HOFSTRA UNIVERSITY Department of Speech-Language-Hearing Sciences Knowledge & Skills Acquisition Report Name: Student ID No.: Prerequisite Courses: Phonetics (5) Anatomy and Physiology (6) Language Development (102) Speech Science (103) Introduction to Audiology (137) Communication Disorders (131) Clinical Methods (134) Standard IV-A: The applicant must demonstrate knowledge of the principles of biological sciences, physical sciences, statistics, and the social/behavioral sciences. Biological science Course #: Title University: Physical science Course #: Title University: Social/behavioral science Course #: Title University: Statistics Course #: Title University: 1
Standard III-B: The applicant must demonstrate knowledge of basic communication and swallowing processes, including their biological, neurological, acoustic, psychological, developmental, and linguistic and cultural bases. Biological, Anatomic and Neurological Basis 1. Discuss physiological, biological, neurological and sensory aspects of normal aging. 212 2. Describe the auditory pathway of sound from the external environment to the brain. 226 3. Identify and discuss the anatomy, physiology and embryology/development of the 254 auditory and vestibular systems. 4. Relate neuroanatomical structures and physiological processes to the production and 242 comprehension of language. 5. Demonstrate knowledge of the neurological bases, processes, and structures 243 underlying and supporting reading development. 6. Explain the anatomic and neurophysiologic basis of normal speech motor control. 248 7. Describe normal aspects of laryngeal anatomy, neuroanatomy, and physiology. 249 8. Understand the anatomical and physiological basis of swallowing and swallowing 253 disorders. 9. Identify and analyze typical articulation and phonological development. 232 10. Understand typical communicative and feeding development in the age range of birth 271 to three years of age. 11. Demonstrate understanding of language development, and how it applies to disorders 241 throughout the course of development. Acoustic Basis The Student will 12. Identify and describe concepts involved in the acoustics and aerodynamics of human 206 speech. 13. Demonstrate an understanding of the relationship between the nature of sound and 206 the systems involved in speech production (respiration, phonation, articulation, resonance) 14. Describe the acoustic structure of speech sounds based on a model of vocal tract 206 2
resonance. 15. Gain exposure with acoustic instrumentation related to the production and perception of speech sounds 206 Psychological and Developmental Basis 16. Describe the components of language (e.g. morphology, syntax, etc.) and 209 demonstrate understanding of their development from birth through the school-age years. 17. Demonstrate a comprehensive understanding of English sentence structure and apply 209 this knowledge to the assessment of child language. 18. Describe changes in the cognitive, communicative, and social processes that occur at 212 the later part of the lifespan. 19. Develop a conceptual framework of communication behavior that incorporates 212 current theory in gerontology. 20. Develop sensitivity to issues facing adults in the later part of the lifespan. 212 21. Describe the theories of normal language development, and strengths and weaknesses 209 of each. 22. Analyze the structure and function of a conversational sample and interpret data 209 according to development criteria. 23. Understand how the larynx changes with age, and the effects of changes on 249 perceptual and acoustic characteristics of voice. Linguistic and Cultural Basis 24. Demonstrate knowledge of language differences in the acquisition of second languages and in the process of becoming bilingual. 209 3
25. Demonstrate understanding of the component processes underlying reading, and developmental course of reading 26. Examine age demographics, sociocultural diversity and their effect on health care services 27. Demonstrate understanding of various models and definitions of childhood language disorders and methods of assessment of communication and language 28. Demonstrate knowledge of and synthesis of the relationship(s) between oral language and reading impairments 243 212 241 243 Standard met following remediation if required (90% of objectives satisfied) Yes No Standard III-C: The applicant must demonstrate knowledge of the nature of speech, language, hearing, and communication disorders and differences and swallowing disorders, including the etiologies, characteristics, anatomical/physiological, acoustic, psychological, developmental, and linguistic and cultural correlates. Specific knowledge must be demonstrated in the following areas: Articulation 29. Analyze disorders of articulation and phonology from a developmental perspective. 232 30. Define terminology related to articulation and phonological disorders. 232 31. Describe the acoustic, perceptual and psychological impact of neuropathology on 248 specific areas of the motor speech system. 32. Discuss the pathological movement patterns that may interfere with normal oral 248 motor control. 33. Identify the clinical manifestations of apraxia and dysarthria in children and adults 232, 248 and distinguish these disorders from specific linguistic deficits (e.g. phonological disorders and aphasia). 4
Fluency 34.Explain the neurological, psychological, linguistic, and anatomical theories of fluency 230 disorders 35. Describe the potential psychological symptoms of a fluency disorder. 230 36. Identify the acoustic parameters of the speech of persons who stutter. 230 37. Explain the prevalence and incidence of stuttering in various cultures. 230 38. Describe differences between childhood and adult issues in stuttering. 230 Voice, Resonation, Respiration, and Phonation 39. Describe the acoustic, perceptual and psychological impact of neuropathology on resonation, respiration and phonation 40. Identify different voice disorders, including etiology, and physiological, acoustic, and perceptual characteristics of each type of disorder. 248 249 Receptive and Expressive Language (Phonology, Morphology, Syntax, Semantics, and Pragmatics) in Speaking, Listening, Reading, Writing, and Manual Modalities: 41. Demonstrate knowledge of the theories of language acquisition and apply this 241 knowledge to the assessment and treatment of children with communication impairments. 42. Compare etiologies and the neurological, psychological, and linguistic characteristics 242 of individuals with aphasia, right hemisphere disorders and traumatic brain injury. 43. Demonstrate knowledge of emergent literacy practices, prevention, and early identification of dyslexia and other reading disorders 243 5
Hearing and the Impact on Speech and Language: 44. Identify and discuss the etiologies and characteristics of auditory disorders in children and adults 45. Identify and explain the impact of hearing loss on psychosocial development and speech-language acquisition in children and adults 254 254 Swallowing (Oral, Pharyngeal, Esophageal, and Related Functions, Including Oral Function for Feeding: Orofacial Myofunction) 46. Discuss the etiologies and course of swallowing disorders, their typical course, and 253 the potential consequences of the disorders. 47.Understand anatomically and physiologically based swallowing disorders 253 Cognitive Aspects of Communication (Attention, Memory, Sequencing, Problem-Solving, Executive Functioning) 48. Discuss the nature of cognitive and communication changes in various types of dementia. 212 Social Aspects of Communication (Including Challenging Behavior, Ineffective Social Skills, Lack of Communication Opportunities) 49. Analyze social and pragmatic issues in individuals with Autism Spectrum Disorder. 276 50. Describe the impact of stuttering on social and emotional functioning across the 230 lifespan 51. Discuss the use of Quality of Life instruments to evaluate the effects of communication disorders on individuals social, emotional and vocational functioning 229 6
Communication Modalities (Including Oral, Manual, Augmentative, and Alternative Communication Techniques and Assistive Technologies) 52. Describe and discuss the disabling conditions that require the use of AAC 270 53. Discuss assistive technologies designed to enhance communication for children and 138 adults with hearing loss. 54. Describe the range of communication options for individuals with hearing loss including manual communication, cochlear implantation, amplification and other assistive listening technologies. 138 Standard met following remediation if required (90% of objectives satisfied) Yes No 7
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. General Principles of Prevention, Intervention, and Assessment 55. Review and discuss naturalistic and alternative assessment strategies. 229 56. Describe and apply basic psychometric principles to assessment. 229 57. Discuss and appraise research-based measurement approaches to the assessment 229 process 58. Demonstrate knowledge of basic methods of intervention; appropriate measures for 241; 276 assessing efficacy of intervention, and evidence based practice 59. Discuss and apply strategies for the collection of case history information and 229 interviews as it relates to assessment. 60. Analyze and apply appropriate assessment approaches that recognize differences in 229 culturally and linguistically diverse populations. 61. Apply strategies to assess and diagnose communication disorders across the lifespan. 229 62. Describe and discuss the principles of assessment for children and adults unable to 270 use speech to communicate. 63. Discuss the assessment of neurologically impaired adults applying principles of 242 differential diagnosis. 64. Appreciate the continuum of care settings and services available to the elderly. 212 65. Advocate for health care policies for the elderly that are based on an understanding of research, demographics, and current legislation 66. Students will demonstrate the ability to read the medical chart and identify pertinent information for the diagnosis and management of patients referred to speech-language pathology services. 212 272 8
Articulation 67. Describe and appraise basic principles of evaluating and assessing individuals with articulation and phonological disorders. 68. Compare and debate the effectiveness of intervention methods related to efficacy and efficiency of treatment. 69. Explain principles of assessment and treatment of motor speech disorders using a speech systems approach. Fluency 70. Explain principles of assessment including the measurement of stuttering frequency, speech rate, speech naturalness, and social, emotional and cognitive outcomes. 71. Evaluate several treatments for persons who stutter for various age groups, including behaviorally-based and cognitive-based programs. Voice, Resonation, Respiration, and Phonation 72. Explain principles of assessment and treatment of motor speech disorders using a speech systems approach. 73. Become familiar with diagnostic and evaluation methods including quality of life instruments. 74. Discuss factors that can impact client performance and adherence to clinical regimens. 75. Compare and contrast behavioral and medical treatments of various voice pathologies. 232 232 248 230 230 248 249 249 249 9
Receptive and Expressive Language (Phonology, Morphology, Syntax, Semantics, and Pragmatics) in Speaking, Listening, Reading, Writing, and Manual Modalities: 76. Discuss the theoretical background and rationale of current treatment methods used 242 for individuals with acquired disorders of language from the multicultural community. 77. Demonstrate knowledge of emergent literacy practices, prevention, and early 243 identification of dyslexia and other reading disorders. 78. Demonstrate knowledge of assessment and therapeutic techniques for reading impairments, including responsiveness to intervention approaches and multisensory techniques. 243 Hearing and the Impact on Speech and Language: 79. Identify and discuss audiological evaluation procedures, including both behavioral and electrophysiological tests used in audiology. 80. Discuss audiological diagnostic procedures and provide recommendations for clinical intervention of children and adults 254; 226 254; 226 Swallowing (Oral, Pharyngeal, Esophageal, and Related Functions, Including Oral Function for Feeding: Orofacial Myofunction) 81. Describe assessment and remediation techniques for swallowing disorders 253 82. Understand potential consequences of swallowing disorders, and the relative risks of various interventions for dysphagia 253 Cognitive Aspects of Communication (Attention, Memory, Sequencing, Problem-Solving, Executive Functioning) 83. Develop strategies for the management of cognitive communication disorders in non- 212 10
institutionalized and institutionalized elderly populations. 84. Critically evaluate current research in the areas of aphasia, right hemisphere disorders and TBI. 242 Social Aspects of Communication (Including Challenging Behavior, Ineffective Social Skills, Lack of Communication Opportunities) 85. Describe changes in the cognitive, communicative, and social processes that occur 212 across the lifespan. 86. Describe the impact of stuttering on social and emotional functioning across the lifespan. 230 Communication Modalities (Including Oral, Manual, Augmentative, and Alternative Communication Techniques and Assistive Technologies) 87. Identify and explain methods of aural rehabilitation appropriate for hearing impaired 138 individuals, including auditory training, hearing aids, and assistive listening devices 88. Identify and discuss procedures and applications of cochlear implant technology. 138 89. Identify and discuss the application of speech reading, auditory training and manual 138 communication in aural rehabilitation. 90. Discuss the use of augmentative and alternative communication systems at different 270 developmental levels using a case study approach 91. Describe intervention strategies for children and adults unable to use functional speech 270 Standard met following remediation if required (90% of objectives satisfied) Yes No 11
Standard III-E: The applicant must demonstrate knowledge of standards of ethical conduct. 92. Apply principles of ethical conduct when designing research on human subjects 207 93. Demonstrate an understanding of the principles of academic honesty. 207 94. Discuss and apply the ASHA Code of Ethics to specific cases and issues regarding 229; 230 the delivery of professional service and conduct across assessment settings. Standard met following remediation if required (90% of objectives satisfied) Yes No 12
Standard III-F: The applicant must demonstrate knowledge of processes used in research and the integration of research principles into evidence-based clinical practice. 95. Critically evaluate the introduction, methods, results and discussion of current research in communication sciences and disorders. 96. Demonstrate knowledge of basic research concepts including variables, validity, reliability, measurement experimental controls and statistical significance. 207 207 97. Identify and describe the processes involved in evidence based clinical practice. 207; 232; 248; 230 98. Describe the theories of normal language development, current issues and ongoing areas of research in normal language development, and critically analyze their application 99. Critically evaluate current research in relevant areas of communication sciences and disorders 100. Integrate research principles into evidenced based clinical practice for the treatment of motor speech disorders using a case study approach. 101. Apply research principles using an evidence-based practice framework for diagnosis and treatment of clients. 102. Understand ways in which acoustic analyses can be applied to clinical practice. 206 209 207; 242; 230; 253 248 225; 228; 260; 261; 262; 264 103. Integrate principles of research and evidence based practice into development of a detailed case study. 104. Analyze the structure and function of a narrative sample and interpret data according to developmental criteria. 105. Critically evaluate published research in various areas of speech science and integrate principles of research into clinical practice. 249 209 206 Standard met following remediation if required (90% of objectives satisfied) Yes No 13
Standard III-G: The applicant must demonstrate knowledge of contemporary professional issues. 106. Appreciate the continuum of care settings and services available to the elderly 212 107. Discuss the professional scope of clinical practice as set forth by the American 228 Speech Language Hearing Association (ASHA). 108. Demonstrate knowledge of various service delivery models, scope of practice, and 260; 261; 262 culturally and linguistically diverse issues throughout the lifespan. 109. Discuss current health insurance issues as they pertain to hospital stays and out 228 patient rehabilitation services. 110. Analyze models of care (group, individual, interdisciplinary and transdisciplinary) 228 provided to adults and children with communication disorders in health care and educational settings. 111. Identify and discuss federal and state laws that regulate the provision of services in 228; 264; 272 educational and medical settings (i.e. HIPAA, FERPA, IDEA, etc.). 112. Advocate for health care policies for the elderly that are based on an understanding 228 of research, demographics, and currently legislation. Standard met following remediation if required (90% of objectives satisfied) Yes No 14
Standard III-H: The applicant must demonstrate knowledge about certification, specialty recognition, licensure and other relevant professional credentials. 113. Identify the requirements for certification, licensure, and other professional credentials as they pertain to clinical practicum (i.e. NYS-DOE, EI, health care setting, NYS licensure, AHA, etc.) 114. Discuss interviewing for a professional position, resume writing, and preparation for the CF. 260; 261; 262 228 Standard met following remediation if required (90% of objectives satisfied) Yes No Standard IV-A: The applicant must complete a curriculum of academic and clinical education that follows an appropriate sequence of learning sufficient to achieve the skills outcome in Standard IV-G. Satisfying academic and clinical requirements for the masters degree is accomplished through three documents: (a) this document for tracking accomplishments in terms of performance objectives, (b) the clinical-hours form for tracking clinical experiences, and (c) program plan of study for tracking academic progress. Standard met following remediation if required (90% of objectives satisfied) Yes No Standard IV-B: The applicant must possess skill in oral and written or other forms of communication sufficient for entry into professional practice. Oral Communication 115. Orally present the pertinent details of a diagnostic examination in the form of clinical grand rounds or other oral presentation. 225 15
116. Communicate effectively recognizing needs, values, preferred mode of communication, and cultural/linguistic background of the client/patient, family, caregivers, and relevant others. 260; 261; 262; 274; 271 Written Communication 117. Write concise professional documents that are accurate in content and form. 225; 228; 260; 261; 262 118. Synthesize information from a variety of sources to produce an integrated written 230 analysis of a topic in communication sciences and disorders. Standard met following remediation if required (90% of objectives satisfied) Yes No Standard IV-C: The applicant for certification in speech-language pathology must complete a minimum of 400 clock hours of supervised clinical experience in the practice of speech-language pathology. Twenty-five hours must be spent in clinical observation, and 375 hours must be spent in direct client/patient contact. Through signature on the clinical-observation form, a Clinical Supervisor must confirm that you have completed a minimum of 25 clock hours of clinical observation. Alternatively, the signature of an ASHA-certified clinician must appear on an equivalent form from a program at another university. These forms will be kept in your file. You must ensure that signed copies of all semester clinical-hours forms are submitted to the Director of the Speech and Hearing Clinic. These will be placed in your file. Signed observation form in the student s file Yes No Weekly & summary clock-hour forms in the file Yes No 16
Standard IV-D: At least 325 of the 400 clock hours must be completed while the applicant is engaged in graduate study in program accredited in speech-language pathology by the Council on Academic Accreditation in Audiology and Speech-Language Pathology. If you completed clinical clock hours for direct services in another program as an undergraduate, you must ensure that a copy of an appropriately signed record from that program is in your student file. A maximum of 50 of those hours can be applied to the 400 clock-hour requirement. Undergraduate clock hours are documented in the student file Yes No Not applicable Standard IV-E: Supervision must be provided by individuals who hold the Certificate of Clinical Competence in the appropriate area of practice. The amount of supervision must be appropriate to the student s level of knowledge, experience, and competence. Supervision must be sufficient to ensure the welfare of the client/patient. You may check the certification status of a clinical supervisor through the ASHA website (http://professional.asha.org/community/). The Director of the Speech and Hearing Clinic can help you to ascertain that all of your supervisors are currently certified. If you have any questions regarding the certification status of any clinical supervisor, please speak with the Director of the Speech and Hearing Clinic. Any student believing that appropriate standards are not being followed may submit a complaint to the ASHA Council on Academic Accreditation (CAA) at http://professional.asha.org/academic/complaint.cfm, 301-897-5700, 2200 Research Boulevard, Rockville, MD 20850-3289.. Standard IV-F: Supervised practicum must include experience with client/patient populations across the life span and from culturally/linguistically diverse backgrounds. Practicum must include experience with client/patient population with various types and severities of communication and/or related disorders, differences, and disabilities. 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: Evaluation 17
119. Conduct screening and prevention activities. 260; 261; 262 120. Collect case history information and integrate information from clients/patients, 260; 261; 262 family, caregivers, teachers, relevant others, and other professionals into a diagnostic report. 121. Select and administer appropriate evaluation procedures, such as behavioral 260; 261; 262 observations, non-standardized and standardized tests, and instrumental procedures. 122. Adapt evaluation procedures to meet client/patient needs while considering 260; 261; 262 motivational and behavioral factors. 123. Interpret, integrate, and synthesize information to develop diagnoses and 260; 261; 262 prognoses and make recommendations for intervention. 124. Complete administrative functions (e.g., documentation for reimbursement) 260; 261; 262 necessary to support evaluation. 125. Refer clients/patients for appropriate services. 260; 261; 262 Intervention 126. Develop appropriate intervention plans based on sound theoretical/research rationales, with measurable/achievable goals that meet clients /patients needs; collaborate with clients/patients/relevant others in the planning process 127. Implement intervention plans, involving clients/patients/relevant others in the planning process. 128. Selects/develop and use appropriate techniques, materials, and instrumentation for intervention. 129. Measure & evaluate clients /patients performance and progress based on objective data collection. 130. Modify intervention plans, strategies, materials, or instrumentation as appropriate to meet the needs of clients/patients, applying principles of learning theory and motivational/behavioral factors. 260; 261; 262 260; 261; 262 260; 261; 262 260; 261; 262 260; 261; 262 18
131. Communicate effectively recognizing needs, values, preferred mode of 260; 261; 262 communication, and cultural/linguistic background of the client/patient, family, caregivers, and relevant others. 132. Complete administrative functions necessary to support intervention. 260; 261; 262 133. Identify and refer clients/patients for services as appropriate. 260; 261; 262 Standard met following remediation if required (90% of objectives satisfied) Yes No Standard V-A: Formative Assessment The applicant must meet the education program s requirements for demonstrating satisfactory performance through ongoing formative assessment of knowledge and skills. The student satisfactorily completed all formative assessments following remediation if required: Yes No Standard V-B: Summative Assessment The applicant must pass comprehensive examination. The student satisfactorily completed the comprehensive exam: Yes No 19
Students in the Certificate of Advanced Study: Bilingual Extension for Speech-Language Pathology Demonstrate knowledge of typical language development in bilingual individuals (III- B) Demonstrate knowledge of theories of language acquisition as they relate to simultaneous and sequential bilinguals (III-B) Demonstrate knowledge of the range of normal language development and individual differences in lexical, phonological, syntactic, discourse, and pragmatic domains among bilingual individuals (III-B) Demonstrate ability to conduct a small study dealing with a sociolinguistic psycholinguistic, educational, or development aspect of bilingualism (III-B) Demonstrate ability to analyze the structure and function of a variety of spoken and written discourse samples of second language learners. Demonstrate knowledge of language differences in the acquisition of second language and in the process of becoming bilingual (III-B) Identify current issues and ongoing areas of research in sociolinguistic, psycholinguistic, educational, and development aspect of bilingualism (III-B) Know the nature of bilingual language development across all communication modalities (III-C) Evaluate the speech and spoken language by selecting culturally and linguistically appropriate evaluation and intervention materials and instruments (IV-G) 265 265 265 265 265 265 266 266 266 Standard met following remediation if required (90% of objectives satisfied) Yes No Does not apply Revised 05-28-2013 20
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