MANUAL FOR GRADUATE STUDENTS in SPEECH-LANGUAGE PATHOLOGY SEPTEMBER 2014

MANUAL FOR GRADUATE STUDENTS in SPEECH-LANGUAGE PATHOLOGY SEPTEMBER 2014 Prepared by The Faculty Department of Communicative Disorders The University of Rhode Island

Table of Contents Revised 8/10 SUBJECT SECTION PAGE Introduction 1.0 4 Religious Observances 1.01 4 Origins & Scope of Graduate Programs in CMD 2.0 5 Graduate School Admissions 3.0 6 Eligibility for Enrollment in Graduate Courses 3.10 6 Candidates for Admission to Graduate Programs 3.20 6 Undergraduate Requirements 3.21 6 Acceptance Criteria for Admission 3.22 6 Pre-requisite Courses for Admission 3.23 6 Faculty Advisor Assignment and Orientation 3.24 7 Location of Faculty 3.25 7 Independence Square Floor Plan 3.25.1 8 Fernwood Building Floor Plan 3.25.2 9 Degree Requirements & Program of Study 4.0 10 Master of Science in Speech-Language Pathology: Thesis 4.01 10 Master of Science in Speech-Language Pathology: Non-Thesis 4.02 10 Accelerated Program 4.03 10 Non-Thesis Options 4.10 11 Transfer of Credits, Policy for Acceptance 4.20 12 Program Length, Explanation of 4.30 12 Time Limits, Full-time and Part-time Students 4.31 12 Eligibility for Commencement 4.32 13 Planning Total Program 4.40 13 Advisor Meetings 4.41 14 Two-Year Course Sequence in Speech-Language Pathology 4.31.1 15-16 Two, Three, and Four-Year Course Planning Guides in Speech Path. 4.31.2 17-19 Required & Elective Courses in Speech Pathology 4.42 20 Planning Courses for Each Semester 4.50 21 Program of Study 4.60 21 Sequenced Program of Study 4.61 22 Knowledge and Skills Assessment (KASA) 4.70 23 Explanation of KASA Procedure 4.71 23-24 Flow Chart of KASA Procedure 4.72 25 Observation and Clinical Practicum 5.0 26 Transfer of Clinical Hours 5.01 26 Undergraduate Clinic Hours 5.01.1 26 Graduate Clinic Hours 5.01.2 26 Observation Hours 5.02 26 Clinical Clock Hours 5.03 26 2

On Campus Clinic - Speech and Hearing Center 5.04 29 Off Campus Placement Sites 5.05 31-34 Clinic Policies and Procedures 5.06 34 Ethical Responsibility/HIPAA 5.06.1 35 Professional Responsibility 5.06.2 35 Clinic Schedule 5.06.3 35 Clinic Registration 5.06.4 36 Testing Therapy and Observation Rooms 5.06.5 36 Diagnostic and Therapy Materials 5.06.6 36 Client Files 5.06.7 37 Release Forms 5.06.8 37 Client Parking 5.06.9 37 Absences - Client/Clinician 5.06.10 37 Client Reports 5.06.11 38 Client/Clinician Scheduling 5.06.12 38 Student Observers 5.06.13 39 Student Evaluations 5.06.14 39 Supervisor Evaluations 5.06.15 40 Clinic Fees 5.06.16 40 Certification and Licensure 6.0 41 State Department of Education Certification 6.1 41 Teacher Certification in Other States 6.11 41 Provisional Licensure by Dept. of Health in Rhode Island 6.2 41 Permanent Licensure by RI State Dept. of Health 6.3 41 Certificate of Clinical Competence by ASHA 6.4 42 ASHA National Exam for CCC in Speech Pathology (Praxis) 6.41 42 CFY Year in Speech-Language Pathology 6.42 42 Evaluation of Student Progress and Ethics 7.0 43 Criteria for Student Review 7.10 43 Academic Review 7.20 43 Clinical Review 7.30 43 Student Review of Program and Feedback 7.40 43 Recommendations in Writing to Student 7.50 44 Graduate School and Professional Ethics Standards 7.60 44 Academic Integrity 7.70 44 Confidentiality of Clients and Professional Behavior 7.80 44 Code of Ethics of ASHA 7.90 45-48 Professional Organizations and Other Matters 8.0 49 Rhode Island Student Speech-Language-Hearing Assn. 8.1 49 National Student Speech-Language-Hearing Assn. 8.2 49 Rhode Island Speech-Language-Hearing Assn. 8.3 49 KASA Form Speech-Language Pathology App. A 50-55 Essential Functions of a Speech-Language Pathology Education App. B 56-59 Clinic Materials Inventory App. C 60 3

SECTION 1.0 INTRODUCTION Revised 8/13 This Manual presents specific information relevant to a graduate student's progress through a course of academic study and clinical practicum leading to the M.S. Speech-Language Pathology degree in the Department of Communicative Disorders at the University of Rhode Island and includes further information concerning procedures for achieving professional licensure and certification by ASHA and the State Department of Education. This manual is updated each year. Each student is responsible for knowing the policies and regulations presented in this manual and encouraged to discuss any questions or reservations concerning items with an advisor, the department s Chairperson, Dr. Dana Kovarsky, or the Graduate Program Coordinator, Dr. Amy Weiss. Important additional information is to be found in the URI Graduate Student Manual available for review on the URI Graduate School website (See www.uri.edu/gsadmis/graduate_manual/index.html). It covers such topics as the Academic Appeals Board, Tuition Scholarships and Other Financial Aid, policies re: Plagiarism, the University Library, Protection of Human Subjects, and Withdrawal from Graduate Study. Relevant deadlines and information about the Graduate School s academic schedule can be found at: http://www.uri.edu/gsadmis/documents/deadline_calendar_2014-2015.pdf. It is recommended that students bookmark these web pages to expedite access to this information. In addition to the competencies delineated in the Knowledge and Skills Assessment (KASA) requirements, all students must meet the related competencies listed in the Essential Functions of a Speech-Language Pathology Education document that can be found in Appendix B of this manual. Students will be introduced to the Essential Functions document during their first orientation meeting. These functions will be discussed as a necessary enumeration of the program s professional doctrine that all students are expected to meet within all academic and clinical work without exception. Failure to do so can lead to dismissal from the graduate program. To demonstrate the importance of this document, students will be asked to follow their careful reading of the document by signing an agreement to demonstrate recognition that these standards will govern their maintenance of good standing in the program. Information regarding the Speech-Language Pathology program and individual course descriptions are found in the URI Catalog on the Graduate School website and also on the CMD department website (www.uri.edu/hss/cmd). If a graduate student finds any inconsistencies between requirements as stated in the URI Catalog and in this manual, prompt resolution should be sought. The following is a quote from the Graduate School Manual: "If a change in program requirements occurs after a student has matriculated, the student may complete the requirements as specified in the catalog when he or she matriculated, or may shift entirely to the new requirements, but may not utilize a combination of both." 1.01 Religious Observances Added 8/10 No student shall be discriminated against because of religious beliefs or practices. Students who plan to be absent from classes or examinations for religious holy days that traditionally preclude secular activity shall discuss this with the appropriate instructor(s) in advance of the holy day(s). The instructor(s) shall then make one of the following options available: (1) the same quiz, test, or examination to be administered either before or after the normally scheduled time; (2) a comparable alternative quiz, test, or examination to be administered either before or after the normally scheduled time; or (3) an 4

alternative weighting of the remaining evaluative components of the course which is mutually acceptable to the student and instructor(s). SECTION 2.0 ORIGINS AND SCOPE Supported by a mandate from the Rhode Island Legislature, the graduate program in speech-language pathology was instituted at The University of Rhode Island in 1968-69. The degree program leading to the Master of Arts in speech-language pathology was formally approved. Communicative Disorders became a separate Department in the College of Human Science and Services at The University of Rhode Island in 1984. In 1985 the Audiology and Speech-Language Pathology programs were first accredited by the American Speech-Language-Hearing Association. More recently the Master of Science degree replaced the Master of Arts degree but preserved the student s option to engage in research. Following a successful site visit conducted last spring, the Department of Communicative Disorder s M.S. program in speech-language pathology was re-accredited by the Council on Academic Accreditation in Audiology and Speech-Language Pathology from December 1, 2013 through November 30, 2021. 5

SECTION 3.0 ADMISSION Revised 8/13 3.10 General Provisions 3.11. Individuals holding a baccalaureate degree or its overall equivalent may take graduate level courses in Communicative Disorders through admission to the Graduate School as degree candidates or, with very specific restrictions, by enrolling as non-matriculating students. General application deadlines are March 1 for fall admission, and October 15 for spring admission. Applications are submitted directly to the Graduate School (https://app.applyyourself.com//?id=uri) and in turn these are submitted to CMD. Graduate Faculty of the Department of Communicative Disorders examine the applications and credentials and forward recommendations concerning admission to the Dean of the Graduate School. Final admission decisions rest with the Dean of the Graduate School. 3.20 Candidates for Admission 3.21 Individuals wishing to be admitted for work towards the master s degree in speech-language pathology must hold the baccalaureate degree from an accredited institution by the time they begin their graduate studies at URI. URI undergraduates who qualify for the Five Year B.S./M.S. program in Speech-Language Pathology and are encouraged to apply by their advisor are an exception. Students accepted to this program enter in their seventh undergraduate semester. Specific information about the 5-year program is provided on the CMD web site (www.uri.edu/hss/cmd). Note that the Graduate School Manual specifies details regarding all entrance and degree requirements (http://www.uri.edu/gsadmis/graduate_manual/index.html). 3.22 Acceptance as a graduate degree candidate generally indicates that the applicant has maintained at the very least a B (3.00 on a 4.00 scale) average in undergraduate study, satisfactory performance on standardized tests such as MAT (50th percentile or better) or GRE (50th percentile or better), and letters of recommendation supportive of relevant knowledge, skills, and professional potential. Admission to the M.S. program has become more competitive each year with many more applicants than available places in the program. This appears to be a nation-wide phenomenon and not a pattern specific to URI. Note that acceptance to the M.S. program does not guarantee that a student will complete the program. Successful achievement of the knowledge and skills delineated by the American Speech-Language- Hearing Association in both their classroom and clinical work, as well as passing of the comprehensive examination or its equivalent are the criteria for completion of the speech-pathology program. Similarly, acceptance to the graduate program does not assure a student of completing the program within a specific time frame although the program has been devised to require two fall-spring academic years + one summer (five semesters). The majority of students complete the program within that time frame, however it is not at all unusual for a student to either elect to complete his or her program more slowly or for that increased time span to be dictated by a student s difficulties meeting the competencies required to move ahead in the program. Revised 8/13 3.23 An undergraduate major or concentration in Communicative Disorders is not required for admission to the graduate program, but the applicant must have completed or be prepared to complete course equivalents of the undergraduate courses CMD 272, 273, 274, 276, 278, 375, 377, and 465, as described in the URI Undergraduate Bulletin and on the department website 6

(http://www.uri.edu/hss/cmd/msaddugreqs.html). These "background" courses must be completed before graduate coursework can be undertaken. In some instances additional undergraduate coursework may be prescribed to meet certification or licensure requirements. Revised 8/00 3.24 Upon notification of admission by the Graduate School, the student should notify the Department Chairperson of acceptance or decline of acceptance as soon as possible. The student will be assigned a faculty advisor and contacted by letter over the summer or prior to the start of the spring semester if beginning the program in the spring, with a tentative best guess for the student s first semester of graduate study. An orientation seminar is scheduled for all graduate students before the start of the fall semester and for new students only prior to the start of the spring semester. Students are notified by email concerning the date and time of these orientation sessions. Following the general orientation meeting, students always have an opportunity to meet with their individual advisors and other faculty to discuss their schedules if necessary. Revised 8/11 3.25 The clinic and clinical faculty are located in Independence Square, Suite I. An additional graduate student work area and graduate student mailboxes are now located in Suite H directly across the hall from Suite I. A layout of clinical faculty and staff offices can be found on page 8. Faculty offices are located in the Fernwood Building on the north side of Rt. 138, two buildings west of Independence Square. A layout of faculty offices and student computer and study rooms can be found on page 9. 3.26 Suite H, although not depicted on the following pages, is made up of two rooms. One, on the right as you enter the suite, is configured as a conference room. With few exceptions, it is available to students for study and working on confidential clinic-sensitive documents and other work and is meant for quiet study. This room also houses video monitors where students may observe live or taped sessions conducted in the clinic. Headphones must be used to preserve the quiet study area. The room on the left, as you enter the suite, is configured more like an informal living room space. Within reason, the furniture can be moved to accommodate small group work. Both rooms are equipped with URI wifi. The graduate student mailboxes are located in the short hallway between the two rooms. It is understood that these rooms are meant for study and that students will respect the needs of their student colleagues for quiet when using these two spaces. It is advised that graduate students check their mailboxes a couple of times a week for important notifications that cannot be conveyed via e-mail. 7

Suite I Independence Square (Suite H is across the hall) 3.25.1 Revised 8/11 Sue Oppenheim Secretary Copy/FAX machine (staff use only), paper shredder Faculty mailboxes Client files Gail Gendron fiscal clerk Supervisors Office CLINIC AREA Geri Theadore Clinical Supervisor Clinical Assoc. Professor Speech/Language Pathologist Roberta Singer Audiologist Workroom for Graduate Assistants assigned to clinic management Gloria Gemma Figueroa Clinical Supervisor Speech Pathology Speech/Language Pathologist Elizabeth Connors 8 Clinic Director Clinical Asst. Professor Speech/Language Pathologist

Fernwood Building 3.25.2 Revised 8/10 Dr. Dana Kovarsky Dr. Jay Singer Dept. Chair (Rm. 101) (Rm. 102) Dr. Amy Weiss (Rm. 103) Graduate Program Coordinator Dr. Mahler s Lab Student Computer Room (Rm. 105) Student Computer Lab First Floor Dr. Leslie Mahler Dr. Mikyong Kim (Rm. 203) (Rm. 202) Laboratory Laboratory Student study room & video tape viewing Dr. Bethany Milner (Rm. 204) Second Floor Student study area & video tape viewing Student study area Third Floor 9

SECTION 4.0 Revised 8/13 MINIMUM DEGREE REQUIREMENTS AND PROGRAM OF STUDY 4.01 Master of Science in Speech-Language Pathology: Thesis Option 1. 54 credits* 2. Required courses consisting of CMD 493, 504, 550 (A, B, C), 560, 561, 564, 565, 569, 570, 581, 582, 583, 584, 585, and 592. 3. Elective credits selected from CMD 492, 494, 563, 571, 580, 594, 595, and 598. 4. 6 credits of CMD 599. 4.02 Master of Science in Speech-Language Pathology: Non-Thesis Option 1. 54 credits* 2. Required courses consisting of CMD 493, 504, 550 (A, B, C), 560, 561, 564, 565, 569, 570, 581, 582, 583, 584, 585, and 592. 3. Elective credits selected from CMD 492, 494, 563, 571, 580, 594, 595, and 598. *Some students may be required to take more than 54 credits depending on the coursework they have when entering the program. For example, if CMD 493 ( Cultural and Linguistic Diversity ) was taken while a student was registered as an undergraduate student at URI, those three credit hours will have to be replaced by three additional graduate-level course credits; that is, the three credit hours for CMD 493 cannot be counted toward the 54 graduate credits needed for graduation. Similarly, the required ASHA pre-requisite courses in statistics, biological sciences and physical sciences cannot count toward the 54 required graduate hours. Revised 8/13 4.03 Requirements for the Master of Science in Speech-Language Pathology Five Year Bachelors/Masters Degree are as noted in 4.01 and 4.02 except that: 24 semester hours at the 500 level are taken in the senior undergraduate year and the remaining 30 semester hours at the 500 level in the first post-baccalaureate year. See the Graduate Catalog or consult the department s website for specific information about the suggested scheduling of courses for students who have been accepted into the Accelerated Program (http://www.uri.edu/hss/cmd/accel_bsms.html). NOTE: For the M.S. program in speech/language pathology, students must complete 25 hours of directed observations and a minimum of 375 supervised clock hours of practicum. These clock hours will be distributed across the categories of adult vs. child, speech vs. language, and assessment vs. intervention. The specifics of this distribution can be found beginning in section 5.0. 10

4.10 Non-thesis Options Revised 8/13 COMPREHENSIVE EXAMINATION The comprehensive examination in speech-language pathology is administered twice a year, typically in mid November (November 13 th and 14 th for fall, 2014) and mid March (March 12 th and 13 th for spring, 2015) over two days for a total of 6.5 hours of writing. Content areas include child language, adult language, voice, stuttering, phonology, research, motor speech disorders, dysphagia, cognitive disorders and audiology. Comprehensive examination questions are generated by the faculty member teaching the academic material in each content area. Each question on the examination must be passed for a student to pass the exam. A student is allowed only one re-examination that will cover any failed areas. A reexamination is generally given no sooner than 10 weeks after the initial examination was administered as recommended in the Graduate School manual to provide the student with sufficient time to prepare for the re-examination. Outcomes of the comprehensive examinations for each student are conveyed to the Graduate School by the Graduate Program Coordinator prior to the deadline date designated by the Graduate School for each semester. Specific information about the departmental comprehensive examination including dates and time of the exam is distributed to students who are planning to take the exam at the start of each semester by the Graduate Program Coordinator. This information includes practice questions for the students use. Further, the Graduate Program Coordinator meets with the prospective examinees early in the semester when the examination will be taken to explain the process and answer any questions the students may have. Because of the large numbers of students taking the exam each semester, the examination is typically held in a computer lab on the main portion of campus. DIRECTED ESSAY Revised 8/14 PURPOSE: An alternative to the traditional comprehensive examination experience, the purpose of the directed essay is to provide students with a capstone experience that promotes their academic development through research experience. At the same time, the directed essay is intended to provide faculty with additional support for increasing their own scholarly productivity. STUDENT SELECTION. The directed essay option is not a right to be granted automatically upon student request. Instead, it is a privilege for those individuals who the faculty believe would have little difficulty passing the traditional comprehensive examination and, as such, will be good candidates for an alternative scholarly experience. Faculty reserve the right and the responsibility to select only those students they consider to be the strongest academically and with whom they can develop a good working relationship. Decisions about directed essay candidates are made by the faculty as a whole, not by individual faculty members. In addition, supervising faculty members have the right to terminate a directed essay project before its completion, if it is decided that a participating student is not making satisfactory progress and is unlikely to produce a sufficient product by the semester deadline. If this occurs, the student will be required to take the traditional comprehensive examination. ESSAY TOPICS AND POTENTIAL PROJECTS. Faculty supervisors will meet with graduate students individually to develop topics of inquiry and to design experiences pertinent to exploring these 11

topics. The purpose is to construct an individualized, scholarly capstone experience that is mutually beneficial to the student and the supervising faculty member. Because the goal is to encourage a range of different capstone experiences that simultaneously fit the academic needs of students and supervising faculty, directed essay experiences may include, but are not limited to: (1) research projects that culminate in a written paper or publication; (2) scholarly projects that culminate in a student presentation at a local, state or national conference; and (3) scholarly reviews of the literature. As part of the directed essay option, graduate students will be required to register with their research mentor for CMD 598 and successfully complete at least 3 credits of independent study tied to their specific projects. 4.20 Transfer credit policy. Revised 8/08 4.21 Transfer credit must not exceed 20% of the total credits required for the degree program [i.e., a maximum of 11 credit hours in the Master s Degree]. 4.22 Transfer credit must have been taken at the graduate level. 4.23 A passing grade is required, and credits must have been completed within the past five years. 4.24 The credits must have a clear and unquestioned relevance to the student's program of study. The Graduate School is the final arbiter of transfer credits as noted in the Graduate School Manual. 4.30 Explanation of program length. Revised 8/13 The Master of Science in speech-language pathology can be completed in two years of full-time study, including summer course work and/or practicum. The two-year time frame assumes the satisfactory completion of all work including practicum, course work, and the comprehensive examination or the essay project. If a student enters the program lacking prerequisite courses (see 3.23), one year will likely be added to the total program length, assuming fall entry. Completion of prerequisites could take longer for students entering in the spring semester For students completing the thesis option, program length will be somewhat less predictable. In addition, some students may decide with the assistance of their advisor to lengthen their program if they find graduate-level work more demanding than they had anticipated. Finally, it is critical that students accepted into the program recognize that admission is not an agreement guaranteeing completion of the graduate program in the described two-year time frame. Student progress through the program is based on a student s success in the program in its entirety. 4.31 Time Limit Revised 8/07 According to the Graduate Student Manual, Masters Degree requirements must be met within five calendar years after the date when the candidate is first enrolled as a graduate student at the University. (Seven years with special permission of the department and Dean of the Graduate School for part-time students.) This time period includes students taking any prerequisite course work. Therefore, students should carefully review the "Two Year Course Sequence" in Speech-Language Pathology (see 4.31.1) paying particular attention to these variables: a. scheduled times of clinics and classes, 12

b. course availability, courses serving as prerequisites for other courses and practicum to determine course selection, and c. the frequency of these offerings when registration decisions are made. ALL students must be registered in the semester in which they graduate. Therefore, if you are not registered for any course or clinic credits in the semester in which you expect to graduate, you MUST enroll in CRG 999 Continuous Registration. See the URI Graduate School Manual for more detailed information on this requirement (http://www.uri.edu/gsadmis/graduate_manual/index.html). 4.32 Eligibility to march in graduate commencement Added 8/13 Participation in URI s once-yearly May graduate school commencement acknowledges the completion of degree requirements. To be eligible to march in a graduate commencement, students must meet requirements set forth by the graduate school. For a current listing of these requirements, please go to http://www.uri.edu/gsadmis/eligibility_to_march and recognize that these requirements are set by the GS and not by CMD. As of spring, 2014, students who were graduating in the summer semester (August) may walk in the spring (May) commencement if the comprehensive examination has been passed by the spring semester deadline and the student is registered for CMD 570 ONLY during the summer semester. As noted above, this policy is subject to change. 4.40 Planning a Total Program Revised 8/13 When planning what courses and/or practicum to include in your total program of study, first consult 4.42 "List of Required and Elective Courses in Speech-Language Pathology." Remember that the practicum requirement for speech-language pathology is 10 credit hours of CMD 570. Specific skill development in practicum experiences will be consistent with KASA standards (see Appendix A). After becoming familiar with the list of required and elective courses and when they are offered, each student should then meet with his/her advisor to decide the appropriate Program of Study (POS) for that individual. It is suggested that an original POS be filed with the Graduate School no later than the end of the student s first full semester of attendance in the program if prerequisite courses have been completed. The Graduate Program Coordinator (Weiss) is responsible for preparing the POS document for submission to the Graduate School following the student s meeting with his or her advisor. Once the advisor has approved a student s prospective POS, this information will be conveyed to the Graduate Program Coordinator. It is suggested that students familiarize themselves with the new Program of Study document available through the Graduate School. See: http://www.uri.edu/gsadmis/forms/grad/nonthesis_masters_plan_of_study.pdf. N.B.: If a student makes a program change between the Program of Study approved by the Graduate School and the courses he/she actually takes, a new Program of Study form must be submitted to the Graduate School for approval during the semester of graduation. This new Program of Study form should be discussed with the advisor first, then an appointment should be made with the Graduate Program Coordinator for completion and submission of the form. This very frequently happens and is not a problem unless the student does not initiate the resubmission of the new POS. Please attempt to bring any alterations to your POS to the attention of the Graduate Program Coordinator by February 1 st for May graduates, October 1 st for December graduates, and May 15 th for summer graduates. Initiating the filing of a new POS is the responsibility of the student and not the faculty. 13

4.41 Advisor Meetings Added 8/07 Every student is assigned an advisor when he or she enters the graduate program. The advisor typically remains the same throughout the student s training, unless a student request is made for a change or if new faculty advisors are added and student distribution changes. Students are provided with the faculty advisor/student list at each fall orientation. Students are required to meet with their advisor at least once per semester to plan the next semester s course work. Further, students are responsible for initiating this contact. 14

Two-Year Course Sequence in Speech-Language Pathology 4.31.1 Revised 8/14 Fall 2014 Spring 2015 CMD 465 Clinical Methods in CMD 465 Clinical Methods in Communicative Disorders Communicative Disorders CMD 493 Cult/Ling Diversity in CMD 493 Cult/Ling Diversity in Communicative Disorders Communicative Disorders CMD 550 Audiology for the SLP CMD 494 Autism & PDD CMD 561 Phonological Disorders CMD 504 Research in Communicative Disorders CMD 565 Pre-Practicum in Speech-Language CMD 560 Voice Disorders Pathology CMD 569 Tests & Measurement in CMD 564 Lang. Dis. in School-age Children Speech/Language Pathology CMD 570 Clinical Practicum in CMD CMD 570 Clinical Practicum in CMD CMD 581 Dysphagia CMD 584 Lang. Dis. Dev. Young Children CMD 585 Language Disorders in Adults CMD 592 Disorders of Fluency CMD 594 Counseling in CMD CMD 571 Medical Speech Pathology CMD 582 Motor Speech Disorders CMD 583 Acquired Cognitive Com. Dis. CMD 595 Instrumentation and Computer Use in Communicative Disorders *CMD 580 may be offered as an on-line course. Fall 2015 Spring 2016 CMD 465 Clinical Methods in CMD 465 Clinical Methods in Communicative Disorders Communicative Disorders CMD 493 Cult/Ling Diversity in CMD 493 Cult/Ling Diversity in Communicative Disorders Communicative Disorders CMD 494 Autism & PDD CMD 550 Audiology for the SLP CMD 504 Research in Communicative Disorders CMD 561 Phonological Disorders CMD 560 Voice Disorders CMD 565 Pre-Practicum in Speech-Language CMD 563 Lang. Dis. in Infants & Toddlers Pathology CMD 569 Tests & Measurement in CMD 564 Lang. Dis. School-aged Children Speech/Language Pathology CMD 570 Clinical Practicum in CMD CMD 565 Pre-Practicum in Speech-Language Pathology CMD 581 Dysphagia CMD 570 Clinical Practicum in CMD CMD 584 Lang. Dis. Dev. Young Children CMD 580 Augmentative & Alternative Comm. CMD 585 Language Disorders in Adults CMD 582 Motor Speech Disorders 15

CMD 592 Disorders of Fluency CMD 583 Acquired Cognitive Com. Dis. 16

Note: What appears below is only meant to be an example of how the 2-year program can be completed; it is not prescriptive. Summer courses are less predictable and could bear on the sequence you choose. Revised 8/13 2 Year Sequence in Speech-Language Pathology 4.31.2 I II Course Number Credits Course Number Credits 561 3 504 3 565 1 564 3 569 3 570 1 584 3 582 3 585 3 elective 1 Summer Course Number Credits 493 3 570 1 III IV Course Number Credits Course Number Credits 550 1-2-3 560 3 581 3 583 3 592 3 570 3 & 1 570 3 & 1 electives 3-4 17

Revised 8/13 Note: This is only meant to be an example of HOW the 3-year program can be done; it is not prescriptive. Summer course offerings are less predictable and could bear on the sequence you choose. 3-Year Sequence in Speech-Language Pathology 4.31.2 I II Course Number Credits Course Number Credits 561 3 504 3 584 3 564 3 585 3 582 3 565 1 III IV Course Number Credits Course Number Credits 569 3 560 3 570 1 570 3 581 3 595 1 594 1 electives 1-2 V VI Course Number Credits Course Number Credits 550 1-2-3 493 3 570 3 570 3 592 3 571 2 583 3 18

Revised 8/13 Note: This is only meant to be an example of HOW the 4-year program can be done; it is not prescriptive. Summer courses are less predictable and could bear on the sequence you choose. 4 Year Sequence in Speech-Language Pathology 4.31.2 I II Course Number Credits Course Number Credits 561 3 504 3 584 3 564 3 III IV Course Number Credits Course Number Credits 550 1-2-3 582 3 569 3 565 1 594 1 595 1 V VI Course Number Credits Course Number Credits 581 3 570 3 585 3 571 2 570 1 583 3 VII VIII Course Number Credits Course Number Credits 570 3 493 3 592 3 560 3 Electives 1-2 570 3 19

List of Required and Elective Courses in Speech-Language Pathology 4.42 Revised 8/13 Course Number Course Title Required or Elective CMD 492 Special Problems E (Fall/Spring) CMD 493 Cult/Ling Diversity in CMD R (Fall/Spring) CMD 494 Autism & PDD E (Spring) CMD 504 Research in CMD R (Spring) CMD 550* See below! Audiology for the SLP R (Fall/Spring) CMD 560 Voice Disorders R (Spring) CMD 561 Phonological Disorders R (Fall) CMD 563 Language Disorders In Infants & E (Spring/Even) Toddlers CMD 564 Language Disorders in Schoolaged R (Spring) Children CMD 565 Pre-Practicum in Speech- R (Fall/Spring) Language Pathology CMD 569 Tests & Measurement in Speech- R (Fall) Language Pathology CMD 570 Clinical Practicum in CMD R (Fall/Spring/Summer) CMD 571 Medical Speech Pathology E (Spring/Odd) CMD 580 Augmentative & Alternative E (Spring/Even) Communication CMD 581 Dysphagia R (Fall) CMD 582 Motor Speech Disorders R (Spring) CMD 583 Acquired Cognitive Disorders R (Spring) CMD 584 Language Disorders in R (Fall) Developmentally Young Children CMD 585 Language Disorders in Adults R (Fall) CMD 592 Disorders of Fluency R (Fall) CMD 594 Counseling in CMD E (Fall/Even) CMD 595 Instrumentation & Computer E (Spring/Odd) Use in CMD CMD 598 Special Problems E (Fall/Spring) * REGISTERING FOR CMD 550: a) Take three credits of 550 if you have not taken a course devoted to diagnostic audiology and one devoted to aural rehabilitation. b) Take two credits of 550 if you have taken a three credit course devoted to aural rehabilitation but no course in diagnostic audiology. c) Take one credit of 550 if you have completed a course devoted to diagnostic audiology but have not taken aural rehabilitation (this is an unlikely scenario). d) Five year students and others who have completed the URI undergraduate program should register for one credit of 550 based on the assumption that you have completed 361 and 454. 20

4.50 COURSE PLANNING Revised 8/07 When planning which courses to take in any given semester, consult 4.31.1 "Two Year Course Sequence in Speech-Language Pathology". Any necessary changes in this published schedule will be announced one semester in advance whenever possible. Also note 4.31.2 "Two, Three and Four Year Model Programs in Speech-Language Pathology", as examples of specific programs of study distributed over various time periods. 4.60 PROGRAM OF STUDY Revised 8/11 Before the completion of your first full semester of graduate study, you should meet with your faculty advisor and plan your projected Program of Study. Following the meeting with your advisor, during which your advisor has approved your program of study, schedule an appointment with the Graduate Program Coordinator to complete the form. She will work with you to get it ready for submission to the Graduate School. A sample program in speech-language pathology (4.61) should serve as a guide. Some of the courses listed in the "Model Program of Study" for speech-language pathology are electives, and you may substitute other electives. There is also a Program of Study By Time and Sequence (4.65), which must be submitted with the standard Graduate School Program of Study form (4.61). The purpose of the form is to help ensure courses and practicums are taken in logical relationship to one another and to allow students to project their activities in the graduate program in the early stages. A blank copy of this important form can be downloaded from the following URL: http://www.uri.edu/gsadmis/gradformspage.html. Again, it is advisable for you to bookmark this site for future reference. 21

4.61 Revised 8/08 At the same time you submit the draft of your Program of Study, please complete the following form. When filed in your department folder it provides the faculty with needed information for planning future course offerings. PROGRAM OF STUDY BY TIME AND SEQUENCE SEMESTER DATE COURSE NUMBER TITLE I II III IV V VI VII 22

4.70 KNOWLEDGE AND SKILLS ASSESSMENT (KASA) Revised 8/14 The American Speech-Language-Hearing Association has a carefully delineated system for assuring the competence of newly trained professionals in speech-language pathology and audiology. This is referred to as the Knowledge and Skills Assessment or KASA. You will hear faculty using the acronym KASA a great deal during your time in this program. Prior to the implementation of the KASA standards, graduate students were regarded as competent upon satisfactory completion of an array of coursework and clinical practicum in addition to other requirements. However, the current KASA approach defines a body of clinical and academic skills required of all students in training that should be accrued beyond specific coursework delineated by ASHA. Faculty and clinic supervisors attest to the satisfactory acquisition of each skill. At the conclusion of each course and practicum experience, feedback is gathered regarding skill achievement and entered onto a master form, which can be reviewed by students and faculty. All skills noted on the KASA form must be satisfactorily completed by the end of a student s program in order for the Department Chair to sign ASHA certification papers. The steps in the KASA process for each student are described in detail below. 4.71 Explanatory Notes to KASA Procedure: 1. Each student has a hard copy of a tracking form in the back of the Graduate Handbook that lists each element of knowledge and skill (Appendix A) that will provide you with an overview of the standards. During the fall 2014 semester, the department will be moving to a fully electronic method of maintaining information about the clinical and academic training of each student regarding the KASA standards. This system, known as Calipso, is a webbased application that manages key aspects of academic and clinical education designed specifically and exclusively for speech-language pathology training programs according to the company s web site (http://www.calipsoclient.com/home). This system will allow each student to monitor his or her progress toward completion of training during the graduate program. The Graduate Program Coordinator and Clinic Director are charged with keeping the information current. 2. Course syllabi will specify the knowledge and skills the student will have the opportunity to demonstrate within each course. Faculty will provide each student an opportunity to demonstrate knowledge or skill development (by examination, paper, presentation, project, etc.). 3. At the conclusion of each semester faculty will transmit information regarding successful skill and knowledge development for every student to the Graduate Program Coordinator and Clinic Director and this information will be entered in students electronic tracking form. 4. If a student fails to develop a skill or area of knowledge that was specified as included in a given course or practicum, this will be clearly conveyed to the student by the course instructor or clinic director, as is appropriate. On occasion, no specific action beyond feedback will be taken if another opportunity (course or clinic) remains available in which the skill can be acquired. However, a course instructor or practicum supervisor may provide the student with an opportunity to demonstrate acquisition of the standard in question by rewriting an answer to an exam question, submitting an additional assignment, etc. until the instructor is satusfied that the standard has been met. 23

5. If a student would have no opportunity to satisfactorily develop a failed skill through the remainder of a regularly-scheduled program, then a remediation plan will be developed through collaboration with appropriate course instructors, clinical practicum instructors, and the clinic director. This remediation plan will outline the steps a student must follow to demonstrate successful completion of the standard and may include the scheduling of additional clinical practicum placement(s), or coursework designed to provide the necessary learning opportunities. 6. A checklist will be used to account for skills or knowledge developed in clinic (CMD 570). These data will be entered on the electronic KASA tracking form via Calipso. 7. In the event a student fails to develop a clinical skill, a faculty member with expertise related to that area would assist in remediation if there were no other opportunities for the student to develop the skill in other clinic settings. The faculty member would supply guidance to the student as well as some mechanism for reassessing the skill in question. 8. Faculty will review each student s progress toward completion of the KASA tracking form at the student review meeting held at the end of each semester. Students should understand that satisfying KASA standards does not necessarily indicate completion of departmental or university requirements. It is possible that a student may pass a standard in one course, but not in another course taken subsequently. In this situation a student would be closely monitored and required to do more work to demonstrate overall competency of that standard. Note that the opposite is also true. Satisfying URI requirements for graduation without the meeting of KASA standards means that a student can graduate but cannot apply to ASHA for certification or the state of Rhode Island for licensure as a speech-language pathologist. 24

Flow Chart of KASA Procedure 4.72 8/07 KASA STANDARDS STUDENTS RECEIVE TRACKING FORM IN MANUAL COURSES CLINIC STUDENTS PERFORMANCE TRANSMITTED AND TRANSFERRED TO ELECTRONIC STUDENT RECORD SUCCESSFUL COMPLETION MEANS COMPETENCY IS MET UNSUCCESSFUL OUTCOME MEANS Acquire skill elsewhere in course or clinic If no more opportunity, student receives additional training and special examination (REMEDIATION PLAN) PROGRAM DIRECTOR SIGNS OFF ON CERTIFICATION APPLICATION AFTER SATISFACTORY COMPLETION OF ALL KASA REQUIREMENTS 25

SECTION 5.0 OBSERVATION AND CLINICAL PRACTICUM Revised 8/08 5.01 Transfer of Clinical Hours 5.01.1 Undergraduate Clinic Hours Speech-language pathology students who have generated clinical hours from an accredited undergraduate clinical program may transfer a maximum of 50 hours toward fulfillment of the practicum requirements for the Masters degree. ASHA stipulates that at least 325 of the required 375 clinical hours must be obtained at the graduate level. 5.01.2 Graduate Clinic Hours Clinical hours for speech-language pathology students accumulated from an accredited graduate program may be transferred on an equal basis (1:1 ratio) toward the practicum requirements up to a maximum of 100 hours, providing these hours were acquired within five years prior to their transfer. This does not change the total number of credits required for completion of the degree. 5.02 Observation Hours Revised 8/13 In addition to the 375 clinical hours mandated by ASHA, speech-language pathology students also must observe clinic for a minimum of 25 hours prior to participating in clinical practicum. A person holding the Certificate of Clinical Competence (CCC) in Speech-Language Pathology must supervise these observations. These observations must consist only of hours in the major area of study. Students will complete these hours as a requirement of CMD 465 (Clinical Methods in Communicative Disorders) or through equivalent experience. These hours must be recorded by the student and signed by the supervisor at the time of the observation on forms obtained from the clinic director. If completed at another institution, verification of these hours must be provided to the Clinic Director prior to the student beginning clinical practicum. In addition to the 25 observation hours obtained in conjunction with CMD 465, graduate students will gain further observation experience as part of CMD 565, Pre-Practicum in Speech-Language Pathology. 5.03 Clinical Clock Hours Revised 8/08 Each speech-language pathology Master s student must obtain a minimum of 375 clock hours of diagnostic/therapeutic experience in accordance with ASHA guidelines specified in the KASA document by the time the Masters degree is completed. This experience must be with a variety of disorders in diverse clinical settings. The departmental breakdown of the 375 hours is more specific than ASHA's recommendations. Departmental requirements are listed below. Note that not all 375 hours are designated according to 26

category; after meeting the minimum in each category, the remainder of the hours can be compiled from any of the categories noted. SPEECH-LANGUAGE PATHOLOGY Revised 8/14 DEPARTMENT REQUIREMENTS ASHA REQUIREMENTS DX 40 This includes both child and adult. Minimum 10 child & 10 adult. Of each of these 10, 5 must be in speech and 5 in language. Must include language, speech and dysphagia hours. Students will be provided with clinical training opportunities sufficient to develop the skills specified in the KASA. (See Appendix A) TX 150 This includes both child and adult. Students will be provided with clinical training opportunities sufficient to develop the skills specified in the KASA. (See Appendix A) Must include at least 50 language hours and 50 speech hours. Speech hours must include at least 10 hours in each of the following areas: o Phonology o Voice o Fluency o Dysphagia AUDIOLOGY Students are encouraged to obtain both audiology screening and aural rehabilitation hours, however there is no specific number of hours required in either area. Students will be provided with clinical training opportunities sufficient to develop the skills specified in the KASA. (See Appendix A) Revised 8/13 The student's goal must not be confined to the minimum hour requirements in each area. The more clinical hours obtained with a variety of clients, the better prepared the student will be to meet the challenge of working in this professional field. The minimum hour requirement may be increased at the 27

discretion of faculty if it is felt that a student requires additional hours to achieve competency prior to being awarded the degree. The decision to increase hour requirements for a student will be made by faculty/clinical staff consensus and the student will be notified in writing. Policy Regarding Unprofessional Clinic Behavior The assignment of a student to an on-campus or off-campus clinic represents a belief on the part of the faculty that the student has the necessary prerequisite competencies to succeed in the practicum placement when given appropriate and typical supports through clinical instruction. This understanding is based on the knowledge the faculty members have about the opportunities for information and experiences provided to students in their course work prior to a first clinical assignment as well as the knowledge the faculty has about the individual student s readiness for first and subsequent practicum assignments. In addition, the collective, successful experiences of the faculty in supporting students in their development of pre-professional clinical competencies is substantial, representing many years of clinical and teaching experience. However, despite these factors, a student may occasionally find him or herself unable or unwilling to carry out the basic professional requirements of a clinic assignment. The faculty fully expects that students will grow in their clinical expertise as they progress through the clinical program. It is our job and responsibility to work with all students unique abilities in the acquisition of their clinical competencies. However, there is no tolerance for students exhibiting unprofessional behaviors at any time during clinic. These unprofessional behaviors may include but are not limited to: 1) inadequately preparing for each therapy session, 2) inconsistently completing paperwork in a timely fashion, 3) failure to demonstrate that he or she is incorporating feedback from the clinical instructor(s), and 4) failure to provide the client or clients with a positive clinical experience. Moreover, when these indicators of unprofessional performance are brought to the student s attention and the student fails to demonstrate sufficient changes to these behaviors within a period of no more than four weeks, the student is in jeopardy of being removed from the clinical assignment and another student will be assigned to work with the clients. Note that in the URI Speech and Hearing Center, the needs of our clients are of paramount concern of the faculty as per the ASHA Code of Ethics (See pages 45-48 in this manual). Thus, unprofessional service delivery will not be tolerated and must be remediated. Persistence in provision of unprofessional service delivery to clients is a violation of the ASHA Code of Ethics. When a clinical instructor is concerned that a student is not meeting the basic requirements of the practicum assignment, he or she will arrange a meeting with the student to convey this concern as soon as possible. The specific problems will be delineated in written form and the specific means for rectifying the concerns will also be delineated. If there is insufficient change in the student s performance during the following week, the clinic director will be alerted that the student s ability to complete the clinical assignment is in question and the clinic director will meet with the student to discuss the concerns and reiterate that the student is in jeopardy of being removed from the practicum. From that point forward, the student will have two weeks to address the deficiencies identified. During this time as well the clinical director may also observe the student s practicum. If, following the additional two weeks, the student has not met the basic professional performance criteria for remaining in the practicum (Please refer to the Essential Functions in Appendix B of this manual), he or she will be notified that the practicum assignment has been terminated. Another student registered for practicum will be assigned the clients involved. Note that the student who is removed from a clinical placement will receive a failing grade for that portion of CMD 570 registration and none of the contact hours 28