culturally and linguistically appropriate services is to determine whether communication difficulties experienced by English language learners are the result of a communication disorder in the native language or a consequence of learning a new language. 18

19 Additionally, an important characteristic of the practice of speech-language pathology is that, to the extent possible, clinical decisions are based on best available evidence. ASHA has defined evidence-based practice in speech-language pathology as an approach in which current, highquality research evidence is integrated with practitioner expertise and the individual's preferences and values into the process of clinical decision making (ASHA, 2005). A high-quality basic, applied, and efficacy research base in communication sciences and disorders and related fields of study is essential to providing evidence-based clinical practice and quality clinical services. The research base can be enhanced by increased interaction and communication with researchers across the United States and from other countries. As our global society is becoming more connected, integrated, and interdependent, speech-language pathologists have access to an abundant array of resources, information technology, and diverse perspectives and influence (e.g., Lombardo, 1997). Increased national and international interchange of professional knowledge, information, and education in communication sciences and disorders can be a means to strengthen research collaboration and improve clinical services. The World Health Organization (WHO) has developed a multipurpose health classification system known as the International Classification of Functioning, Disability and Health (ICF; WHO, 2001). The purpose of this classification system is to provide a standard language and framework for the description of functioning and health. The ICF framework is useful in describing the breadth of the role of the speech-language pathologist in the prevention, assessment, and habilitation/rehabilitation, enhancement, and scientific investigation of communication and swallowing. It consists of two components: Health Conditions o Body Functions and Structures: These involve the anatomy and physiology of the human body. Relevant examples in speech-language pathology include craniofacial anomaly, vocal fold paralysis, cerebral palsy, stuttering, and language impairment. o Activity and Participation: Activity refers to the execution of a task or action. Participation is the involvement in a life situation. Relevant examples in speechlanguage pathology include difficulties with swallowing safely for independent feeding, participating actively in class, understanding a medical prescription, and accessing the general education curriculum. Contextual Factors o Environmental Factors: These make up the physical, social, and attitudinal environments in which people live and conduct their lives. Relevant examples in speech-language pathology include the role of the communication partner in augmentative and alternative communication, the influence of classroom acoustics on communication, and the impact of institutional dining environments on individuals' ability to safely maintain nutrition and hydration. o Personal Factors: These are the internal influences on an individual's functioning and disability and are not part of the health condition. These factors may include, but are not limited to, age, gender, ethnicity, educational level, social background, and profession. Relevant examples in speech-language pathology might include a person's background or culture that influences his or her reaction to a communication or swallowing disorder. 19

20 The framework in speech-language pathology encompasses these health conditions and contextual factors. The health condition component of the ICF can be expressed on a continuum of functioning. On one end of the continuum is intact functioning. At the opposite end of the continuum is completely compromised functioning. The contextual factors interact with each other and with the health conditions and may serve as facilitators or barriers to functioning. Speech-language pathologists may influence contextual factors through education and advocacy efforts at local, state, and national levels. Relevant examples in speech-language pathology include a user of an augmentative communication device needing classroom support services for academic success, or the effects of premorbid literacy level on rehabilitation in an adult post brain injury. Speech-language pathologists work to improve quality of life by reducing impairments of body functions and structures, activity limitations, participation restrictions, and barriers created by contextual factors. Qualifications Speech-language pathologists, as defined by ASHA, hold the ASHA Certificate of Clinical Competence in Speech-Language Pathology (CCC-SLP), which requires a master's, doctoral, or other recognized postbaccalaureate degree. ASHA-certified speech-language pathologists complete a supervised postgraduate professional experience and pass a national examination as described in the ASHA certification standards. Demonstration of continued professional development is mandated for the maintenance of the CCC-SLP. Where applicable, speechlanguage pathologists hold other required credentials (e.g., state licensure, teaching certification). This document defines the scope of practice for the field of speech-language pathology. Each practitioner must evaluate his or her own experiences with preservice education, clinical practice, mentorship and supervision, and continuing professional development. As a whole, these experiences define the scope of competence for each individual. Speech-language pathologists may engage in only those aspects of the profession that are within their scope of competence. As primary care providers for communication and swallowing disorders, speech-language pathologists are autonomous professionals; that is, their services are not prescribed or supervised by another professional. However, individuals frequently benefit from services that include speech-language pathologist collaborations with other professionals. Professional Roles and Activities Speech-language pathologists serve individuals, families, and groups from diverse linguistic and cultural backgrounds. Services are provided based on applying the best available research evidence, using expert clinical judgments, and considering clients' individual preferences and values. Speech-language pathologists address typical and atypical communication and swallowing in the following areas: 20

21 speech sound production o articulation o apraxia of speech o dysarthria o ataxia o dyskinesia resonance o hypernasality o hyponasality o cul-de-sac resonance o mixed resonance voice o phonation quality o pitch o loudness o respiration fluency o stuttering o cluttering language (comprehension and expression) o phonology o morphology o syntax o semantics o pragmatics (language use, social aspects of communication) o literacy (reading, writing, spelling) o prelinguistic communication (e.g., joint attention, intentionality, communicative signaling) o paralinguistic communication cognition o attention o memory o sequencing o problem solving o executive functioning feeding and swallowing o oral, pharyngeal, laryngeal, esophageal o orofacial myology (including tongue thrust) o oral-motor functions Potential etiologies of communication and swallowing disorders include neonatal problems (e.g., prematurity, low birth weight, substance exposure); developmental disabilities (e.g., specific language impairment, autism spectrum disorder, dyslexia, learning disabilities, attention deficit disorder); auditory problems (e.g., hearing loss or deafness); 21

22 oral anomalies (e.g., cleft lip/palate, dental malocclusion, macroglossia, oral-motor dysfunction); respiratory compromise (e.g., bronchopulmonary dysplasia, chronic obstructive pulmonary disease); pharyngeal anomalies (e.g., upper airway obstruction, velopharyngeal insufficiency/incompetence); laryngeal anomalies (e.g., vocal fold pathology, tracheal stenosis, tracheostomy); neurological disease/dysfunction (e.g., traumatic brain injury, cerebral palsy, cerebral vascular accident, dementia, Parkinson's disease, amyotrophic lateral sclerosis); psychiatric disorder (e.g., psychosis, schizophrenia); genetic disorders (e.g., Down syndrome, fragile X syndrome, Rett syndrome, velocardiofacial syndrome). The professional roles and activities in speech-language pathology include clinical/educational services (diagnosis, assessment, planning, and treatment), prevention and advocacy, and education, administration, and research. Clinical Services Speech-language pathologists provide clinical services that include the following: prevention and pre-referral screening assessment/evaluation consultation diagnosis treatment, intervention, management counseling collaboration documentation referral Examples of these clinical services include 1. using data to guide clinical decision making and determine the effectiveness of services; 2. making service delivery decisions (e.g., admission/eligibility, frequency, duration, location, discharge/dismissal) across the lifespan; 3. determining appropriate context(s) for service delivery (e.g., home, school, telepractice, community); 4. documenting provision of services in accordance with accepted procedures appropriate for the practice setting; 5. collaborating with other professionals (e.g., identifying neonates and infants at risk for hearing loss, participating in palliative care teams, planning lessons with educators, serving on student assistance teams); 22

23 6. screening individuals for hearing loss or middle ear pathology using conventional puretone air conduction methods (including otoscopic inspection), otoacoustic emissions screening, and/or screening tympanometry; 7. providing intervention and support services for children and adults diagnosed with speech and language disorders; 8. providing intervention and support services for children and adults diagnosed with auditory processing disorders; 9. using instrumentation (e.g., videofluoroscopy, electromyography, nasendoscopy, stroboscopy, endoscopy, nasometry, computer technology) to observe, collect data, and measure parameters of communication and swallowing or other upper aerodigestive functions; 10. counseling individuals, families, coworkers, educators, and other persons in the community regarding acceptance, adaptation, and decision making about communication and swallowing; 11. facilitating the process of obtaining funding for equipment and services related to difficulties with communication and swallowing; 12. serving as case managers, service delivery coordinators, and members of collaborative teams (e.g., individualized family service plan and individualized education program teams, transition planning teams); 13. providing referrals and information to other professionals, agencies, and/or consumer organizations; 14. developing, selecting, and prescribing multimodal augmentative and alternative communication systems, including unaided strategies (e.g., manual signs, gestures) and aided strategies (e.g., speech-generating devices, manual communication boards, picture schedules); 15. providing services to individuals with hearing loss and their families/caregivers (e.g., auditory training for children with cochlear implants and hearing aids; speechreading; speech and language intervention secondary to hearing loss; visual inspection and listening checks of amplification devices for the purpose of troubleshooting, including verification of appropriate battery voltage); 16. addressing behaviors (e.g., perseverative or disruptive actions) and environments (e.g., classroom seating, positioning for swallowing safety or attention, communication opportunities) that affect communication and swallowing; 17. selecting, fitting, and establishing effective use of prosthetic/adaptive devices for communication and swallowing (e.g., tracheoesophageal prostheses, speaking valves, electrolarynges; this service does not include the selection or fitting of sensory devices used by individuals with hearing loss or other auditory perceptual deficits, which falls within the scope of practice of audiologists; ASHA, 2004); 18. providing services to modify or enhance communication performance (e.g., accent modification, transgender voice, care and improvement of the professional voice, personal/professional communication effectiveness). 23

24 Prevention and Advocacy Speech-language pathologists engage in prevention and advocacy activities related to human communication and swallowing. Example activities include 1. improving communication wellness by promoting healthy lifestyle practices that can help prevent communication and swallowing disorders (e.g., cessation of smoking, wearing helmets when bike riding); 2. presenting primary prevention information to individuals and groups known to be at risk for communication disorders and other appropriate groups; 3. providing early identification and early intervention services for communication disorders; 4. advocating for individuals and families through community awareness, health literacy, education, and training programs to promote and facilitate access to full participation in communication, including the elimination of societal, cultural, and linguistic barriers; 5. advising regulatory and legislative agencies on emergency responsiveness to individuals who have communication and swallowing disorders or difficulties; 6. promoting and marketing professional services; 7. advocating at the local, state, and national levels for improved administrative and governmental policies affecting access to services for communication and swallowing; 8. advocating at the local, state, and national levels for funding for research; 9. recruiting potential speech-language pathologists into the profession; 10. participating actively in professional organizations to contribute to best practices in the profession. Education, Administration, and Research Speech-language pathologists also serve as educators, administrators, and researchers. Example activities for these roles include 1. educating the public regarding communication and swallowing; 2. educating and providing in-service training to families, caregivers, and other professionals; 3. educating, supervising, and mentoring current and future speech-language pathologists; 4. educating, supervising, and managing speech-language pathology assistants and other support personnel; 5. fostering public awareness of communication and swallowing disorders and their treatment; 6. serving as expert witnesses; 7. administering and managing clinical and academic programs; 8. developing policies, operational procedures, and professional standards; 9. conducting basic and applied/translational research related to communication sciences and disorders, and swallowing. 24

25 Practice Settings Speech-language pathologists provide services in a wide variety of settings, which may include but are not exclusive to 1. public and private schools; 2. early intervention settings, preschools, and day care centers; 3. health care settings (e.g., hospitals, medical rehabilitation facilities, long-term care facilities, home health agencies, clinics, neonatal intensive care units, behavioral/mental health facilities); 4. private practice settings; 5. universities and university clinics; 6. individuals' homes and community residences; 7. supported and competitive employment settings; 8. community, state, and federal agencies and institutions; 9. correctional institutions; 10. research facilities; 11. corporate and industrial settings. 25

26 Appendix B SLP Prerequisite Application Form: PERSONAL INFORMATION Applicant's Signature/Date* First Name* Middle Initial Last Name* Former Name Is there a prior name under which application materials may have been previously received? If so, please enter it below. Former Name First Name Middle Name Last Name Sex Male Female Social security number - will be encrypted for privacy enter with no dashes or hyphens (ex: ) 26

27 Date of birth* Please enter with no dashes or hyphens (ex: MMDDYYYY) * Have you ever been convicted of a crime OR been the recipient of any disciplinary action by an institution of higher education? (Mark yes if any criminal or disciplinary actions are pending as well). Yes No Permanent Address Country Address 1* Address 2 City* State Zip Code/Postal Code* Do you have a local (Vermont) address that is different than the address above? Yes Local Phone Number Local Area Code Local Exchange and number enter 3 digits only, without parentheses no spaces or hyphens, i.e.: XXXXXXX 27

28 Permanent Phone Number (if in USA or Canada) Permanent Area Code Permanent Exchange and number enter 3 digits only, without parentheses no spaces or hyphens, i.e.: XXXXXXX Mobile Phone Number Area Code Exchange and number enter 3 digits only, without parentheses no spaces or hyphens, i.e.: XXXXXXX Race, Ethnicity, and Citizenship (optional) Are you Hispanic or Latino? Yes No Ethnicity (optional) Regardless of your answer to the prior question, please check one or more of the following groups in which you consider yourself to be a member: American Indian or Alaska Native Yes No Asian Yes No Black or African American Yes No Native Hawaiian or Other Pacific Islander 28

29 Yes No White Yes No Are you a US Citizen?* Yes No Vermont Residency Do you intend to apply for Vermont residency for the purposes of in-state tuition? Yes No Vermont Residency Questionnaire In order to be considered for in-state tuition, you must complete this section. Determination of residency will be provided at time of acceptance. Residency status is tentative pending final determination by the Residency Officer. Were you born in Vermont? Yes No How long have you resided at the permanent address entered above? enter years and months (i.e. 10 years, 2 months) Where is Your Parent/Guardian's True, Fixed and Permanent Address Address Line 1 Address Line 2 29

30 City State Zip Code Country For Vermont Residents Only: The information above does not change the residency status established at your last enrollment. For information on filing for in-state status, contact the Residency Office, Registrar's Office, 85 South Prospect St., (802) Information is also available online under Policies & Procedures on the Registar's webpage. ENROLLMENT OPTIONS Please indicate the term you intend to enroll:* College Attended Complete for all undergraduate, graduate or professional schools attended. Schools not listed may be added to the "Additional colleges or universities attended" section below Please submit official transcripts for all schools listed. College 1 (choose state or province) Select the US State, Province, or Territory in which your college or university is located College 1 (select name of college or university) Start date of attendance (College #1) Please enter with no dashes or hyphens (ex: MMDDYYYY) End date of attendance (College #1): 30

31 Please enter with no dashes or hyphens (ex: MMDDYYYY) Degree received (College #1) College 2 (choose state or province) Select the US State, Province, or Territory in which your college or university is located College 2 (select name of college or university) Start date of attendance (College #2) Please enter with no dashes or hyphens (ex: MMDDYYYY) End date of attendance (College #2) Please enter with no dashes or hyphens (ex: MMDDYYYY) Degree received (College #2) College 3 (choose state or province) Select the US State, Province, or Territory in which your college or university is located College 3 (select name of college or university) Start date of attendance (College #3) Please enter with no dashes or hyphens (ex: MMDDYYYY) End date of attendance (College #3) Please enter with no dashes or hyphens (ex: MMDDYYYY) Degree received (College #3) College 4 (choose state or province) Select the US State, Province, or Territory in which your college or university is located 31

32 College 4 (select name of college or university) Start date of attendance (College #4) Please enter with no dashes or hyphens (ex: MMDDYYYY) End date of attendance (College #4) Please enter with no dashes or hyphens (ex: MMDDYYYY) Degree received (College #4) College 5 (choose state or province) Select the US State, Province, or Territory in which your college or university is located College 5 (select name of college or university) Start date of attendance (College #5) Please enter with no dashes or hyphens (ex: MMDDYYYY) End date of attendance (College #5) Please enter with no dashes or hyphens (ex: MMDDYYYY) Degree received (College #5) Below, please list any additional undergraduate, graduate or professional schools attended beyond the five listed above Please send official transcripts separately for all schools listed. Additional colleges or universities attended (including institutions not listed above) 32

33 Please list any additional colleges or universities attended, one per line Thank you for your interest! 33

34 Appendix C Vermont Coalition to Address Personnel Shortages in Speech-Language Pathology Final Report I. Background: The existence of vacancies for speech-language pathologists (SLPs) in educational settings is a serious nationwide problem (American Speech-Language Hearing Association, Supply and Demand for Speech-Language Pathologists, September 2006). Vermont s Family, Infant, & Toddler Program and many Vermont school districts report difficulty filling vacancies. As a result of these vacancies, there is concern that: some Vermont children and students are not receiving the quantity or quality of speech-language services they need; some SLPs need to take on higher caseloads, which can reduce service quality and lead to burnout; and some districts must spend more money on contracted services to meet their SLP needs. The Vermont Coalition to address personnel shortages in speech-language pathology was formed in the fall of 2006 in order to begin the process of identifying how to reduce SLP vacancies in Vermont educational settings. Twenty-three individuals representing school administrators, policy makers, consumers, and speech-language pathologists participated in an initial meeting on September 26, A total of five meetings were held through 10/10/07. The following charge, scope, and beliefs were adopted: Charge: To collaboratively define the possible causes of the shortage of personnel serving children with communication disorders and to identify and prioritize strategies and solutions to address the shortage. Scope: Specific shortages of SLPs serving children and youth ages Beliefs: There is a shortage of SLPs working with infants, toddlers, and school-age children in many of the districts/regions in the state. Some districts have gone several years without filling vacancies. There are a variety of reasons for the shortage of SLPs. II. Identified causes of and strategies for reducing SLP shortages in Vermont A. Identified Root Causes: 1. Limited availability, access to (cost/commitment), and capacity of Masters training programs 2. High workload (inefficient use of SLPs and models of service delivery; increase in size and severity of caseloads) 34

35 3. Limited compensation packages (district budgets, rules/regulations play a role) 4. Lack of career awareness in high schools/colleges leading to fewer individuals entering the field in college B. Prioritized Strategies: (listed in order of priority) 1. Increase access to and capacity of Masters training programs to graduate more SLPs annually in Vermont. Increase distance learning opportunities. 2. Increase knowledge of SLP role in and training on best practice guidelines for all disability areas (e.g. autism, language learning disability) and models of service delivery. Increase transdisciplinary training, as appropriate, to clarify how others can help. 3. Improve SLP recruitment and retention strategies/policies: particularly working with districts/union to improve compensation packages (salary, benefits, bonuses, perks). 4. Increase publicity to high school and college students about SLP field. 5. Consider other levels (SLP Assistants) of licensure and be clear about scope of practice technical/clinical skills. Three committees were formed to focus on the first 3 prioritized strategies for solving VT SLP shortages: increasing the annual number of Masters level SLP graduates from Vermont programs; improving effective/efficient use of SLPs by increasing knowledge of/training on best practice service delivery models; and improving recruitment/retention efforts by understanding the effect of compensation and other work aspects on job satisfaction. Those who were not directly involved in the committee work were kept informed and provided input via exchange. III. Findings: Summary of Committee work A. Committee #1: Training Programs: Increase capacity of and access to Masters training programs The Department of Education and University of Vermont collaborated in the fall of 2006 to write the third installment of the State Improvement Grant. The grant included funding for a distance learning program with UVM in order to graduate more Vermontbased Masters level SLP professionals. The grant was passed, and beginning in the spring of 2009, UVM plans to begin implementation of this program. In addition to the 15 annual Masters level professionals it graduates through its regular Face-to-Face program, at least 10 additional Vermont-based students will graduate over a 5 year period through primarily distance learning avenues. There are currently several Vermont based students enrolled in other distance learning SLP Masters programs and UVM has committed to work collaboratively with them to help ensure supervision of in-state internships. B. Committee #2: WorkIoad: Improve effective/efficient use of SLPs by increasing knowledge of/training on best practice service delivery models As a result of the coalition forum, questions were raised regarding the efficiency and effectiveness of SLPs currently working in the schools. In an effort to gather some initial data, this committee contacted the University of Vermont and collaborated with a 35

36 second-year speech-language pathology graduate student in formulating a thesis for a research paper. In her graduate research paper, Retention of School-Based SLPs in Vermont: Relationships among Job Satisfaction, Caseload, Workload, and Best Practice, Malinda Hartwell, M.S., reported the following (full research paper can be viewed at 1. The characteristics of SLP workloads in schools showed wide variability in the following areas: a. Number of school assignments for SLPs (1-6) b. Number of therapy sessions per month (12-300) c. Percent of group sessions 0-96% d. Number of evaluations per month: 0-7 e. Number of hours per week on administrative and managerial duties (0-25) f. Number of SLPs having assistants (52%) 2. In terms of SLPs implementing best practice in schools, the survey found that there was a varied response rate in regards to: a. Time to access research b. Time to collaborate with experts c. Time to attend conferences d. Time for optimal service delivery (only 19% often felt that was possible) e. Time to collaborate with families In the Implications section of her research document, Hartwell states: Throughout the current research, the theme of time has occurred numerous times. The SLPs surveyed indicated that they did not have enough time to implement best practice. If best practice is, in fact, the measure of the quality of services that children receive, this is clearly a problem. The present data suggest that children are not receiving the quality of services to which they are entitled because SLPs simply do not have the necessary time and points to workloads that are overwhelming if not unrealistic. This research only pertains to the school age population. SLPs also provide services for the Family, Infant, and Toddler, and Essential Early Education population. Service delivery models and best practices should be examined in those age groups as well. These results are only the initial step in gathering data to look at the current state of affairs in schools and determine how SLPs can become more efficient and effective in their current practices. The results of this study show wide variability in practices throughout the state. Additional research should be conducted to look more closely at service delivery models, how effective they are in addressing the needs of students on IEPs, how best practices might be encouraged and insured, and what their correlation is to recruitment and retention of SLPs in schools and early intervention settings. C. Committee #3: Recruitment/Retention: Increase understanding of vacancies in Vermont and the effect of compensation and other work aspects on job satisfaction 36

37 While there is a general acceptance that there is a shortage of SLPs working in Vermont educational settings, this committee felt the need to quantify the extent of these vacancies. Additionally, since there may be many factors related to the recruitment and retention of qualified SLPs, this committee determined that additional information was required to identify those factors that are critical in SLPs decisions to work in Vermont educational settings. Two surveys were developed with the assistance of market researcher, Alexandra Spalding from Spalding Marketing. Funding for this and other coalition activities came from a grant through the American Speech-Language Hearing Association (ASHA). 1. The Vacancy Data survey was designed to assess the extent of the shortage of SLPs in schools around the state, and determine district interest in potential incentive programs. Sixty-one surveys were distributed statewide via by the president of the Vermont Council of Special Education Administrators (VCSEA) to special education directors and the VT Center for the Deaf at the beginning of September Department of Education representatives also distributed and collected the paper surveys at each VCSEA regional meeting in September Forty-one surveys were returned (69%). Full survey results can be viewed at Results include: a. Nearly half of the responding Vermont districts/supervisory unions have unfilled SLP positions, many remaining open for more than 4 months. b. 38% of reported vacancies are from the Southwest region; 24% from the Northwest. c. 66% contract out evaluation and treatment services average of 19 hours per week. d. 44% of Vermont school districts/supervisory unions have 1-2 full-time master s level SLPs on staff. 6 in 10 hire part time SLPs. e. Nearly 90% of districts/supervisory unions hire speech-language paraprofessionals and two-thirds of those have had no formal coursework or training. f. Nearly 6 of 10 districts/supervisory unions say they would desire at least 1 additional speech-language pathologist if budgets were not an issue. g. Many report that their district/supervisory union have individuals qualified to complete a graduate degree in speech language pathology and 2/3 say they would consider tuition assistance. h. 3 of 10 supervisory union/districts provide a salary stipend, bonus or supplement to SLPs. Reasons for these stipends are varied: increased summer rate, national dues, education tuition, covering shortages, overtime, etc. i. 4 of 10 directors say their supervisory union/district would want to know more about SLP stipends, bonuses or supplements. 2. The SLP Compensation Package & Job Satisfaction Study was designed to better understand critical factors that drive recruitment and retention of SLPs in school settings. To accomplish this goal, 338 online survey invitations were sent to Vermont SLPs, out of the roughly 380 SLPs currently holding a Vermont license (not all of which are school based practitioners and not all had accessible addresses). SurveyMonkey, a low cost online survey provider, was the survey host. The survey was closed out on October 1, 2007, and 43% of the surveys were completed. Full survey results can be viewed at Results include: 37

38 a. Salary shows significant gaps relative to its level of influence in taking a job. Only 27% say they are very satisfied with their salary, though 80% are very or somewhat satisfied. b. Salary, followed by a friendly work environment and manageable workload lead the list of factors that most influence (over 80% of those surveyed) the decision to stay or leave a job. c. Only 8% say they receive a salary stipend and 40% say this has a lot of influence on a decision to stay or leave. Satisfaction on salary stipends received is very low, presumably because most don t receive one. d. 1 in 5 SLPs is dissatisfied with caseload/workload. e. Most receive medical, retirement and continuing education benefits. These are all highly valued, especially health and retirement benefits. They contribute a lot to a decision to stay or leave their job. Health and continuing education benefits exhibit high levels of satisfaction. f. Having school duties and the need to travel between or among schools is a real consideration for recruitment/retention for one out of three surveyed. g. 1 in 5 SLPs is dissatisfied with the level of administrative support and 70% indicate that this contributes a lot to their decision to stay or leave a job. Some respondents specified that a better understanding of SLP roles would help. h. Close to 1 in 5 SLPs is dissatisfied with the level of professional recognition received in schools and half say this is highly influential in their decision to stay/leave their job. D. Other related work: The Vermont Speech-Language Hearing Association (VSHA) began work on the remaining 2 prioritized strategies involving publicity to high school and college students about the profession of speech-language pathology, and licensing speech-language assistants (SLPAs). Beginning in January 2009, VSHA plans to offer incentives to Vermont school-based SLPs for engaging in recruitment activities, such as having high school students job shadow or participating in job fairs. Secondly, VSHA initiated an Ad Hoc Committee in 2007 to develop recommendations about the possible need for policy guiding the use and supervision of SLPAs in Vermont. This committee consists of SLPs, Special Education Directors, and representatives from the Department of Education. The committee will be concluding its work with final recommendations in the summer of IV. Summary The Vermont Coalition to address personnel shortages in speech-language pathology convened five meetings between 9/26/06 and 10/10/07 to define causes of the shortage, prioritize strategies, and begin to implement solutions. Twenty-three stakeholders attended the initial coalition meeting, out of which three committees worked on the plan. The committees focused on the top three prioritized strategies for solving the SLP shortage in VT educational settings: 1. increasing the annual number of Masters level SLP graduates from Vermont programs; 2. improving effective/efficient use of SLPs by increasing knowledge of/training on best practice service delivery models; and 38

39 3. improving recruitment/retention efforts by understanding the effect of compensation and other work aspects on job satisfaction. State Improvement Grant funding was approved for supporting an expansion of the University of Vermont s SLP Masters program using primarily distance learning avenues. This program will begin in the spring Three statewide surveys conducted in 2007 and 2008 provided information related to identifying the extent of the VT SLP shortage, determining district interest in incentive programs, identifying critical factors that drive recruitment and retention of SLPs in VT school settings, and identifying initial factors related to workload efficiency and best practice. The Vermont Speech-Language-Hearing Association (VSHA) also studied the feasibility of providing incentives to SLPs for engaging in the following recruitment/retention activities: attending job fairs to promote the profession, welcoming high school students to job shadow local area SLPs at their places of employment, and educating administrators on the role of SLPs in schools. Details of this incentive program will be outlined in VSHA s strategic plan beginning in January An ad hoc committee formed in 2007 involving VSHA, the Vermont Council for Special Education Administrators (VCSEA), and the Department of Education (DOE) to develop recommendations about the possible need for policy guiding the use and supervision of SLPAs in Vermont. Findings and recommendations will be finalized in the summer of This coalition was successful in beginning a state-wide discussion on the issues related to SLP shortages in VT educational settings and initiating efforts to reduce this shortage. Additional work will need to be completed to fully implement the coalition s prioritized strategies for solving the shortage. V. Recommendations: A. Training programs 1. Advertise UVM s expanded SLP Distance Learning Masters program and other available SLP distance learning programs to the public. 2. Share information about UVM s expanded SLP Distance Learning Masters program with coalition organizations so they can distribute the information to their members. In turn, these members should notify individuals in their district/region who may be good candidates for, and are interested in, becoming SLPs. Districts may wish to consider tuition or other assistance to potential candidates in exchange for a work commitment once a Masters degree is earned. B. Workload 1. Gather additional information on current, nationwide best practice methods and models of service delivery in school and early intervention settings. Disseminate information to administrators and train SLPs, in order to improve efficiency and effectiveness of services to children and students. 2. Identify effective practices that reduce SLP workload time and expand involvement of teachers, parents, and other professionals in implementing intervention. Provide training to these individuals and SLPs. 39

40 3. Develop a scale to measure success of these practices and effect on SLP workload and retention. C. Recruitment/Retention 1. Discuss results from the Vacancy Data and SLP Compensation Package & Job Satisfaction Studies, as well as state and national SLP recruitment/retention strategies and incentive programs with school/early intervention administrators and union representatives around the state. Information can be viewed at (school issues button), and 2. Develop a system to track districts and agencies that initiate specific recruitment/retention efforts. Collect data and monitor annual SLP vacancies in educational and early intervention settings to determine effect of implemented recruitment/retention strategies. Include data from the Family, Infant, and Toddler Program. Coalition Participants Belin, Gayle VSHA President Elect, Legislative Councilor & UVM Faculty Member Cambra, Marta DOE Director, Educator Quality Cobb, Dave VPA Representative Cook, Joel VT NEA Executive Director Edwards, Karin DOE Director, Student Support Team Fabrizio, Kari VSHA President & State Education Advocacy Leader Ferguson, Michael DOE Special Ed Consultant, SIG Grant Coordinator Fierer, Karen FIT Representative Francis, Jeff VSA Executive Director Geery, Carol VCSEA Representative Gile, Sherry VT NEA Director of Professional Programs Graham, Jessie VSHA Past President Hanrahan, Alicia DOE Special Education Consultant Jordan-Shook, Liz FIT Program Director Keegan, Terry VCDHH Coordinator Kimmerly, Susan VSHA School Affairs Chairperson McGarry, Eloise VCSEA President & Rutland City Public Schools Director of Support Services Mulcahy, Mike VPIC Program Director Mulligan, Moira UVM Clinical Director, E.M. Luse Center Nelson, John VSBA Executive Director Pinckney, Elaine DOE Deputy Commissioner Prelock, Patricia UVM Chair, Dept. of Communication Sciences Preston, Holly VCSEA Representative Soares, Laura VSBA Member-at-large Stevens, Bob VPA Executive Director Thomas, Nancy VSBPE Past Chair Wasson, Andrea VT HEC Coordinator Weiss, Alicia VCDR Executive Director 40

41 Acronyms DOE Department of Education FIT Family, Infant, Toddler SIG State Improvement Grant VCDHH Vermont Center for the Deaf and Hard of Hearing VCDR Vermont Coalition for Disability Rights VCSEA Vermont Council for Special Education Administrators VPA Vermont Principals Association VPIC Vermont Parent Information Center VSA Vermont Superintendents Association VSBA Vermont School Board Association VSBPE Vermont Standards Board for Professional Educators VSHA Vermont Speech-Language-Hearing Association UVM University of Vermont VT HEC Vermont Higher Education Collaborative VT NEA Vermont National Education Association A sub-committee met and prepared this document for review & revision by all coalition participants, but not all organizations have taken a position on its content and recommendations. Respectfully submitted 6/24/08 by Kari Fabrizio, VSHA President 41

42 Appendix D Biographical and Contact Information for Program Faculty can be found at Full CVs are available on the Department s shared drive Charlie Barasch (CSD 23 Beginning Linguistics, on line, fall) Michael Cannizzaro (CSD 281 Cognitive Neuroscience, on line summer) Michael Gordon (CSD 101 Speech and Hearing Science, on line, spring) Kate Ross (CSD 94 Development of Spoken Language, on line, fall) Charles W. Starkweather (CSD 22 Introduction to Phonetics) STAT 111 instructor identified by department, on line, summer 42

43 Appendix E August 27, 2012 Cynthia Belliveau, Ed.D Dean, Continuing Education 322 So Prospect St. Burlington, VT Dear Provost Knodell: Continuing Education and the Department of Communication Sciences & Disorders proposes to offer a new Online Post Baccalaureate Pre-Masters Certificate of Study in Speech Language Pathology. This certificate is the natural next step from the successful development and implementation of the course sequence for Speech Language Pathology Assistants (SLPAs) on which our two units have been collaborating since The Pre-Masters sequence of courses is intended for individuals who plan to apply for a Masters Degree in Communication Sciences and Disorders, thus gaining important knowledge and qualifications in treating the diverse needs of children with communication disabilities and their families in the school setting. The proposed certificate provides an organized pathway to completing the six pre-requisite courses while applying to graduate school. The coursework follows the guidelines set forth by the American Speech Language and Hearing Association (ASHA) for the training, use and supervision of Speech Language Pathologists. The proposed pre-masters certificate would not replace the current course sequence for schoolbased SLP-As that has been offered through Continuing Education and the Department of Communication Sciences and Disorders since The particular strength of the proposed certificate is that it draws on the expertise of practicing professionals and incorporates currently available coursework. The courses that comprise this sequence, and the proposed certificate, are drawn from existing graduate and undergraduate CSD courses. The required pre-requisite courses (all 3 credits) are: CSD 22 Introduction to Phonetics CSD 23 Beginning Linguistics 43

44 CSD 94 - Development of Spoken Language CSD 101 Speech and Hearing Science CSD 281 Cognitive Neuroscience STAT 111 Elements of Statistics Certificate status would confer a recognized credential to the students and is aligned with Continuing Education s mission of statewide outreach to non-traditional students while meeting an identified need in Vermont. This certificate will be jointly administered by Continuing Education and the College of Nursing & Health Sciences (Communication Sciences & Disorders Department.) Faculty from the Department and personnel from Continuing Education will collaborate to provide student recruitment and advising. Although joint offerings of courses between CSD and Continuing Education are anticipated, no additional resources are needed from the University to fund this certificate program. Continuing Education operates as an income/expense unit and intends to fund faculty salary and operating expenses from tuition income. Continuing Education and the Department of Communication Sciences & Disorders are excited about this new certificate. Sincerely, Dean Cynthia Belliveau Continuing Education Cc: Dean Patricia Prelock, College of Nursing and Health Sciences 44

45 July 11, 2012 Dear Ellen, We plan to continue offering STAT 111 online in the summer, and welcome enrollment from students needing to meet the prerequisites for the proposed certificate of study for speech language pathologists. Please let me know if you require anything else. Jeff Buzas Director of Statistics Quoting Ellen Morris Dear Jeff and Jim: I am writing to request your support of a certificate that is being developed in collaboration with Communication Sciences and Disorders and CE. Its official title is "Post Baccalaureate Pre- Masters Certificate of Study for Speech Language Pathologists" and we hope to submit it to the Provost and Faculty Senate this coming academic year for approval. The certificate packages the 6 required pre-requisite courses needed to be accepted into the Masters Degree Program in Communication Sciences and Disorders. It can be a step to preparing for a masters degree or, in the case of a practicing Speech Language Pathology Assistant (SLP-A), can serve as professional development. One of the pre-requisite courses is STAT 111, which is why I hope that you'd support the continued offering of this course online in the summer as it is now. Please see the grid of course work on the website URL below, which will show youhow STAT 111 fits in perfectly as a summer requirement. Actually 5 of the 6 courses are offered during the right semesters in order to provide a perfect fit without having to add any new sections. I am happy to answer any questions you may have about the proposed certificate and hope you will provide a brief letter of support so I may include it when we submit the certificate for approval. Thank you, Ellen Morris 45