Communication Sciences and Disorders

Graduate Program

STUDENT HANDBOOK General Information

Academic Preparation Clinical Education

Appendices

Revised June 2016

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TABLE OF CONTENTS

Key Acronyms/Terminology Used in Student Handbook 7

Program Chair’s Welcome 8

Acknowledgements 9

GENERAL INFORMATION 10

Introduction to Chapman University Communication Sciences and Disorders Program 11

Chapman University Vision, Mission, Core Values 11

Vision Statement 11

Mission 11

Chapman University Core Values 11

Crean College of Behavioral Sciences (CHBS) 12

CHBS Mission Statement 12

Communication Sciences and Disorders Program 12

CSD Mission Statement 13

CSD Program Goals 13

Council on Academic Accreditation 13

CSD Faculty, Staff and Students’ Responsibilities 13-16

Service and Practice 16

Students Operational Modes and Facility Usage 17

Facility 17

Student Work Rooms 17

Computers 17

Cell Phone Usage 18

Electronic Communication via Email 18

Blackboard 18

WebAdvisor 18

Student Mailboxes 19

Copier Procedures 19

Student Rights, Duties and Professional Expectations 19

Background Checks 19

Insurance 19

Professionalism 20

Guidelines for Professional Dress 20-21

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Students who speak English with Accents and Non-Standard Dialects 21

Students with Disabilities 21

Harassment and Discrimination 22

Student Complaint Procedures 22-23

Academic Complaints 23

Clinical Complaints 23

Criteria for Complaints 23

Social Security Disclosure Notice 24

Client Information Procedures 24

Confidentiality in the Learning Lab 24-25

Reporting of Suspected Child Abuse 25-26

Student Assistance and Other Matters 26

Retention of Student Documents 26

Graduates 26

Students 26

Student Services Available on Campus 26

Disability Services (DS) 26-27

Career Development Center 27

Writing Assistance 27

Financial Assistance 28

Graduate Assistantships in Communication Sciences and Disorders 28

Student Conduct 29

Donations Received from the Learning Lab 29

Safety/ Emergencies 29

Campus Safety 29

ACADEMIC PREPARATION 30

CSD Program at a Glance 31

Plan of Study (POS) 31

Communication Sciences and Disorders Course Sequence 32

Advising 33

Academic and Clinical Performance Expectations 34

Remediation Plans 34

Clinical Education Experiences 34

Philosophy and Goals 34-35

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Practicum Sites 35-36

Students at Risk for Clinical Failure 36

Remediation Plans 36-37

Guidelines for withdrawal from Clinical Practica 37-38

CLINICAL EDUCATION 39

On- and Off-Campus Clinical Education 40

Clinical Practicum and Externship Experiences 40-41

Clinical Fieldwork Placements 41-42

Affiliated Off-Campus Site Facilities 42

Practicum Assignments 43

Self-Evaluation of Practica 43

Clinic Time Expectations 43

Mandatory Meetings 44

Clinical Clock Hours 44

Clinical Clock Hours Records 44-45

Supervisory Process 45

Supervisory Conferences 45-46

Supervisory Approaches 46-47

Supervision Orientation 47

Ethical Concerns 47

Students Perception of On-Site Supervisor Evaluation 47-48

Knowledge and Skills Assessment (KASA) 48

For Diagnostics 48

For Treatment 48-49

Planning For and Documenting Clinical Sessions 49

Lesson/Treatment Plans and SOAP Notes 49

Evaluation and Progress Reports 49

Policies and Procedures for Off-Campus Practica 49-50

Chapman University CSD Learning Lab 50

Confidentiality Policy and Procedures (HIPAA Training and Client Records) 50-51

Scheduling Policy for Learning Lab (Contact/Absence/Non-Attendance) 51

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Clinical Services Available at the Learning Lab 51-52

Evaluations 52

Work Area Restrictions 52

Treatment Rooms in the Learning Lab 52

Safety and Emergency Procedures – Learning Lab 52-53

Policies and Procedures for the Learning Lab 53

Initial Procedures for Learning Lab Practica 53

Diagnostic Procedures for the Learning Lab 54

Therapy Procedures for the Learning Lab 54-55

Infection Control Policies 55

Work Practice 55

Surface Disinfection 55

Observation Room Earphones 56

Orofacial Examination 56

Hearing Aides and Earmolds 56

Audiologic Equipment 56

Toys 56

Hand Washing 56-57

Waterless Hand Sanitizer 57

Gloves 57-58

Resources and Materials 58

CSD Clinical Materials 58

Therapy and Diagnostic Materials 58-59

Learning Lab Equipment 59

Video Observation Area 59

Videorecording 59

Audio and Video Equipment 60

Audiology Equipment 60

Other Equipment 60

APPENDICES 61

Appendix A – ASHA Standards and Implementation Procedures for the Certificate of Clinical Competence in Speech-Language Pathology 62-74

Appendix B – ASHA Code of Ethics 75-79

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Appendix C – ASHA Scope of Practice in Speech-Language Pathology 80-98

Appendix D – CAPCSD Eligibility Requirements and Essential Functions 99-100

Appendix E – CALIPSO 101

Appendix F – ASHA Position Statement: Students and Professionals Who Speak English With Accents and Nonstandard Dialects: Issues and Recommendations 102

Appendix G – Chapman CSD Program Affiliated Sites Locations 103-110

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KEY ACRONYMS/TERMINOLOGY USED IN STUDENT HANDBOOK

ASHA – The American Speech-Language-Hearing Association is the national association for speech- language pathologists and audiologist. ASHA sets the standards for training in the field and also provides national certification. Chapman University’s CSD program is ASHA accredited through the Council on Academic Programs. The CSD Program follows ASHA standards and guidelines. See www.asha.org.

CDE – The California Department of Education is the state agency that oversees education in the state of California. See http://www.cde.ca.gov/.

CSHA – The California Speech-Language-Hearing Association is the state association for speech-language pathologists and audiologists. See www.csha.org.

CTC – Commission on Teacher Credentialing is the California state agency that processes all teaching and service credentials, including the Speech-Language Pathology Service Credential. See http://www.ctc.ca.gov/.

FERPA –The Family Educational Rights and Privacy Act (FERPA) (20 U.S.C. § 1232g; 34 CFR Part 99) is a Federal law that protects the privacy of student education records. The law applies to all schools that receive funds under an applicable program of the U.S. Department of Education. FERPA gives parents certain rights with respect to their children's education records. These rights transfer to the student when he or she reaches the age of 18 or attends a school beyond the high school level. Students to whom the rights have transferred are "eligible students." See http://www2.ed.gov/policy/gen/guid/fpco/ferpa/index.html.

HIPAA – Health Insurance Portability and Accountability Act is the federal law that establishes confidentiality and exchange of information in Health Care settings. See http://www.hhs.gov/ocr/privacy/hipaa/understanding/index.html.

KASA – Knowledge and Skills Assessment from ASHA, which defines the skills needed in Communication Sciences and Disorders. See http://www.asha.org/Certification/Certification-Standards-for-SLP-- Maintenance-and-Forms/

OSHA – Occupational Safety and Health Administration is the federal agency charged with oversight of health and safety regulations. See http://www.osha.gov/.

PHI – Personal Health Information (see HIPAA). See http://www.hhs.gov/ocr/privacy/hipaa/understanding/index.html.

SPLAB – Speech- Language Pathology, Audiology and Hearing Aid Dispensing Board is the state agency that oversees licensing for speech-language pathology, audiology and Hearing Aide dispensing in the state of California. http://www.speechandhearing.ca.gov/.

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PROGRAM CHAIR’S WELCOME

Dear Communication Sciences and Disorders Students:

A warm welcome to the graduate students in the Communication Sciences and Disorders Program at

Chapman University! The faculty and staff are pleased to see the familiar faces of our wise second year

students and the wide-eyed expressions of our enthusiastic first year students. Each first year student has

felt the euphoria of having been accepted into graduate school in one of the most competitive fields in

the nation; quickly melt into a realization of the work ahead! Second year students have left their

wonder behind and are immersed in highly rigorous courses and practicum. Have you noticed ... there is

a buzz of excitement every place that three or more CSD students get together in Rinker campus, or

anywhere on campus? You have all added something to Chapman University just by being here and

learning together. We pride ourselves on providing a personalized education and I believe you will find it

around every corner. For example, we only offer a graduate program in CSD- no undergraduate

program- that means we focus all of our attention on you, every day. You receive personal, face to face

advisement from the Program Chair every semester. We arrange you in study groups, so no one works

alone all the time. Faculty is available to you with frequent office hours, and 24/7 by email. We are

committed to transforming you from student-scholars to practitioners in two years- and have you will

relish the ride! Welcome to Chapman University.

Sincerely,

Judy K. Montgomery, Ph.D., CCC-SLP Professor, Program Chair

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Acknowledgements

The following handbooks were consulted for the development of the Chapman CSD Handbook. The

students, faculty and staff of these institutions are acknowledged and thanked for sharing their ideas.

Appalachian State University Clinic Manual, 2006 Georgia State University Graduate Handbook, 2005 Harding University Speech Clinic, Clinic Handbook, 2012 Loma Linda University, 2008 Purdue Clinic Manual, 2002 University of Central Florida, Orlando, Handbook 2007 Missouri State University, Graduate Program Academic Handbook, 2012 University of Pittsburgh Practicum Handbook, 2006 University of Vermont, Clinic and Graduate Student Manual, 2011-2012

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GENERAL INFORMATION

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Introduction to Chapman University Communication Sciences and Disorders Program

This handbook has been prepared to assist students in the Communication Sciences and Disorders

Program at Chapman University in their professional education. The handbook is divided into three

sections: General Information, Academic Preparation and Clinical Education. While there is some

overlap between these sections, the handbook design outlines the program’s policies, procedures,

requirements and conditions that must be met to successfully complete the program.

Students are encouraged to become familiar with the contents of this handbook, and to use it as a

reference throughout their education at Chapman. Students are responsible for knowing the

information contained within the handbook. If there are any matters which are unclear, it is the

students’ responsibility to seek guidance from faculty, staff and/or supervisors.

Faculty and staff are committed to providing students with a challenging and rewarding experience

during their studies at Chapman. Understanding the procedures for academic and clinical training is

foundational to that experience.

Chapman University Vision, Mission, Core Values

Vision Statement Chapman University will be a preeminent university engaged in distinguished liberal arts and

professional programs that are interconnected, reach beyond the boundaries of the classroom and work

toward developing the whole person: the intellectual, physical, social, and spiritual dimensions of life.

Mission The mission of Chapman University is to provide personalized education of distinction that leads to

inquiring, ethical, and productive lives as global citizens.

Chapman University Core Values Chapman University is a learning community dedicated to the following core values that define the

university's character and help guide the actions of its members:

Value the dignity of every person by treating people with civility and respect;

Act with integrity and accept personal responsibility for our actions;

Live a life of services to others;

Undertake the search for truth and meaning through critical thinking and the never-ending

pursuit of knowledge and creative expression;

Engage in and promote an atmosphere of open and honest communication with others;

Seek a just and caring community that embraces a diversity of ideas and experiences.

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Crean College of Behavioral Sciences (CHBS)

The Program of Communication Sciences and Disorders (CSD) is housed within the Crean College of

Behavioral Sciences (CHBS) at Chapman University (CU). Along with other allied and related disciplines

housed within the CHBS, CSD embraces the CHBS motto “Changing Education. Changing the World.”

CHBS Mission Statement The Crean College of Behavioral Sciences at Chapman University is committed to the development of critical scholarship and skillful leadership that inspires and respects individuals, serves communities, enriches diversity, and insures a socially just society.

Communication Sciences and Disorders Program

The Master of Science degree in Communication Sciences and Disorders (CSD) program prepares

student for clinical or supervisory positions in healthcare and education. Through skillful leadership and

individualized instruction, graduate students develop competency as speech-language pathologists and

are prepared to:

Assess and treat individuals with a wide range of communication disorders and disabilities such as

stuttering, hearing loss, deafness, articulation and phonology disorders, voice abnormalities,

language disorders, traumatic brain injury, swallowing disorders, and other neurological conditions

such as autism or stroke;

Counsel families, spouses, siblings, educators and other professionals on how to interact effectively

with children and adults who have communication disorders, including those who use sign language,

augmentative communication systems, hearing aids, cochlear implants, or similar supportive

technology;

Use evidence-based practice in all settings;

Work collaboratively with school, medical, or private practice teams.

The program offers academic and clinical courses, student teaching, internships and externships. The

program holds candidacy status for national accreditation by the American Speech-Language-Hearing

Association (ASHA) and California Teaching Commission (CTC) approval. Graduates will be eligible to

take the national praxis exam, complete a clinical fellowship (CF) year for national certification and

Required Professional Experience (RPE) for a state license.

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CSD Mission Statement

The mission of the Communication Sciences and Disorders Program of Chapman University is to prepare

highly ethical, research-conscious, and culturally respectful speech-language pathologists, committed to

preventing, assessing and treating communication disorders across the age span.

CSD Program Goals

1. CSD will be known as a program that is welcoming and diverse in all its meanings.

2. CSD will be recognized for its promotion of a scientific approach to practice & leadership.

3. CSD faculty will create and disseminate new knowledge in their areas of expertise.

4. CSD will meet community needs for increased access to speech/language and audiology services.

Council on Academic Accreditation (CAA)

The Chapman University Communication Sciences and Disorders Program has received initial

accreditation from the Council on Academic Accreditation (CAA)/ASHA for a 5-year period beginning

August 1, 2009. The program is scheduled for site visit and full accreditation review in the Spring of

2013. The Program meets the ASHA requirements as stipulated in the following Appendices:

Appendix A—ASHA Standards for Clinical Competency

Appendix B—ASHA Code of Ethics

Appendix C—ASHA Scope of Practice

CSD Faculty, Staff and Students’ Responsibilities

The CSD Program Staff is comprised of the CSD Program Chair, CSD Full-Time, Part-Time and Adjunct

Faculty, Fieldwork Clinical Coordinators, University Supervisors, On-Site Supervisors, Administrative

Assistant, and support staff.

All Faculty and Staff members are responsible for promoting a learning environment that:

Is collaborative and supportive.

Promotes expression of a variety of opinions and perspectives.

Supports inter-professional interactions.

Facilitates students’ capacity to utilize theoretical and research-based knowledge in their

professional practices.

Enhance students’ capacity to solve problems that have critical outcomes for patients and

clients.

Facilitates students’ ability to integrate their understanding of legal, ethical, cultural, and policy

issues in decision-making.

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Encourages flexible, creative, and innovative thinking so that students graduate with the ability

to manage the complex systems in which they will practice.

Provides access to, and teaches assessment and application of, the expanding body of health-

related knowledge.

Enhances students’ capacity for sensitive and empathetic communication when interacting with

individuals of a variety of backgrounds.

Encourages faculty to serves as mentors and role models for professional excellence and service;

Enhances enthusiasm for life-long learning and on-going professional development that is

supported by self-assessment.

Optimizes the use of technology to enhance the learning experiences.

All professional faculty members hold professional credentials appropriate to the area of their clinical

contact. All persons serving as supervisors in Speech-Language Pathology and/or Audiology maintain a

current ASHA Certificate of Clinical Competence (CCC) in the appropriate area, and a state license in the

appropriate area. Current copies of these credentials are on file in the CSD Program.

The CSD Program Chair is responsible for:

Overseeing the program’s academic and clinical curriculum.

Assigning academic credit to the academic and practicum experiences

Advising students

Maintaining accreditation standards of the University and those required by CAA

Overseeing the Chapman CSD faculty and staff

Oversight of the Program budget

Reporting to the Dean of CHBS on activities related to the program

In collaboration with CU Legal Team, prepares affiliation agreements.

The CSD Full-Time and Part-Time Faculty are responsible for:

Teaching academic courses in CSD

University Supervision, as assigned

NSSHLA Chapter Advisement

Conducting research projects

Attending and presenting at professional conferences

Supporting student research and presentations

Participating in CHBS Activities

Participate in program and college meetings

Serving on University and College committees (full-time only)

Service to the community

The CSD Adjunct Faculty are responsible for:

Teaching academic courses in CSD

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Engaging in CSD activities as appropriate and/or as requested

Supporting the CSD program as requested by the Program Chair

The Fieldwork Clinical Coordinator(s) is/are responsible for:

Establishing and maintaining community contacts that serve as referral sources for the Chapman

University Learning Lab.

Establishing and maintaining contacts with local facilities that receive screening services.

Scheduling and placement of all on-site and off-site therapy and evaluation services that are

supervised by the staff of the Learning Lab.

Communicating with all supervisors before, during and after clinical practicum experiences.

Ensuring that student clinicians and CU CSD staff adhere to policies and procedures.

Creating and conducting annual Supervision workshop.

Meeting regularly with students enrolled in CSD 620, 630, 640, 650, and 660 to guarantee quality of

the practicum experience.

Assisting students with the documentation of clinical hours obtained during the practicum

experience.

Implementing and collecting assessment data on program and clinical effectiveness.

Serving as liaison for maintaining affiliation agreement with practicum sites.

Assisting students with documentation of hours.

Visiting the practicum sites, as needed, to observe the student’s work and conferring with the

supervisor regarding the student’s performance and progress made toward fulfilling objectives.

Collecting documentation for certification and licensure.

Serving as direct supervisor in some clinical situations.

Exploring new community outreach projects.

The Supervisors (i.e. University Supervisors and On-Site Supervisors) in any practicum fulfill a critical

role in the teaching and training of the student clinicians while assuming the primary responsibility for

the services provided to the clients. As a part of the training process, the Supervisors utilize a direct

teaching model to equip the student clinicians in their acquisition of knowledge and skills as these skills

relate to the field of communicative disorders. As defined by ASHA, the Supervisors are responsible for:

Establishing and maintaining an effective working relationship with the supervisee.

Assisting the supervisee in developing clinical goals and objectives.

Assisting the supervisee in developing and refining clinical management skills.

Demonstrating for and participating with the supervisee in the clinical process.

Assisting the supervisee in observing and analyzing assessment and treatment sessions.

Assisting the supervisee in the development and maintenance of Clinical Supervisory records.

Interacting with the supervisee in planning, executing and analyzing Supervisory conferences.

Assisting the supervisee in evaluation of clinical performance.

Assisting the supervisee in developing skills of verbal reporting, writing, and editing.

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Sharing information regarding ethical, legal, regulatory, and reimbursement aspects of the

professional practice.

Modeling and facilitating professional conduct.

Demonstrating research skills in the clinical or Supervisory processes.

Directly observing a minimum of 50% of each diagnostic session conducted by a graduate clinician.

Directly observing a minimum of 25% of each therapy session conducted by a graduate clinician.

(Adapted from ASHA Clinical Supervision in Speech-Language Pathology and Audiology position

statement www.asha.org)

The Administrative Assistant is responsible for:

Assisting in the daily operations of the CSD Program by initiating and maintaining correspondence,

scheduling appointments for services, scheduling student observers, managing CSD and CHBS files

and orders supplies, diagnostic and therapy materials.

Assisting in the maintenance of FERPA regulations.

Assisting in OSHA compliance.

Supervising graduate assistants in the use of clinic materials.

Assisting Program Chair and Graduate Admissions Director with annual admission process.

Maintaining individual student files for Program Chair.

Assisting Program Chair with all budgetary procedures.

Serving as first contact for student questions and inquires.

The Student is responsible for:

Upholding the CU CSD policies and procedures as well as the ASHA Code of Ethics (Appendix B).

Maintaining confidentiality as defined by the HIPAA and FERPA guidelines and adhering to OSHA

guidelines.

Meeting the Essential Functions for CSD Graduate Students as defined in Appendix D.

Wearing a CU CSD student clinician name badge when engaging in practicum experiences.

Maintaining timely communication and relationship with CU CSD staff.

Maintaining documentation for clinical hours and the KASA form.

Service and Practice

Program faculty are advocates for their respective professions and serve their professional associations

in leadership roles at the community, state, national and international levels. The commitment to

service is consistent with the mission of the university and the college. Faculty model the commitment

to providing service in the community. Practice is a form of service. Students will participate in this type

of service delivery. Further information is available in the Clinical Education section of this handbook.

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Student Operational Modes and Facility Usage

Facility

Faculty offices for the Communication Disorders Program and the Adult Learning Lab are located at

Rinker campus. The Learning Lab is located in 9401 Jeronimo, Irvine. Classrooms are found throughout

the Rinker campus and are assigned each semester by the University. Room assignments are found in

the online semester class schedule.

The off-campus practicum placement sites are the clinical extension of the Communication Sciences and

Disorders (CSD) Program within the Crean College of Behavioral Sciences (CHBS). Specifics about the

functions and uses of the clinic rooms and equipment are described in the Clinical Education section of

this handbook.

Student Work Rooms

There are several locations where students can work.

1. Leatherby Libraries – study rooms are available for reserve. These rooms include white

boards, large table and chairs and some rooms have computers and large screens.

2. Rinker Library – there are three shared rooms that may be available for students’ use:

Room 103 on the first floor, Room 3 on the ground floor and Room 225 on the second

floor. These rooms are shared with other Crean College of Behavioral Sciences (CHBS)

students, staff and adjunct faculty. Courtesy is expected if and when rooms are

reserved for other purposes.

3. AdultJames Aten Learning Lab – the Learning Lab (290 J, L, K , 291, 292), is located in

CSD Dept at 9401 Jeronimo, Irvine. When available, students may use these rooms.

There is one computer available for students’ use.

Computers

Students are expected to be computer literate and to use computers extensively in their clinical training.

If students do not have adequate computer skills, it is their responsibility to acquire these skills during

the first semester of their graduate program. Students can enroll in classes and workshops offered by

the University to assist in the development of computer skills.

In addition to the computers in Room 225, computers are available in many locations on the Rinker

campus. On the basement floor of Leatherby Libraries, there are three (3) large computer labs,

available for student use.

Students are expected to use a variety of computer programs. These include, but are not limited to:

Blackboard, Web Advisor, WORD, PAGES, Excel, PowerPoint, Loopwriter, CALIPSO,

SpeechPathology.com, SimuCase, SPOTT , Google Docs etc.

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Assessment and intervention programs, etc. The computers in Room 225 and the library computer

labs have these programs available for student access.

Other programs utilized at the university, at their clinical sites and in the CSD program.

Cell Phone Usage

Cell phone use should occur only in the hallways or outside of Rinker campus or other university

buildings. Cell phones are not permitted while clients are being treated. Students should turn cell

phones off when seeing clients or in class. Cell phone usage in the Video Viewing Rooms or Observation

Rooms is also not permitted. In the event that instructors wish students to use their phones for

therapeutic or communication purposes during class time, (i.e. to access email or for apps use), the

instructor will give permission in class.

Electronic Communication via Email

All students have a Chapman University e-mail address since that is the official means through which the

University communicates with students. Faculty and staff of the Crean College of Behavioral Sciences

communicate with the students via their Chapman e-mail account. Chapman e-mail addresses will be

used for all correspondence. Information regarding registration, Clinic and class communications, etc.,

are sent to this e-mail address. It is the students’ responsibility to check their email accounts on a

frequent basis. Chapman e-mail can be forwarded to another account through the Chapman website and

completing a simple electronic form.

Blackboard

Blackboard websites enable students to access documents, handbooks, forms, previews of forthcoming

events and guest speakers, as well as information pertaining to credentialing and/or the degree

p r o g r a m . Many of the CSD courses will also have web based activities. The Student’s Blackboard site

or course web pages can be accessed through the My Chapman Portal, which is accessed through the

main Chapman webpage. Please note that passwords for the My Chapman Portal will not necessarily be

the same as the e-mail account password. Go to the Chapman University website and click “My

Chapman,” enter the appropriate username and password (obtained with the assistance of the Help

Desk), and then select the appropriate link.

WebAdvisor

The WebAdvisor enables students to search for classes, register for classes, drop classes; make tuition

payments, review grades and transcripts, etc. On the Chapman University website, click “Web Advisor,”

and then follow the directions. The Chapman Help Desk is available to assist with computer-related

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needs. The Help Desk can be contacted at (714) 997-6600 or x6600 or via email at

helpdesk@chapman.edu .

Students Materials Distribution Center

Distribution Center for all students is located in 9401 Jeronimo, Irvine, CA. in the Administrative Assistants office 290

Copier Procedures

The copier may not be used to copy anything from a client’s file that is of a confidential

nature. Copies may be made for the client, if directed by a supervisor. This could include homework

assignments, copies of reports, etc.

Materials for class assignments are not to be copied at the Learning Lab or Rinker campus. Copiers are available for student use in the library.

Materials for use in therapy may be copied.

Request assistance from staff if needed.

Student Rights, Duties and Professional Expectations

Background Checks

Program policy requires background checks to be obtained by the entering graduate students into the

Program of Communication Sciences and Disorders. Once the newly admitted graduate student indicates

he/she is attending the Chapman University Graduate Program in Communication Sciences and

Disorders, the process for obtaining background checks begins.

The student is required to follow procedures for:

California Program of Law Enforcement fingerprinting to obtain national database information.

Background.com to obtain local database information.

Cleared background checks are required before the students may engage in clinical practice or

observation. New graduate students must complete this process before their second semester in the

Graduate Program when they are assigned clients in the on-campus Clinic, or off-campus settings.

Insurance

Chapman University maintains a student’s practice liability insurance policy for all student clinicians

registered for clinical practica through the Program of Communication Sciences and Disorders.

It is expected that students maintain their own health and liability insurance coverage through a private

healthcare plan, the Students Health Services, and HealthCare Providers Service Organization

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(http://www.hpso.com/). This procedure is included within their Certificate of Clearance for any medical

practica.

Professionalism

Students are expected to adhere to professional standards in both their appearance and actions in the

classroom and clinical settings. In general, codes for appearance and actions are established in order to

convey one’s dedication to excellence, commitment to meeting obligations, and respect for peers,

colleagues, professors, clinical instructors and/or patients and clients. Although the standards for

appearance and actions may differ between the academic and clinical settings, students are expected to

adhere to the policies set forth within each setting.

First and foremost, students must adhere to the Standards for Academic Integrity outlined in University

policy and the ASHA Code of Ethics. The Academic Integrity policy is printed in every syllabus.

Faculty also expect students to show respect to peers and faculty at all times. Students are

expected to approach faculty, supervisors and staff with courtesy and respect for their position.

Students are also expected to use professional courtesies, such as:

1. Set up advance appointments and using office hours to discuss issues with faculty;

2. Attend all required classes and enter on time;

3. Avoid getting up and leaving the room during lectures unless there is an emergency.

4. Turn off cell phones prior to coming to class or meetings with faculty or peers.

Guidelines for Professional Dress

The Communication Science and Disorders Learning Lab provides services to University faculty and staff

and community members. Clinical staff and faculty, student clinicians, and students observers are

expected to dress appropriately for a professional business environment. Appropriate dress should be

modest, and care should be taken that clothing is not potentially embarrassing for the client or clinician.

Clothing which is patched, frayed, raveled, or otherwise excessively worn is not professional. Wearing

distracting jewelry is not professional. Make-up should be subtle and fingernails are kept at a

reasonable, well-groomed length. Students should not wear scented body lotion, colognes, perfumes or

after-shave lotions, since many clients or staff may be scent-sensitive. The clinical supervisors reserve

the right to make final decisions concerning appropriate dress.

In the clinical process, student clinicians will be in close proximity to clients, and may need to bend over

when providing assistance or during therapy. Appropriate clothing and dress will ensure that even while

engaging in these activities modesty is maintained, ensuring comfort for all parties. Low riding pants and

low cut tops are not considered professional attire. Students need to be aware of what type of dress is

appropriate for the age and condition of the client (e.g. preschool, adult client, high school or medically

fragile, medical, or classroom settings)

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In all settings, the following is considered unacceptable dress:

Low riding pants

Short Skirts

Skin tight and/or low cut tops

Bare or barely covered midriffs

Facial and oral piercings (NOTE: must not be displayed)

Tattoos (NOTE: should be covered)

Gauzy or see-through blouse/shirts

Dangling jewelry

Beach shoes

Students who speak English with Accents and Non-Standard Dialects

In compliance with ASHA Code of Ethics, the Chapman University Communication and Sciences and

Disorders Program does not discriminate against students who speak English with an accent or non-

standard dialect. It is expected that the students be able to provide modeling of target phonemes,

grammatical features, and any other aspect of speech and language that is essential in the treatment of

a client. Per ASHA recommendations, writing skills and other competencies will not be altered for

students who speak with a dialect or accent. Faculty carefully adhere to the ASHA 1998 Position

statement on Students and Professionals Who Speak English with Accents and Nonstandard Dialects:

Issues and Recommendations (Appendix E).

Students with Disabilities

Chapman University maintains the Disability Services Office, located on campus. The following

information is taken from the Disability Services website:

Chapman University is committed to providing support services to achieve equal access to the

education experience. Disability Services (DS) approves and coordinates accommodations and

services for students with disabilities at Chapman to help students acquire skills essential to

achieve academic and personal success.

The Disability Services Office is designed to help students who have average or above average potential

for learning and who exhibit significant difficulties due to a disability. We will support students to

understand his/her limited abilities and compensate for them with ADA accommodations and

alternative resources as well. Here at Chapman, we want to prepare students for the future by

practicing self-advocacy. We will help guide the student on that journey by utilizing all available

resources.

Registration with DS is on a voluntary, self-identifying basis. However, services are only available after a

student has registered and presents certified current documentation of the disability from a medical or

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educational specialist. All information and documentation are confidential. (See also Student Assistance

and Other Matters, Student Services Available on Campus).

Harassment and Discrimination (including Sexual Harassment)

The following information is taken from the Chapman Website:

Chapman University is committed to providing an environment which is free from harassment, and

every member of the university community must recognize that harassment of any type compromises

the integrity of the university and the tradition of free and open inquiry among its members. Chapman

also affirms its commitment to providing an environment in which each member of the university

community feels free to comment on any issue or topic.

It is the university's policy, therefore, to insist that all members of the university community are treated

at all times with dignity and respect. The university has a strict policy which prohibits harassment in any

form. This includes, but is not limited to, harassment because of age, disability, race, religion, color,

creed, ancestry, national origin, marital status, sex, or sexual orientation.

The university will not tolerate any conduct which has either the purpose or the effect of interfering

with the work or scholastic performance of any member of the university community or creating an

intimidating or hostile living, learning, or working environment. The university will also not tolerate any

conduct which has the purpose or effect of singling out any specific group within the university

community in a manner which leads to harassment or which creates an offensive working or learning

environment for that group.

It is a violation of university policy for anyone to engage in any form of harassment or to retaliate

against a person who has initiated an inquiry or complaint.

The right of confidentiality for any party involved in an alleged harassment incident, including the

complainant and the accused, will be respected insofar as it does not interfere with the university's

obligation to investigate allegations of misconduct and to take corrective action where appropriate.

In keeping with its policies, Chapman University not only fully complies with all local, state, and federal

laws concerning harassment, but also provides a means to assure fair treatment to any student or

employee who believes the policy prohibiting harassment has been violated. It is the policy of the

university that all charges of harassment be reviewed in a confidential, sensitive, and expeditious

manner. For further information, please contact the Equal Opportunity Officer at (714) 997-6847.

Student Complaint Procedures

The Program of Communication Sciences and Disorders prepares students as professionals who are

qualified to serve as practitioners in a variety of clinical, research, and academic settings. If a student

believes the program or its faculty/staff have been neglectful in fulfilling responsibilities regarding

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instruction, research, or professional standards, students have the right to file a complaint with the

program, the University, and/or the accrediting body, the Council of Academic Accreditation of the

American Speech-Language-Hearing Association (ASHA). The following outlines the appropriate

complaint procedure:

Academic Complaints

Students are advised to begin the complaint process with the particular instructor involved. If the issue

has not been resolved after discussing the concern with the instructor, the student may meet with the

Program Chair to seek additional assistance. The Program Chair will guide the student through the next

steps. The issue may be resolved at this level or it may be necessary to pursue resolution through a

formal grievance or appeals procedure.

A complaint about any accredited program or program in candidacy status may be submitted by any

student, instructional staff member, speech-language pathologist, audiologist, and/or member of the

public.

Clinical Complaints

Students are advised to begin the process by discussing concerns with the clinical faculty member

involved. If resolution of the concern is not achieved through this discussion, then the student should

pursue assistance with resolution by meeting with the Fieldwork Clinical Coordinator. If resolution is not

be obtained through discussion with the Fieldwork Clinical Coordinator, then the student should seek

assistance from the Program Chair and finally through formal university grievance or appeals

procedures.

Criteria for Complaints

Complaints about programs must meet the following criteria: a. be against an accredited graduate education program or program in candidacy status in

audiology and/or speech language pathology, b. relate to the Standards for Accreditation of Entry-Level Graduate Education Programs in

Audiology and Speech Language Pathology, c. clearly describe the specific nature of the conduct being complained about, which must have

occurred at least in part within 5 years of the date the complaint is filed, the relationship of the complaint to the accreditation standards, and provide supporting data for the charge.

Complaints must meet the following submission requirements:

a. include verification, if the complaint is from a student or faculty/instructional staff member, that the complainant exhausted all pertinent institutional grievance and review mechanisms before submitting a complaint to the CAA,

b. include the complainant's name, address and telephone contact information and the complainant's relationship to the program in order for the Accreditation Office staff to verify the source of the information,

c. be signed and submitted in writing via U.S. mail, overnight courier, or hand delivery to the following address:

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Chair, Council on Academic Accreditation in Audiology and Speech-Language Pathology American Speech-Language-Hearing Association, 2200 Research Boulevard, #310 Rockville, MD 20850

d. will not be accepted by email or facsimile.

The complainant's burden of proof is a preponderance, or greater weight, of the evidence. Complaints against a program may be submitted even if separate action is pending against the program by another body except as outlined above.

The complaint procedure is detailed in the CAA Accreditation Manual (Section VIII) which is available

online at the following address:

http://www.asha.org/academic/accreditation/accredmanual/section8.htm#complaint1

It stipulates that "complaints must pertain to accredited programs, must relate to the standards for

accreditation, and must specifically describe the nature of the conduct being complained about that

must have occurred in the last five years with all supporting data". Submission requirements are also

specified on the website and must be signed and submitted in writing to the chair, Council on Academic

Accreditation, American Speech-Language-Hearing Association, 2200 Research Boulevard, #310,

Rockville, MD 20850.

Social Security Disclosure Notice

Students are required to disclose their Social Security Number (SSN) upon enrollment in the University.

Section 30 of the Business and Professions Code and Public Law 94-455 (42 USCA 405 (c) (2) C))

authorize collection of students’ SSN. SSNs will be used exclusively for tax enforcement purposes, for

purposes of compliance with any judgment or order for family support in accordance with Section

of the Welfare and Institutions Code, or for verification of licensure or examination status by a

licensing or examination entity which utilizes a national examination and where licensure is reciprocal

with the requesting state. Failure to disclose a SSN will be reported to the Franchise Tax Board, which

may assess a $100 penalty against the party reported.

Client Information Procedures

Client confidentiality is of utmost importance and mandated under the Family Education Rights and

Protection Act (FERPA), as well as mandated in the ASHA Code of Ethics. While the description below

refers at times to the Learning Lab, procedures and rules for confidentiality apply in all clinical and

educational settings.

Confidentiality in the Adult Learning Lab

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Client files and information must be kept confidential. At no time, should the file or any part of the file

be removed from the Learning Lab. The files of the Learning Lab may be used only in the designated

work area. Client files (reports, lesson plans, etc.) may not be copied for any reason, although notes may

be taken on any part of the client’s file. At the end of the semester, DELETE all notes and reports from

any electronic records that has been created. Non-compliance with this procedure could result in failure

of this practicum.

In accordance with the Health Insurance Portability and Accountability Act of 1996 (HIPAA) and the

ASHA Code of Ethics, all information concerning past and present clients is strictly confidential. The

following information is not to be divulged to anyone without express and written permission:

Name of client.

Nature of the problem.

Family information.

Tape recordings of the client’s speech.

Lesson plans.

Test results.

Observation reports.

Any draft of clinical reports.

Students should avoid the following circumstances that may lead to violations of confidentiality:

Conversations with other professionals not involved with the client.

Taking materials pertinent to a client out of the Learning Lab.

Reports, lesson plans, or other material left in a notebook or on a table where others may read

them.

Conversations in the Learning Lab which may be overheard by other people, including other

clinicians.

When emailing reports, use client’s initials only.

Reporting of Suspected Child Abuse

Section 11166 of the Penal Code requires any child care custodian, medical practitioner, non-medical

practitioner, or employee of a child protective agency who has knowledge of or observes a child in his or

her professional capacity or within the scope of his or her employment whom he or she knows or

reasonably suspects has been the victim of child abuse to report the known or suspected instance of

child abuse to a child protective agency immediately or as soon as practically possible by telephone and

to prepare and send a written report thereof within 36 hours of receiving the information concerning the

incident.

“Child care custodian” includes teachers, administrative officers, supervisors of child welfare and

attendance, or certificated pupil personnel employees of any public or private school; administrators of

a public or private day camp; licensed day care workers; administrators of community care facilities

licensed to care for children; Head Start teachers; licensing workers or licensing evaluators; public

assistance workers; employees of a child care institution including, but not limited to, foster parents,

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group home personnel, and personnel of residential care facilities; and social workers or probation

officers.

“Medical practitioner” includes physicians and surgeons, psychiatrists, psychologists, dentists, residents,

interns, podiatrists, chiropractors, licensed nurses, dental hygienists, or any other person who is licensed

under Division 2 (Commencing with Section 500) of the Business and Professions Code.

“Non-medical practitioner” includes state or county public health employees who treat minors for

venereal disease or any other condition; coroners; paramedics; marriage, family or child counselors; and

religious practitioners who diagnose, examine or treat children.

Failure to comply with the requirements of Section 11166 of the Penal Code is a misdemeanor,

punishable by up to six months in jail or by a fine of one thousand dollars ($1,000) or by both.

Student clinicians are subject to the laws of child abuse reporting. Although the student clinician does

not need ask permission to report suspected child abuse, it may be helpful to consult with the on-site or

university supervisor should such a case arise. Remember, the standard for reporting is suspicion of

suspected abuse. The Child Abuse hotline worker will assist the caller in completing the through the

process should a call be made.

Report of Elder Abuse?

Students Assistance and Other Matters

Retention of Student Documents

Graduates

All original log hours and contents of clinical records are retained indefinitely on ImageNow. Records are

accessed when the Program receives a written request for them. All originals are retained; copies or a

letter is sent, as is appropriate, for the request.

Students

All original clock hours and contents of the permanent clinical file are accessible electronically by the

Fieldwork Supervisor. Clinical records are available electronically to all students.

Students Services Available On Campus

Disability Services (DS)

Disability Services (DS) is a campus-wide program designed to assist students to fulfill their potential and

attain their academic goals at Chapman University. Services are available to students who desire greater

academic proficiency in courses ranging in level from introductory through honors and upper division.

Students who desire assistance have the opportunity to use the services of the DS best suited to their

needs and that will make their education at Chapman more successful and rewarding. The DS staff is

committed to providing the opportunity for students to enhance and enrich their educational

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experience and is also intent upon assisting students to develop positive attitudes about themselves and

their studies.

DS coordinates special services for students with disabilities. Students who need such special

educational arrangements, must identify themselves to the DS office and submit current

documentation.

Academic adjustments may include adaptation in the way specific courses are conducted, and the use of

auxiliary equipment and support staff. The purpose of these accommodations is to provide educational

equity, not advantage. Faculty members are not required to, nor are they responsible for, modifying

their grading procedures or course standards for students with disabilities. (See also Disability Services

under Student Rights, Duties and Professional Responsibilities).

Career Development Center

The mission of the Career Development Center (CDC) is to assist the students at Chapman University in a

caring and personalized manner with identifying, developing, and implementing their career goals

through self-direction and personal responsibility. Career decision-making is a lifelong, developmental

process to be integrated with the student’s educational experience. The CDC is committed to developing

and cultivating relationships with diverse employers for experiential educational opportunities and

career employment possibilities thereby creating partnerships between faculty, students, and employers

that will enhance successful completion of the student’s college career. Specific services

offered for certificate and credential candidates include (1) assisting candidates in developing self-

managed career files, (2) collecting job announcements for teaching and other educationally related

positions, and (3) conducting job fairs on campus for participating districts.

Writing Assistance

Chapman students can receive individualized tutorial assistance in writing in five ways:

1. In the Writing Center located on campus, within the CHBS in DeMille Hall.

2. Through on-line tutoring service.

3. Grad Power. All CHBS classes will have a Writing Fellow assigned to them by the CHBS faculty

member who directs students’ writing. The Fellow is trained to assist all students with writing

assignments.

4. The Program Chair may request that students meet with the Writing Faculty Advisor. Students

are coached in all aspects of the writing process including prewriting, drafting, revising, and

editing. In addition, questions or problems of fluency, focus, support, coherence, and

mechanics are all addressed by tutors in a friendly and supportive environment, thus

encouraging students to develop their writing skills and attain confidence in their abilities as

writers. However, please understand that the Writing Center is not an editing service.

5. A course entitled Professional Writing for CSD is offered several times throughout the year

through Extended Education, exclusively for students in the Program. This course models and

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teaches professional writing in the discipline. Although this one unit course is not required, all

students will be expected to demonstrate professional writing in all writing assignments and

clinical communication.

Financial Assistance

To apply for financial aid to attend Chapman University, students should complete a Free Application for

Federal Student Aid (FAFSA). This can be accessed at www.fafsa.ed.gov . Applications are also available

in the financial aid office. See the website for the preferential filing date for the upcoming academic

year.

Students who apply will be considered on a first come/first served basis, although only limited funds

may be available.

Student loans are part of the financial aid offer made to the students by the university. The application

for financial aid includes all forms of financial assistance, including scholarships, grants, work/students

funds and loans. A loan application will be provided with the award letter if eligible. Loans and graduate

assistantships are available to graduate students. Financial aid applications may be picked up from the

Financial Aid office.

In addition to standard tuition grants and loans, Graduate Fellowships are available through the Crean

College of Behavioral Sciences. Graduate Fellowships are awarded on the following criteria:

3.0 or higher GPA

Acceptance into the program

Financial need that cannot be met through other means

The Financial Aid office offers students access to a database system providing information on over

30,000 sponsoring organizations and 200,000 awards. Students may access the S-T-A-R-T (Student Aid

Research through Technology) program by visiting the Financial Aid Office, complete the “S-T-A-R-T

Student Data Form,” and paying a $5 fee. Based on the responses on the Data Form, students will

receive a computer printout of applicable and qualifying scholarships and fellowships.

Graduate Assistantships in Communication Sciences and Disorders

A limited number of graduate assistantships are available in the Communication Sciences and Disorders

Program. An assistantship is awarded for one or two semesters and may be re-awarded in subsequent

semesters if a student wishes to reapply. Graduate assistants are directly responsible to the faculty

member to whom they are assigned. Duties for the assistantships may be related to the operation of the

Learning Lab (e.g., scheduling, maintaining Clinical Education forms and supplies, typing, copying,

answering the phone, contacting clients, etc.) and to the Communication Sciences and Disorders

Program or to faculty research. An application for financial assistance is filed with the Associate Dean

whose office is located in Rinker campus.

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Currently, an assignment of an assistantship may not exceed 10 hours of work per week. Students are

responsible for all fees (e.g., Students Activity Fee, Athletic Fee, etc.). Applications are kept on file for

one (1) year after the date of submission. Completion of this application is not a guarantee that the

student will receive an assistantship. Awards are made on a competitive basis.

Student Conduct

At Chapman University, all students are expected to adhere to the policies that govern students’

behavior outlined in the Student Conduct Code. Information regarding all University students policies

can be found at http://www.chapman.edu/studentsss/policies-forms/studentss-conduct/conduct-

code.aspx in the following categories: student behavior, illegal material, residence life, transportation,

violations, miscellaneous. Students should review the university policies in this area.

Donations Received from the Learning Lab

There are no fees for receiving services in the Chapman University Learning Lab. Members of the

community who receive services through the Learning Lab are provided letters of appreciation for their

participation. Individuals are given an opportunity to donate to the students fund through the CSD

Board of Councilors. Students should never accept cash or other payment for services rendered. If a

client wishes to make donations, he/she should be referred to a clinical supervisor, faculty or staff

member.

SAFETY/EMERGENCIES Students are responsible for following faculty instructions. If there is an accident or illness, students should report immediately to faculty who will assist them in completing an incident report. If students believe a hazard exists, they should report the hazard to their instructor. If the instructor takes no action to correct the situation, students should notify Public Safety directly at 714-997- 6763.

Learning Lab Emergencies? Campus Safety

The University uses the 911 phone number for campus emergencies. Dialing 911 from an on-campus phone will connect the caller to a Chapman University Public Safety Officer. The Public Safety dispatcher can contact the necessary emergency personnel for the particular situation. If using an off campus phone or a cell phone, dialing 911 will contact the regional 911 emergency service. If using an off campus phone or a cell phone, dial Public Safety directly at 714-997-6763.

Students and Staff are advised to put the Public Safety number in their cell phones as a precautionary measure, so that it is easily accessible if needed.

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ACADEMIC PREPARATION

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CSD Program at a Glance Students are admitted into the CSD Program in a Cohort. Each student receives individualized

academic advising; however, students will follow the established course sequence for

progressing through the program. The sequence is specifically designed to allow for

development of the foundations necessary to build clinical skills. The Program consists of both

academic classes and clinical experiences, earned through practicum placements. Further

information about the clinical experiences and requirements is in the Clinical Education section

of this handbook.

Chapman’s CSD program design:

A 64-unit program designed to be completed in two years (including summer terms)

Ten (10) to twelve (12) units of coursework and practicum each semester

Evening classes allow students to engage in practicum during the day in authentic settings

Required minimum 400 hours of supervised practicum in speech-language pathology

Program Prerequisites:

Undergraduate degree in Communication Sciences and Disorders, or the post-baccalaureate

certificate equivalent (leveling courses)

3.0 minimum GPA

Graduate Record Examination (GRE) test scores taken within the last five years

Plan of Study (POS)

Graduate students spend their first semester in the graduate program in Communication Sciences and

Disorders attending academic courses to prepare for their subsequent clinical experiences and

completing observations. Clinical experiences begin in the second graduate semester for the student.

The order of courses and clinical practica are listed in the student’s Plan of Study (POS); the POS is

developed with the students in their first semester of graduate course work in conjunction with the

Program Chair/Faculty Advisor. The CSD program consists of both academic courses as well as clinical

experiences. These have been systematically organized to achieve the best learning experience for the

student.

Student clinicians are asked to complete a course verification form at the time that the

Request for Clinical Experience and Schedule Form are submitted. The Fieldwork Clinical Coordinator

determines clinical assignments for the student for the semester based on the student’s completed or

concurrent courses. The entire cohort takes the Practicum courses assigned in one of 3 or 4 sections

each semester.

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Communication Sciences and Disorders Course Sequence

Course Number Title Units

First Year Fall

CSD 500 Research Methods 3

CSD 501 Articulation & Phonology 3

CSD 502 Clinical Procedures/Professional

Issues 3

CSD 610 Observation (25 hours) 1

Spring

CSD 503 Language Disorders in Children 3

CSD 508 Diagnostics and Assessment 3

CSD 505 ASD & Early Childhood Assessment 3

CSD 620 Practicum (45 hours) 1

Summer CSD 506 Neuroanatomy 3

CSD 507 AAC & Cognitive Aspects of

Communication 3

CSD 504 Fluency 3

CSD 630 Practicum/ AAC Camp (45 hours) 3

Second Year

Fall CSD 509 School-Based Issues 3

CSD 510 Adult Language Disorders 3

CSD 511 Dysphagia 3

CSD 640 Practicum/Internship (105 hours) 3

Spring

CSD 512 Multicultural, 2nd Language

Acquisition 3

CSD 513 Voice & Cranio-Facial 3

CSD 514 Motor Speech Disorders 3

CSD 650 Practicum/Internship (105 hours) 3

Summer

CSD 515 Advanced Audiology 3

CSD 516 Counseling 3

CSD 660 Externship (105 hours) 1

CSD 698 Capstone Comps and Project 1

64 units

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Advising

All students in the CSD program have the Program Chair as their academic advisor. The Advisor provides a personal link to the Program, college and university and can help the student navigate and understand their rights and responsibilities, the requirements of the program and university, and the services available to the student. Although the ultimate responsibility for making decisions about educational plans and life goals rests with the individual student, the academic advisor assists by helping to identify and assess alternatives and the consequences of decisions. The Advisor assist students in development of educational plans; clarification of career and life goals; selection of appropriate courses and other educational experiences; interpretation of institutional requirements; evaluation of student progress toward established goals; referral to and use of institutional and community support services. The Advisor continues to have direct personal contact with alumni as they take their Praxis exam and require signatures for state license, Certificate of Clinical Competence, and their Speech-Language Pathology Services credential.

(Adopted from the University of Vermont Graduate Student Manual, 2011-2012, p. 13)

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Student members of the Chapman Crean College of Behavioral Sciences (CHBS), and the CSD Program

have a variety of rights and responsibilities. Students studying in clinical programs may have additional

responsibilities associated with their clinical placements. (Please see the General Information Section of

this Handbook for further information.) Students also provide evaluation of their faculty advisors and

such evaluations are considered in reviews for reappointment, promotion and tenure. The CHBS

assumes responsibility for the evaluation process.

Academic and Clinical Performance Expectations

Any student earning a grade of B- or lower for any academic or clinical practicum course is in jeopardy of

being removed from the Program based on guidelines set forth on grade point average by the Graduate

School and Program requirements. A Remediation Plan (RP) is developed (see below for description for

Clinical RP). The form and process for Academic RP is identical to the one for Clinical RP). A meeting

with the Program Chair, and Fieldwork Clinical Coordinator, if necessary, is held. This committee will

discuss the student’s progress in developing the requisite knowledge and skills as outlined in the RP and

determine if it is appropriate for the student to continue in the program.

Remediation Plans

When students are not performing at the expected level in their academic coursework, the faculty

member who instructed the class will immediately inform the Program Chair. The faculty member and

the student develop an appropriate Remediation Plan (RP). When a Remediation Plan is developed,

progress towards the listed goals is addressed on a weekly or bi-weekly basis by the student and the

faculty member. Both the faculty member and the student will sign and date the RP in the area

designated on the form. A copy of the RP is provided to the student and the original is placed in the

student’s permanent record. The student is placed on probation for the subsequent semester.

Clinical Education Experiences Philosophy and Goals

Supervised clinical practice is an integral part of the graduate program in Communication Sciences and

Disorders (CSD). Supervision provides the student with an opportunity to apply classroom knowledge to

the evaluation and management of individuals with a wide variety of communication disorders. The

primary goal of clinical education is to prepare speech-language pathologists who will demonstrate

general competence across the scope of practice in nine communication disorders areas from infancy to

geriatrics. The nine disorders areas are: articulation, voice, fluency, receptive and expressive language,

communication modalities, social communication, cognitive communication, swallowing, and hearing.

Through sequenced clinical experiences and assignments, the student will learn to:

Analyze, synthesize and evaluate an extensive body of knowledge in communication sciences

and disorders.

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Develop evidence-based practices in the selection of evaluation and treatment protocols.

Achieve high levels of competency in prevention, screening, diagnosis, and treatment of clients

with varied communication disorders.

Communicate effectively and professionally, orally and in writing.

Demonstrate ethical and responsible professional conduct.

The ultimate goal of clinical education is to provide the student with the knowledge and skills to practice

as a speech-language pathologist in diverse educational, healthcare, and rehabilitation settings.

Practicum Sites

Students are placed in a minimum of five types (of the six listed below) of rotations (e.g., one semester

of observation hours and five semesters of clinical fieldwork) to complete the required 400 hours of

supervised practicum:

1. Schools (public and non-public)

2. Hospitals/Rehabilitation Centers

3. Private Practice

4. Agencies

5. Centers

6. Medical Settings

CSD 610 is a 1-unit course with 45 hours of contact time. This is the first practicum course taken during

the first semester. This course includes 20 hours of class and 25 hours of observation. Entitled

“Observation”, this class will provide not only with 25 hours of Observation for students required by

ASHA for certification, but also provides an overview of how practicum will be conducted for the next

five semesters. Some students may be able to waive 20 of the 25 hours of observation if there is

documentation of the completion of this requirement elsewhere in their preparation for graduate

school. This is determined on a case-by-case basis.

Activities in the course include:

An overview of how Practica will be conducted in off-campus sites for the next five semesters

Role of the Clinical Coordinator and Supervisors

The Chapman University CSD supervisory process

Planning the schedule for the practicum process

FERPA and what it means for the clinician

HIPAA and what it means for the clinician

Universal Precautions-Staying Safe and Healthy

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Professional appearance and observation in the hospital setting

Professional appearance and observation in the school setting

Professional appearance and observation in the private practice setting

Scholarly writing

Test and Materials Check-out

APA Workshop

Observing assessments conducted on the Rinker campus

IRB review- first steps toward research

CSD books, journals and support from the Leatherby Libraries

Further information about Practicum and clinical requirements are provided in the Clinical Education

section of this handbook. Practicum locations are listed in Appendix F.

Students at Risk of Clinical Failure

Remediation Plans

When a student is not performing at the expected level in their clinical practicum, the clinical supervisor

will immediately document the concerns on the Session Feedback sheet and then discuss the concerns

with the student during their meeting time. If necessary, the clinical supervisor and the student develop

an appropriate Remediation Plan (RP). When a Remediation Plan is developed, then progress towards

the listed goals is addressed on a weekly or bi-weekly basis by the student and the clinical supervisor. If

needed, the Fieldwork Clinical Coordinator and other supervising clinical supervisors will meet with the

student to discuss alternate remediation strategies. Both the supervisor and the student will sign and

date the RP in the area designated on the form. A copy of the RP is provided to the student and the

original is placed in the student’s permanent clinical record.

The RP form has 2 parts- Part A and Part B. Part A is the student information, the areas of need, the

information that must be learned and 1-3 brief statements on how the required learning will be

measured by the instructor. A date to complete Part A is agreed upon by both instructor and student.

Part A may include one of more other faculty members or supervisors monitoring the student’s

progress. The student and the instructor both sign Part A, and a copy goes to the Program Chair. The

Program Chair alerts the Associate Dean that a student is “not in good standing” and is working toward

correction on a Remediation Plan.

Part B is used when the student has successfully completed Part A. The actual work is described in

detail, with the date accomplished, and both the instructor and the student sign Part B. This document

is sent to the Program Chair who sends an email to the Registrar alerting him/her to the student’s

successful completion of a Remediation Plan. The grade is not changed, however the Registrar will

“over-ride” the unacceptable grade without a change in the GPA. That is, the grade is “accepted”

however, the student must still have an overall GPA of 3.0 or higher to be granted a master’s degree.

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The Program Chair informs the Associate Dean. The Credential Analyst receives the “override” on the

Program Evaluation.

If the Part B is not completed, the student remains on probation, and if s/he receives one more grade of

B- or lower, is subject to dismissal from the program at the end of the subsequent term.

If, at the close of a semester, a Remediation Plan remains active, then progress towards goals are

discussed and a determination is made if the student needs additional experience to further address

areas identified for remediation. This exchange occurs during the final conference between the student

and the clinical supervisor. A grade is assigned for the clinician’s work during the semester.

Recommendations for grades may include: an Incomplete or “I”, or the letter grade which the student

has earned for the semester’s work.

If an “I” grade is assigned, then the student returns to the Learning Lab in the next semester specified on

their Plan of Study to complete the requirements to remove the Incomplete (“I”). The student does not

need to register again for the same course to complete the “I” grade. Both the supervisor and the

student sign and date the student’s RP in the area designated on the form and the original is placed in

the student’s permanent clinical record; the student is provide a copy of the RP.

Guidelines for Withdrawal from Clinical Practica

Supervised clinical practice is an integral part of the graduate program in Communication Sciences and

Disorders. On occasion, a student may face unanticipated medical, health, financial or family concerns

which impact the student’s ability to participate fully in the educational experiences afforded in clinical

practica. Such circumstances should be discussed with the Program Chair.

University policy states that if a student opts to withdraw from a clinical practica for the semester,

he/she may do so without financial penalty if this action is completed by the Add/Drop date published in

the University’s academic calendar.

If a student withdraws from practicum after the Add/Drop deadline published by the University, then

any clinical hours accrued up to that point in the semester are retained. Additionally, if the student has

achieved a B grade or higher at the point in the term when he/she withdraws from practicum, the

student may be considered for re-admission at a later date, for clinical education hours only. Clinical

hours obtained with a grade of B- or lower are forfeited. In either event, students must re-register for

the same clinical practica in subsequent terms and must update their Original CU CSD Plan of Study with

the Program Chair/Faculty Advisor.

To withdraw from clinical practica, the following procedure is to be followed:

The student should contact the Fieldwork Clinical Coordinator to discuss the particular situation

and the reason(s) why he/she is not able to participate in clinical practica as agreed upon and

reflected in their CU CSD Plan of Study.

Subsequent to the meeting with the Fieldwork Clinical Coordinator, the Program

Chair/Faculty Advisor will also be notified of the request.

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The student will arrange a meeting with the Program Chair, and possibly the Associate Dean, to

determine a mutually appropriate path to follow for withdrawal from clinical practica, with an

approved plan to complete the 400 clinical hours in the 9 KASA areas, after the successful

completion of the academic coursework.

It may be possible for the student to complete clinical education hours/fieldwork after all

academic courses are taken and the student has passed the CSD comprehensive exam. This

would occur within 18 months of the completion of the academic coursework.

If the clinical education/coursework is resumed within 18 months, the student will follow all of

the clinical education policies and procedures in the CSD Handbook.

Documentation of this process will be made in the student’s CSD Academic folder and his/her

electronic Program Evaluation form maintained by the CHBS Credential Analyst.

Additional information on the Clinical Experiences and Supervision process are located in the Clinical

Education section of this manual.

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CLINICAL EDUCATION

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On- and Off-Campus Clinical Education

Chapman University’s clinical program is designed to be an authentic experience for student clinicians

and an authentic teaching experience for faculty. Most clinical services are provided off-campus in local

schools, hospitals, and agencies. A limited number of specialized clients are seen on-campus in the

Learning Lab. Regardless of the setting, student clinicians are expected to follow all procedures of the

agency to which they are assigned. The information contained in this Clinical Education section of this

handbook applies to both an on-and off-campus clinic practicum sites at Affiliated Locations (Appendix

F). (See the General Information and Academic Preparation sections of this handbook for further

information on Practicum Sites and locations.) Individuals involved in Graduate or Faculty Research will

also comply with any campus rules and procedures for research. Chapman University undergraduate or

graduate students from other majors may be referred for evaluations at the Chapman Learning Lab to

determine eligibility services according to federal laws. As a result, the CSD Learning Lab, though small,

has the potential for being busy certain times of the day, week, or semester.

Clinical Practicum and Externship Experiences

Each student will complete five clinical practica at off-campus affiliated facilities, as well as externships in

schools, hospitals, rehabilitation centers, skilled nursing facilities, long-term care facilities, community

clinics, and private practices. Through the practica, the student will obtain a minimum of 400 clock hours

of supervised clinical experience in accordance with the guidelines outlined by ASHA. Clinical practica

and externships vary in length and may not always coincide with the academic calendar.

Upon completion of the master’s level clinical education program, the student will meet all the

requirements for certification by ASHA, credentialing by the California Commission on Teacher

Credentialing (CTC), and Licensure by California’s Speech-Language-Pathology and Audiology Licensing

Board (SPLAB).

Practica assignments provide the student with opportunities to apply the knowledge and skills learned in

the classroom to the evaluation and management of individuals with a wide variety of communication

disorders. Students are assigned to clients in disorders areas in which they have already taken

coursework or are concurrently enrolled in coursework. Students are assigned to the first practicum

experience during their second semester in the program. In this way, students will have already taken,

or are enrolled in courses that are related to the needs of the clinical population seen in the practicum

(See also Communication Sciences and Disorders Course Sequence in the Academic Preparation section

of this Handbook to see where these courses fit in the overall offerings of the program.)

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Clinical Courses:

Course Number Course Name Credit Hour Clinical Hours Client Contact per week

610 Observation 1 25 620 Clinical Practicum 3 45 32 hours via

AAC Camp 630 Clinical Practicum 3 45 3 hours 640 Clinical Practicum 3 105 7 hours, plus 4

– 6 diagnostic contacts

650 Clinical Practicum 3 105 7 hours, plus 4 – 6 diagnostic contacts

660 Externship 1 105 7 hours, plus 4 – 6 diagnostic contacts

Clinical Fieldwork Placements

The on- and off-campus clinical fieldwork placements are the heart of the clinical graduate program in

the Communication Sciences and Disorders Program. The clinical education program has a threefold

purpose:

1. To provide a quality clinical education for graduate students in the Communication Sciences and Disorders program.

2. To serve the needs of children and adults with communication and other associated disorders in the four (4) greater county areas near to Chapman University (e.g. Orange, Los Angeles, Riverside, and San Bernardino Counties).

3. To provide an authentic on-campus and/or community-based clinical experience for student training and/or faculty research in communication, and literacy disorders.

The Clinical Education Program offers a full range of services that address significant community needs.

All services provided by Chapman University are at no cost. Assessments of children or adults may be

subject to a fee on a sliding scale.

In the Chapman University Learning Lab, graduate students evaluate and treat clients with various

communication disorders under the direct supervision of certified, master’s and doctoral level speech-

language pathologists and audiologists. Each semester, the clinical services provided through the CSD

Program provides speech, language, and hearing services to hundreds of children and adults from the

greater Orange County and Los Angeles areas. For example, student clinicians and faculty participate in

numerous community outreach activities such as annual pre-school screenings at daycare and preschool

facilities, adult independent living facilities, and hearing screening of over 2,000 Special Olympics

athletes with intellectual disabilities.

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The program provides a variety of disability services in the following areas:

Comprehensive speech, language, swallowing and hearing evaluations for children and adults

Auditory processing evaluations and treatment

Individual and group treatment for children and adults with a variety of communication disorders resulting from autism, Down syndrome, pervasive developmental disabilities, traumatic brain injury and degenerative diseases

Augmentative and alternative communication evaluations and treatment

Bilingual assessments and intervention in addition to English

Accent enhancement

Voice care

Severe reading and writing disabilities evaluations and treatment

Memory and executive functions deficits

Affiliated Off-Campus Site Facilities

Affiliated site facilities and contracts may change from year to year according to student needs. A

complete list of contracted educational, medical and private practice facilities can be found in the CSD

Office of the Fieldwork Clinical Coordinator(s) or at the Administrative Assistant’s desk. (Also see

Appendix F.) Students will be assigned to five or more different off-campus sites throughout their clinical

training. The majority of their practicum will occur off-campus in authentic settings in the community.

By frontloading coursework, students are provided with maximum knowledge and skill before their first

clinical experience. As much as possible, clinic assignments across the practica are as follows:

Public Schools

Private Schools (Non-Public School (NPS) certified )

Hospitals (public and private)

Rehabilitation Centers

Speech and Hearing Programs/Clinics

Private Practice (including Non-Public Agency (NPA) certified)

Learning Lab

Skilled Nursing Centers

Home Health

County/or Private agencies that serve hotel and motel children

Assisted Living Senior Living

Special Olympics Health Hearing Inc.

Stroke Survivor Boot camp

Residential rehabilitation centers

Multi-disciplinary therapy practices

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Practicum Assignments

Students receive their Practicum assignments on the first week of the new semester. Students will

follow the sequence of learning practicum assignments outlined by the program, in the order specified.

Practicum assignments are sent via email to the graduate student, the university supervisor and the

program chair two to four weeks before the new semester. The University Supervisor maintains contact

contact with the student throughout the semester to ensure onsite supervision and clinical caseload is

appropriate for each practica level.

Different disorders may be encountered at different rotation settings each semester depending on the

clients/students/patients served. It is noted that depending on the type of setting, vocabulary and

terminology will vary, and the student intern is expected to know and use the terminology of the

setting. For example, in a medical setting, those receiving services are referred to as patients, but in a

school setting, they are referred to as students, and in a private practice or clinic setting, those receiving

services are referred to as clients.

Self-Evaluation of Practica

At the conclusion of each practica experience, the student clinician completes the Self-Evaluation of Practica form. (See Self-Evaluation of Practica in Forms section.)

Clinic Time Expectations

Enrollment in clinic practicum and externships will place significant time demands on students during the

week. For each 3-credit-hour assignment, students should be prepared to devote approximately 6 to 10

hours per week to planning, implementing, and evaluating these clinical experiences. Over the course

of the first year spring and summer practica students will obtain 45 direct clinical contact hours and

during the second year fall, spring, summer, 105 hours.

In preparing for clinical experiences, students must hold paramount the welfare of the clients served.

Therefore, students must always be prepared, provide services competently, and act professionally.

Students are expected to abide by the ASHA Code of Ethics at all times (Appendix B,

http://www.asha.org/Code-of-Ethics/). Ethical violations may result in permanent dismissal from

practicum placement opportunities and may also subject students to dismissal from the academic

program. Additionally, strict adherence to HIPAA guidelines

(http://www.hhs.gov/ocr/privacy/index.html ) and FERPA guidelines

(http://www2.ed.gov/policy/gen/reg/ferpa/index.html ) is essential to protect the confidentiality of

students and clients served at the affiliated facilities.

Regardless of the clinical site, on-campus at the Learning Lab or off-campus, students are expected to

maintain professional attire and demeanor at all times (see Professionalism and Dress Code in the

General Information section of this handbook). Unprofessional conduct, or conduct which compromises

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the quality of services to clients, may result in dismissal from clinical practicum placements and from the

academic program.

Mandatory Meetings

All school, hospital and agency practicum sites require meetings prior to beginning the assignment. If a

student misses the required meetings, then it is at the discretion of the on-site supervisor whether to

allow the student into the practicum. Student clinicians are responsible for attending meetings as part of

their clinical education.

Clinical Clock Hours

Clinical Clock Hour Records

Student clinicians are responsible for maintaining records of completed clinical hours using CALIPSO

(appendix E). Daily clinical clock hour logs are kept to ensure that such records are accurate. According

to ASHA guidelines, a clinical hour is defined as 60 minutes. Shorter sessions are calculated in 15-

minute increments (e.g., 15 minutes

= 0.25; 30 minutes = 0.50; 45 minutes = 0.75).

Student clinicians should avoid accidental loss of this important information; therefore, it is essential

that the student clinician retain copies of the information placed in their permanent clinical record.

Student clinicians may count only those hours for which they have taken or are currently taking the

coursework appropriate to the area of the disorder or the difference.

For ASHA certification standards, clinical clock hours must be obtained across the lifespan, including

children and adults of various ages. Clients should be from culturally and linguistically diverse

populations. Hours are required in each of the following areas:

Articulation, including production of phonemes, strategies to improve motor speech production, production of multisyllabic word forms.

Fluency, including stuttering behaviors, cluttering and rate of production.

Voice and resonance, including respiration and phonation, loudness levels, pitch and intonation variations.

Receptive and expressive language (morphology, phonology, syntax, semantics, and pragmatics) in speaking, listening, reading, writing and manual modalities including increased length and complexity of utterances, expanding expressive/receptive vocabulary, measurements/treatment of phonological use.

Hearing impact on speech and language and aural (re)habilitation, including hearing aid trouble shooting, hearing screening, speech reading skills, speech/voice production as influenced by hearing impairment, language deficits as influenced by hearing impairment.

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Swallowing disorders includingoral, pharyngeal, esophageal, and related functions as well as oral function for feeding; orofacial myofunctional and may include modified barium swallow measures, fiber optic evaluation of swallowing, and strategies to decrease aspiration.

Cognitive aspects of communication (attention, memory, sequencing, problem-solving and executive functioning) including cognitive notebook use to improve access of long-term memory about family and word retrieval strategies.

Social aspects of communication for challenging behavior, ineffective social skills, and lack of communicative opportunities, including behavior management techniques and developing more effective peer interaction patterns.

Communication modalities for oral, manual, augmentative and alternative communication techniques and assistive technology, including identifying appropriate AAC device and strategies, increasing use of effectiveness of AAC techniques (e.g., PECS, picture notebook).

Additionally, to comply with the California licensure law, students must have a minimum of 400 hours

covering all the following areas: child speech diagnostics, adult speech diagnostics, child language

diagnostics, adult language diagnostics, child speech therapy, adult speech therapy, child language

therapy, and adult language therapy.

At the end of the semester, clinical clock hour log sheets with signatures are placed in the student’s

permanent clinical record in the Clinic Office. The Fieldwork Clinical Coordinators update each student’s

master spreadsheet for all earned clinical clock hours. Students should retain a copy of their signed

clinical clock hour forms for their personal records.

Failure to submit completed forms will result in an administrative Incomplete for the clinical practicum

course and could result in delayed or canceled registration for courses in the subsequent term, or

delayed or canceled degree granting. It also could delay the process of approval for licensure with the

State of California.

Supervisory Process

Student clinicians are assigned one or more supervisors during each semester of practicum. According to

CU CSD policy and requirements for ASHA certification, students observe a minimum of 25 hours before

being assigned clients. Once the observation requirement is met, the student may register for clinical

practicum. A supervisor who holds the CCC in the appropriate area directly observes at least 100% of

each evaluation session, including screening and identification. At least 50% of the student’s total

treatment time with each client is observed by the supervisor. More or less intensive supervision may be

provided, depending on the clinician’s and client’s needs per the discretion of the supervisor.

Supervisory Conferences

Initial supervisor/student clinician conferences are used to define responsibilities for lesson plans,

evaluations, videotaping, observations, reports and other clinical matters. Generally, each supervisor

and student clinician will schedule a periodic conference. These meetings allow for the evaluation of

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past therapy sessions to identify areas of strengths and weaknesses, to discuss proposed plans, to

communicate upcoming responsibilities or jointly work on personal goals established by the student

clinician. Some flexibility is offered for periodic meetings due to off-campus responsibilities.

In order to aid in transitioning the student clinician from being a dependent clinician to a more

independent clinician the Anderson’s Continuum of Supervision is suggested:

* Each student and supervisor may adjust as needed based on the level of clinical experience and

severity of case load.

Supervisory Approaches

Supervisors may use one or more of these supervisory approaches with student clinicians.

Joint Planning. The supervisor and student clinician may write a lesson plan and/or objectives together.

They may formulate step-by-step strategies for conducting the therapy activities.

Role Playing. The supervisor and student clinician may role play therapy procedures as each one

assumes the client or clinician stance.

Demonstration Therapy. The supervisor models part of, or an entire, therapy session while the student

clinician observes.

Structured Observations. The student clinician may arrange to observe another clinician who

demonstrates strong clinical skills in specific areas, particularly those in which he/she is experiencing

some difficulty. During the observation, the student clinician should gather ideas and strategies that

could be implemented in his/her therapy sessions. Data collection may be practiced as well.

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Videorecording and/or Audiotape. Reviewing of DVD and audio-taped sessions may be completed by

the clinician and/or the supervisor in order to identify the strengths and weaknesses of the session. In

addition, the supervisor and the clinician can view tapes together. Together, they jointly find concrete

solutions and strategies for the identified areas of weakness.

Script Taping. The supervisor and/or clinician may transcribe the student clinician’s directions and

models given during the therapy session to be further analyzed and evaluated. The supervisor should

provide specific feedback regarding alternatives to the clinician’s choices or implementation of

strategies.

Observation of the Student Clinician’s Therapy by Other Supervisors. Other supervisors may observe

the student clinician in order to provide additional specific feedback based on the data collected during

observation.

Joint Evaluation. The supervisor and student clinician may evaluate the student clinician’s session

through written analysis. These evaluations would be shared and compared to obtain supervisor-

clinician accuracy and agreement.

Supervision Orientation

The initial meeting with University Supervisors is scheduled as a practicum class. The University

Supervisors combine their sections; therefore, all students learn the procedures. Typically the practicum

is divided into 3 sections, with 10 students assigned to the three University Supervisors. Expectations are

discussed at that time, including proper professional attire for the placement and the individual

University Supervisor’s expectations for his/her clinicians. Clinicians also discuss their own expectations

and learning styles with their assigned supervisor at this meeting.

Ethical Concerns

IMPORTANT: If students observe or experience a situation at a clinical site that raises ethical questions for the student, the student should speak directly with their supervisor about the concern. If the student is not comfortable speaking with the site supervisor, then the student should speak with the Fieldwork Clinical Supervisor, other CSD faculty member, or the Program Chair.

Student Perception of On-site Supervisor Evaluations

At the close of each semester, student clinicians are required to evaluate their on-site supervisor for

that semester, regardless of whether their experience is for clinical management activities or for clinical

diagnostic sessions. Students complete these evaluations on paper and/or via electronic surveys.

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Regardless of the medium used, student feedback is anonymous. Results are compiled for each clinical

supervisor and the clinical supervisor is given feedback to assist in increasing the quality of instruction

which students receive in subsequent semesters. This activity is mandatory and guides the CSD Program

in making decisions related to clinical supervision.

Knowledge and Skill Assessment (KASA)

For Diagnostics

The CSD program uses the Knowledge and Skills Acquisition (KASA) form for assessment of the student

clinician’s interpersonal, written, oral, and evaluative skills observed during diagnostic sessions. The

KASA is provided by the student during the initial meeting with the clinical educator and serves as the

entry point for formative assessment. Student clinicians receive feedback following each diagnostic

session supervised by the clinical supervisor in written and oral forms, addressing strengths and

weaknesses observed. The student clinician grades the KASA before it is given to the clinical supervisor;

the clinical supervisor enters grading for the clinician’s diagnostic following completion of all report

requirements, thus completing the summative portion of this process. Both are expected to sign and

date the diagnostic KASA in the area designated on the form.

The original diagnostic KASA form becomes part of the student clinician’s permanent clinical record; a

copy of the KASA form is provided to the student clinician following entry of the assessments in the

student clinician’s KASA electronic portfolio.

For Treatment

The CSD program uses the Knowledge and Skills Acquisition (KASA) form for assessment of the clinician’s

interpersonal, written, oral, and evaluative skills observed during therapy sessions. The student

completes the KASA during the first three weeks of the semester as the entry point for formative

assessment. The student clinician receives feedback following each therapy session in written and oral

forms, addressing strengths and weaknesses observed.

At the midterm point of the semester, the clinical supervisor provides formal assessment, using the

KASA form, and completes the first part of the formal cycle of formative and summative assessment.

Feedback to strengthen or improve observed areas of weakness is provided by the clinical supervisor, as

is feedback about the student clinician’s strengths. Both the student clinician and the clinical supervisor

are expected to sign and date the midterm KASA in the area designated on the form. A copy of the KASA

is provided to the student.

At the close of the semester, the clinical supervisor provides summative assessment information, again

using this KASA form, and completes the second part of the formal cycle of formative and summative

assessment. Feedback to strengthen or improve observed areas of weakness is again provided by the

clinical supervisor, as is feedback about the student clinician’s strengths. This exchange occurs during

the final conference between the student clinician and the clinical supervisor. A grade is assigned for the

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student clinician’s work during the semester. Both the student clinician and the clinical supervisor sign

and date the KASA in the area designated on the form.

The original KASA form will become part of the student clinician’s permanent clinical record. A copy of

the KASA form is provided to the student clinician at midterm and final points of the semester. The

clinical supervisor enters the midterm and final grade assessments in the student clinician’s KASA

electronic portfolio.

Planning For and Documenting Clinical Sessions

Lesson/Treatment Plans and SOAP Notes

NOTE: A variety of forms are referred to in this section. Please see FORMS section of this handbook for

these forms.

Student clinicians are required to submit written lesson plans and SOAP notes for their therapy sessions.

The specific format and content of these assignments may vary and are determined at the beginning of

each semester by the supervisor. Student clinicians are expected to:

Follow the lead and the format of the on-site supervisor in terms of format for lesson/treatment plans.

Lesson Plans are due the day before, or at least the morning of the day of the session. Verify this with the clinical supervisor.

Treatment plans are created before the end of the session for the following day. The treatment plan follows the goals and objectives established by the student clinician.

Evaluation and Progress Reports A template is provided for the graduate student upon evaluating children and/or adults. This template

guides the student clinician in areas to cover in the evaluation report. If a client is being followed by a

graduate student, a progress report is written at the end of the semester and is presented to the client

and/or family member. The progress report includes the number of sessions provided, the goals and

objectives achieved and the goals/objectives that still need remediating.

Policies and Procedures for Off-Campus Practica

Students are expected to complete the following to participate in off-campus practica:

Complete the Certificate of Clearance including Live Scan and TB test.

Sign-up for the correct course section for practica.

Contact the speech-language pathologist assigned to be the clinical supervisor to arrange an observation prior to starting the practicum experience. The Clinical Fieldwork Coordinator and faculty arrange for student experiences.

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Secure directions to the off-campus assignments from the Fieldwork Clinical Coordinator.

Wear their Chapman University Name Badge at all times when they are at their practicum location.

Second year student clinicians must purchase student malpractice insurance through

www.HPSO.Com

Chapman University CSD Learning Lab

The Learning Lab is an environment in which graduate student clinicians and faculty supervisors learn

side-by-side. Graduate student clinicians provide diagnostic and intervention services to adults and

some children, while receiving personalized supervision by faculty. The Lab is available each semester

and graduate students may be selected to participate in a one day per week experience. Children and

adult clients are able to receive evaluations and therapeutic interventions post-acute rehabilitation. The

Lab provides one to one intervention as well as group therapy for all ages. The clients are selected

carefully with the expectation that this lab is typically not for more than two semesters. The post-acute

intervention focuses on increasing function in the community. The Clinical Fieldwork Coordinator

arranges for the University Supervisors and selects the graduate clinicians each semester. The clients are

referred from area clinicians, hospitals, and physicians’ offices for evaluations and interventions.

University Supervisors are selected based on their area of specialty including Aural Rehab, Cognitive

Disorders, Autism, etc. Typically two to three students are assigned to a University Supervisor for the

semester.

Chapman University does not charge a fee for the services of the Learning Lab.

Confidentiality Policy and Procedures (HIPAA Training and Client Records)

Although Chapman University’s is not a covered entity under the Health Insurance Portability and

Accountability Act of 1996 (HIPAA), the Learning Lab uses HIPAA procedures to protect individually

identifiable health information (PHI). The students learn to use HIPAA regulations and procedures. In

accordance with HIPAA, use of client records is restricted to only those individuals directly involved with

the client. Only those persons in the Learning Lab needing access to protected health information to

carry out their duties are allowed access to a client chart. The Fieldwork Clinical Coordinator or the

Program Chair determines whether the person requesting access to a client chart has the authorization

to use the chart.

The CSD staff conducts HIPAA awareness training for all personnel including faculty, staff, graduate

assistants, and work-study students. Written documentation of training sessions for faculty and staff

and other personnel is filed with the Fieldwork Clinical Coordinator, and the Program Administrative

Assistant, all graduate clinicians receive HIPAA awareness training before their first semester in clinical

practicum and thereafter on an annual basis or within a reasonable period of time following any

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material change in the Learning Lab’s policies or procedures, whichever is earlier. Written

documentation of the training sessions is filed in the clinician’s permanent clinical record. Students

starting their observation hours sequence receive HIPAA awareness training as a component of their

preparation for their observations in Clinic, through CSD 610: Observation of Speech Language

Pathology Services.

All clinicians and clinical educators adhere to the ASHA Code of Ethics (Appendix B) when involved in

clinical observation and practice activities.

Active client records are stored in the Learning Lab (James Aten Learning Lab) in a locking file cabinet.

These records are for clients who are being served, whether in diagnostics or management areas, for

speech, language and hearing services. The records are accessible by Learning Lab clinicians, clinical

supervisors or observation students involved with a given client. Files are to remain in the Learning Lab.

No files are removed from the Learning Lab unless specific permission is obtained from the Fieldwork

Clinical Coordinator. The clinical supervisor may occasionally take charts to off-campus meetings

including educational planning conferences or home visits. The Fieldwork Clinical Coordinator must be

notified in writing where the chart will be and who is responsible for it. This notation should be made in

accordance with the accepted office checkout procedure.

Student clinicians may NOT work on reports at home, unless standard de-identification procedures are

followed. University approved de-identification procedures includes the use of client initials on Lesson

Plans, SOAP Notes, Progress Reports, and other documents. Student clinicians should not remove any

records, including identified test protocols, from the charts in the Learning Lab. Student clinicians may

work on reports only in designated clinical areas. When not placing the information in the clients’ chart,

printed pages containing protected health information should be shredded or placed in the designated

file cabinet. Photocopying of information in client charts is not permitted.

Scheduling Policy for Learning Lab (Contact, Absence/Non-Attendance)

If a client is absent for three treatment sessions without providing prior notification of the absence, the

clinical supervisor assigned to the case will contact the client/family representative to discuss

attendance. A history of non-attendance may result in discontinuing services.

Clinical Services Available at the Learning Lab

Speech-Language

Evaluation AAC Evaluation

Language, Literacy Evaluation

Hearing Screening

Cognitive Evaluation

Dysphagia Evaluation

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Hearing Testing and Assessment

Group Therapy for Communication Disorders

Individual Therapy for Communication Disorders

Evaluations

People in the community are referred to the Learning Lab by word of mouth or by local clinicians. These

evaluations are arranged by the Clinical Fieldwork Coordinator or a Faculty Member along with a

graduate student. The evaluation is conducted and a full report is written.

Evaluations are usually done on a per-session basis and reflect the planning and execution of the past

therapy session(s). The analysis is based upon the clinician’s reflection of the session and information

gathered from audio/video tapes. Evaluations are to include objective and subjective descriptions of the

client’s, parents’ and clinician’s, etc., behavior and their interaction. Both positive and negative aspects

should be discussed. Additionally, the supervising Clinical Fieldwork Coordinator indicates concrete

suggestions for improving future therapy sessions.

Work Area Restrictions

Students are not allowed to eat or drink in the treatment area of the Learning Lab. Students are

expected to follow all aforementioned policies for professionalism. All clients, students, faculty and staff

are expected to observe the smoke-free environment policy.

Treatment Rooms in the Learning Lab

Learning Lab treatment rooms are furnished with tables, a smart board, appropriate chairs, three locked

file cabinets, a portable audiological suite, a materials and supply cabinet, one computer, a telephone,

and a two way observation mirror and audio-visual recording system used to record all sessions. If

furniture needs to be removed or substituted during a session, the clinician is expected to return it to its

proper place at the end of the session.

Safety and Emergency Procedures – Learning Lab

Given the possibility of injury, no child should be left unattended, either in a therapy room, the hall, or

in the waiting areas. The student clinician should verify that an adult has assumed the responsibility for

a child upon the completion of an appointment visit.

If a client has a known problem requiring specific medical intervention methodology or treatment

and/or is not independent with transfers, the parent, family member or caregiver must be present

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during all interactions with the client. Clinic personnel cannot perform medical intervention procedures

or transfers, which are not within the scope of practice of a speech-language pathologist or audiologist.

If a student clinician or client is involved in an accident, a staff member should call 911 and/or Public

Safety (See Safety and Emergency Procedures in the General Information section of this handbook.)

Universal precautions must always be used in the clinic, even during emergency situations. Under no

circumstances will a student clinician or client place themselves in a situation where contact with the

blood of a client or student could occur. If blood is present, staff and/or faculty may provide assistance

in emergency situations, but only while wearing gloves.

Policies and Procedures for Learning Lab

All policies and procedures for client care are reviewed on an annual basis by Fieldwork Coordinators,

faculty, and/or Program Chair. Any necessary revisions are made and implemented by members of

the CSD department.

The Learning Lab is available to the students under the direction of a faculty member. The Learning Lab

offers specific opportunities for the graduate students in spring and summer sessions. The Clinical

Fieldwork Coordinator enlists the help of the Program Chair to recruit University Faculty who specialize

in a particular diagnostic area to supervise the graduate students. The Learning Lab follows the policies

set forth by HIPAA and FERPA.

The Learning Lab is designed primarily to provide services for adults, not for children under the age of 16

years. This is because the rooms and environment and restrooms are not set up for children: there are

few toys; the hours are 9am – 3:30pm, when children are in school; and student clinicians earn their

clinical hours with children in authentic children’s environments during three other practicum

assignments.

Initial Procedures for Learning Lab Practica

Assignments are arranged by the Fieldwork Clinical Coordinator(s) a semester before the

practicum begins. The graduate students are selected and during the first week of the Spring

semester, they are provided with the documents needed and the review of the necessary

paperwork before the first meeting of the clients.

Introductions for new University Supervisors for the Learning Lab are coordinated by the

Fieldwork Clinical Coordinator.

Client files are kept in a locked cabinet available to supervisors and students. Client files are not

removed from the Rinker campus.

Student clinicians must wear their Chapman University Name Badge at all times in the Learning

Lab.

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Diagnostic Procedures for the Learning Lab

1. Student clinicians are responsible for confirming the first appointment with their client. Contact

information will be given early in the semester.

2. CLIENT CANCELLATION: Students should provide the client with their phone numbers. Any

cancellation should be reported to the University Faculty Supervisor. If the session must be

canceled, it is the responsibility of the student clinician to notify the University Supervisor before

taking action on the cancellation. STUDENT CLINICIAN CANCELLATION: A cancellation should only

occur due to a legitimate reason. Student clinicians should be prepared to provide a doctor’s note,

police report, funeral notice, etc., if such a circumstance arises.

3. PERSONAL CLIENT INFORMATION INDEX CARD (available at the Learning Lab) with name, home and

work phone numbers, e-mail address, class and work schedules must be on file in the Learning Lab.

Student clinician’s name and cell phone number should also be the Master phone list. This

information will be used in the event a client cancels, and the student clinician must be contacted,

and/or for other purposes, as needed.

4. A diagnostic session is scheduled for two hours, at minimum. The length of the diagnostic session

should be verified with the supervising clinical educator.

5. A University Supervisor observes the session. They will provide written feedback on the Faculty

Four Square Reflection sheet, in addition to verbal feedback.

6. Each diagnostic session will be video or audio taped. It is the student clinician’s responsibility to

have at least two videotapes (DVD-RW)—one reserved as a backup. Place the DVD in a safe place,

marked with the student’s name and the client’s initials.

7. Dress professionally.

8. Act professionally.

9. Files must remain in the Learning Lab and are not removed unless requested by the University

Supervisor. ALWAYS CHECK OUT MATERIALS AND RETURN TO PROPER PLACE!

Therapy Procedures for the Learning Lab

1. When client arrives, thank them for participating in the graduate learning experience.

2. If a therapy session must be canceled, it is the student clinician’s responsibility to notify the client

and Supervisor. There must be a legitimate reason for any cancellation. A doctor’s note, police

report, funeral notice, etc. may be requested by the supervisor. Canceled sessions must be

rescheduled with the client and supervisor.

3. Sessions run from 60 to 120 minutes (e.g. 9:00am - 10:00am or 9:00am - 11:00am). Therapy is

conducted from 9:00am to 3:30pm on designated days. Student clinicians must plan to clean up the

previous session and set-up of the successive session. Students are expected to be courteous about

time for fellow clinicians.

4. University Supervisors observe during each of therapy or diagnostic sessions. Written feedback will

be provided on the Faculty Four Square Reflection sheet, along with verbal feedback. Always seek

out supervisor feedback and document the time on the Clinical Log Hour Sheet.

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5. Video or audio tape each session on the Rinker campus. It is the student’s responsibility to have at

least two videotapes—one reserved as a backup. Tapes must be stored in a safe place. Remember

to identify tapes with the student clinician’s name and the client’s initials.

6. Dress professionally.

7. Act professionally.

8. Files/Materials: ALWAYS CHECK OUT MATERIALS AND RETURN THEM TO THE PROPER PLACE!

Infection Control Policies

Student clinicians must follow all posted infection control policies in the Rinker campus treatment

rooms and off-campus placements. Student clinicians are expected to follow all infection control

policies in off- campus practicum sites as well as those required on-campus.

Work Practice

Each student clinician is responsible for cleaning toys and materials at the end of a session. Supplies for

cleaning “mouthed” toys are located in each of the treatment rooms. Ultra violet lights are the

preferred method.

Therapy and evaluation rooms are equipped with hand sanitizers and a disinfectant spray since many of

the on-campus rooms have no sinks. Alcohol-based wipes and antibacterial spray, examination gloves,

and paper towels are kept in both therapy rooms in Learning Lab. Tongue depressors and gauze pads

are kept in the metal cabinet in the Learning Lab. All gloves, tongue depressors, and gauze pads are to

be thrown in regular waste containers located in each room. The waste in these containers is not to be

touched. Remember to use UV Light for cleaning at all appropriate times.

Surface Disinfection

Surface disinfection is a two-step process. Using gloves, the general process is to first clean to remove

gross contamination, and then disinfect to kill the germs. Antibacterial spray or disinfectant wipes are

available in each therapy and evaluation room in the Learning Lab for disinfecting. Paper towels are

available in these rooms to wipe away gross contamination. This protocol will be used on:

Table tops and chairs between clients, as needed.

The reception counter in the morning, at noon, and at closing.

Telephones in the office.

Any equipment routinely handled and manipulated by clients.

Therapy materials routinely handled by clients or manipulated by multiple clients will be

laminated for easy cleaning.

Headphones used with tape recorders and portable audiometers are disinfected after use.

UV lights are the preferred method.

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Observation Room Earphones

Earphones are cleaned before and after use by passing a UV light over them for six seconds.

Orofacial Examination

Gauze pads and tongue depressors are stored in the metal cabinet in the Learning Lab. Examination

gloves must be worn for intraoral palpation, and should be worn during the entire examination. These

items are usually disposed of in a regular waste container after use. These procedures must be followed

at all practicum sites.

Hearing Aids and Earmolds

Hearing aids and ear molds are assumed to be contaminated and therefore should always be handled

with gloved hands or with a disinfectant wipe. The following steps will be followed when receiving these

items:

Receive the instrument in a disinfectant wipe or gloved hand.

Use a disinfectant towelette to wipe the instrument over all surfaces.

A hearing aid stethoscope may be used on an instrument that has been disinfected properly. Disinfect the stethoscope prior to attaching it to another instrument. The person using the stethoscope should disinfect it after use.

Audiologic Equipment

Earphones and bone oscillators are disinfected at the end of each day or as needed between clients by

the student clinician. Materials are maintained in the metal cabinet in the Learning Lab for this purpose.

Specula, curettes, probe tips, and any other equipment that are used with clients are thrown away.

Toys

Nonporous, easily cleaned toys are provided. UV Lights are the preferred methods for cleaning toys.

Alternately, the student clinician in charge of the therapy session should wash any toy coming in contact

with bodily fluids in a 1:10 bleach solution. The toys are then air dried and put away. Gloves, goggles,

and a protective gown will be worn when handling the bleach and the bleach solution. The bleach

solution is flushed down the sink drain after using. All other toys may be cleaned with a disinfectant

applied and wiped with a paper towel.

Gloves are worn when routinely cleaning toys and when handling toys known to have been exposed to

bodily substances. The gloves are to be thrown in waste container.

Laminated therapy materials are disinfected by the person using the materials Hand washing is

completed after cleaning and disinfecting toys. (See Hand washing Section for specific procedures).

UV Lights are the preferred method for cleaning toys.

Hand Washing

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Hands are always washed before and after contact with clients. Hands are washed even when gloves

have been used. If hands come in contact with blood or body fluids, they are immediately washed with

soap and water. Hands are also washed after sneezing, coughing, or wiping a nose.

Sinks are located in the men’s and women’s restrooms within 20 feet of the Learning Lab.

All Clinical Personnel are expected to follow the basic handwashing technique:

Remove all rings and put them in a safe place while washing hands.

Using a liquid antibacterial soap, lather hands.

Scrub the palms, backs of the hands, wrists and forearms under running water, using vigorous

mechanical action. Also clean under the fingernails and between the fingers.

Thoroughly rinse the hands under running water.

Use a duration of 30 seconds between clients, if not grossly contaminated, and in handling client

devices.

Use a duration for 60 seconds when in contact with clients, devices, or equipment with gross

contamination.

Thoroughly dry the hands by blotting with a paper or a disposable towel to help

eliminate germs.

Since faucets are considered contaminated, turn faucets off with the paper towel used for

drying hands.

Waterless Hand Sanitizer

In the event that soap and water cannot be accessed, a waterless hand sanitizer is available in each

therapy room in the clinic for cleaning hands. Student clinicians are advised to bring waterless hand

sanitizer to their practicum site if it is not readily available.

Waterless hand sanitizer can be used if the hands are not visibly soiled, before direct client contact,

after contact with client’s intact skin, after removing gloves, and after contact with objects (including

equipment) located in the client’s environment.

Choose alcohol hand cleaners containing 60-95% isopropyl, ethanol, or n-propanol and 1-3% glycerol or

other emollients. The waterless hand sanitizers should be handled with reasonable care.

When using the waterless hand sanitizer, the student clinician should use the following guidelines:

1. Apply approximately 3cc of product to palm of one hand.

2. Rub hands together, cover all surfaces of hands and fingers. Rub until hands are dry.

Gloves

Gloves should be worn when contact with blood, body fluids containing visible blood, mucous

membranes, or non-intact skin of clients is anticipated. Gloves should be worn on the hand(s) that come

in contact with the blood or body fluid containing visible blood, or for handling items or surfaces soiled

with blood or body fluids.

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The student clinician should change gloves after contact with each client. Care should be taken so that

the student clinician does not touch the contaminated portion of the glove.

Gloves are also used for oral peripheral exams, oral-facial manipulation, feeding and hearing screening

both in the Learning Lab and in the field.

To remove gloves safely use the following procedure:

Peel off one glove from the wrist to the fingertip.

Grasp it in the gloved hand.

Using the bare hand, peel off the second glove from the inside, tucking the first glove inside the second glove as it is removed.

Wash hands after gloves are removed.

Contaminated gloves are thrown away in a regular waste container.

Resources and Materials

CSD Clinical Materials

Diagnostic and therapy materials are stored in the Clinical Materials Room located in Rinker campus Room 3C as well as the James Aten Learning Lab. Tests and materials are checked out by students prior to their scheduled session using a sign-out sheet. This sheet is located on the counter at the Administrative Assistant’s desk. Students reserve diagnostic materials on a “Reservation Calendar” located on the Administrative Assistant’s desk.

Therapy and Diagnostic Materials

Materials (books, therapy aids, tests, etc.) are kept in the Clinical Materials Room Rinker campus (RH)

3C. There is an exact labeled location for all of these items.

All materials stored in the Clinical Materials Room must be checked out. There is a three ring binder at

the Administrative Assistant’s desk. When checking out an item list the item(s), student name and the

date/time checked out. When finished with the item(s) go the binder and enter the date/time returned.

Do not give the test or materials to another student without changing the name on the binder. The

student who checked out the materials will be held responsible if it is not returned.

Tests may be checked out at the end of the day for overnight use. Use the same checkout procedure

noted above.

Test protocols are kept in a locked file cabinet in Rinker campus 3C. Staff will assist students to select the

correct protocol.

Materials may be used in the planning and execution of therapy. Therapy materials are not to be taken

out of the Learning Lab, as other clinicians may need them.

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Picture cards must be put back in the box in the proper order and category.

Toys, games, etc. are kept Clinical Materials Room RH 3C. Care should be taken to return them in the

same condition, and to the same place they were found. Clean items prior to returning them.

Books, worksheets and therapy aids should be returned in the same condition they were found. Do not

mark on the materials or allow a client to color or mark in them. Do not use original worksheets. Make

copies to use in therapy.

Tests and materials not returned to the office must be replaced by the person who checked them out.

Every effort will be made to locate the lost test or program before the person is charged for a new copy.

Therapy materials and tests may not be taken to off-campus placements on a regular basis. An off-

campus clinical supervisor may request to preview an item or a student may wish to use it for a short

period of time. To make such a request, a letter or email requesting the item is sent to the Fieldwork

Clinical Coordinator. The letter or email must be written on the appropriate agency letterhead or email

system.

If a student is late returning a test or program on two occasions, then a conference with the Clinical

Supervisor is scheduled. A third offense may result in the suspension of checkout privileges.

Learning Lab Equipment

Video Observation Area

Video Observation formats are found in the Chapman Communication Disorders Learning Lab which is located in James Aten Learning Lab Room 6 and 11 A. This room maintains a two-way glass and headphone systems.

Video-recording

Small video cameras (FlipCamera) are available for checkout from the Program Chair under

the direction of a faculty member. Students may keep the video camera for 3 days. Follow the

checkout procedure.

The student is expected to video record his/her therapy sessions for the purpose of evaluating

and self-reflection at the Learning Lab.

How often and in what form the evaluation shall be performed is decided by the student and

University Supervisor. DVDs created must remain in the Learning Lab and students are not

permitted to take them home.

Video-recordings are located in the Learning Lab in James Aten Learning Lab.

Monitors and DVD recorders are used by supervisors for observation and diagnostic and therapy sessions for both on- and off-campus assignments.

DVDs are marked with the student’s name, dates and time of therapy and the client initials.

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Audio and Video Equipment

Clinical supervisors and the staff dispense video DVDs to each student on an as-needed basis. All

DVDs should be returned to the supervising clinical educator, as these recordings are

confidential.

After an evaluation report is completed, if recorded, the DVD is labeled and given to the

supervisor.

Since DVDs of intervention sessions or evaluations are confidential, they should be viewed in the

Learning Lab.

Student clinicians may check out tape recorders, calculators, and pen lights for therapy and

evaluation use.

Audiology Equipment

James Aten Learning Lab 11A contains an equipped portable audiology booth that is used for student

audiological experience. Audiometers, tympanometers, OAE screeners, 9 otoscopes, a video-otoscope,

cleaning supplies, and degerminator or UV lights, books, hearing aids, hearing aid cleaning supplies,

hearing aid stethoscopes and other materials related to hearing, aural rehabilitation and anatomy are

stored in this area.

All audiometric equipment is calibrated according to ANSI specifications and time guidelines. Annual

calibration is obtained through a certified equipment technician. Daily listening checks are to be

conducted and documented. Student clinicians should conduct listening checks on the portable

audiometers as they are used. The listening check should be documented on the form located in the

audiometer case.

Other Equipment

Clinical and teaching equipment of various kinds is stored in appropriate areas of the Learning Lab and in

the CSD Resource Room 3C, and is maintained according to manufacturer instructions. Certain items may

be checked out overnight through the staff. The equipment is returned to its appropriate place when

the session in which it is used is completed. All equipment is maintained according to the

manufacturer’s specifications.

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APPENDICES

Appendix A – ASHA Standards and Implementation Procedures for the Certificate of Clinical Competence in Speech-Language Pathology

Appendix B – ASHA Code of Ethics

Appendix C – ASHA Scope of Practice in Speech-Language Pathology

Appendix D – CAPCSD Eligibility Requirements and Essential Functions

Appendix E – CALIPSO

Appendix F – ASHA Position Statement: Students and Professionals Who Speak English With Accents and Nonstandard Dialects: Issues and Recommendations

Appendix G – Chapman CSD Affiliated Site Locations

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Standards and Implementation Procedures for the Certificate of Clinical Competence in Speech-Language Pathology

2014 Standards and Implementation Procedures for the Certificate of Clinical Competence in Speech-Language Pathology

Effective Date: September 1, 2014

Introduction

The Council for Clinical Certification in Audiology and Speech-Language Pathology (CFCC) is a semi-autonomous credentialing body of the American Speech-Language-Hearing Association. The charges to the CFCC are: to define the standards for clinical certification; to apply those standards in granting certification to individuals; to have final authority to withdraw certification in cases where certification has been granted on the basis of inaccurate information; and to administer the certification maintenance program.

A Practice and Curriculum Analysis of the Profession of Speech-Language Pathology was conducted in 2009 under the auspices of the Council on Academic Accreditation in Audiology and Speech-Language Pathology (CAA) and the CFCC. The survey analysis was reviewed by the CFCC, and the following standards were developed to better fit current practice models.

The 2014 standards and implementation procedures for the Certificate of Clinical Competence in Speech-Language Pathology are now in effect as of September 1, 2014. View the SLP Standards Crosswalk [PDF] for more specific information on how the standards have changed.

Citation cite as: Council for Clinical Certification in Audiology and Speech-Language Pathology of the American Speech-Language-Hearing Association. (2013). 2014 Standards for the Certificate of Clinical Competence in Speech-Language Pathology. Retrieved [date] from http://www.asha.org/Certification/2014-Speech-Language-Pathology-Certification-Standards/.

The Standards for the Certificate of Clinical Competence in Speech-Language Pathology are shown in bold. The Council for Clinical Certification implementation procedures follow each standard.

Standard I—Degree Standard II—Education Program Standard III—Program of Study Standard IV—Knowledge Outcomes Standard V—Skills Outcomes Standard VI—Assessment

NOTE: The 2014 standards and implementation procedures for the Certificate of Clinical Competence in Speech-Language Pathology will go into effect for all applications for certification received on or after September 1, 2014. Chapman’s CSD Program is aware of this change and will prepare students who will be affected by this change to be able to meet these standards.

APPENDIX A

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Standard VII—Speech-Language Pathology Clinical Fellowship Standard VIII—Maintenance of Certification

Standard I: Degree

The applicant for certification must have a master's, doctoral, or other recognized post-baccalaureate degree.

Implementation: The Council for Clinical Certification in Audiology and Speech-Language Pathology (CFCC) has the authority to determine eligibility of all applicants for certification.

Standard II: Education Program

All graduate course work and graduate clinical experience required in speech-language pathology must have been initiated and completed in a speech-language pathology program accredited by the Council on Academic Accreditation in Audiology and Speech-Language Pathology (CAA).

Implementation: If the graduate program of study is initiated and completed in a CAA-accredited program or in a program that held candidacy status for CAA accreditation, and if the Program Chair or official designee verifies that all knowledge and skills required at the time of application have been met, approval of academic course work and practicum is automatic. Applicants eligible for automatic approval must submit an official graduate transcript or a letter from the registrar that verifies the date the graduate degree was awarded. The official graduate transcript or letter from the registrar must be received by the National Office no later than 1 year from the date the application was received. Verification of the graduate degree is required of the applicant before the certificate is awarded.

Individuals educated outside the United States or its territories must submit documentation that course work was completed in an institution of higher education that is regionally accredited or recognized by the appropriate regulatory authority for that country. In addition, applicants outside the United States or its territories must meet each of the standards that follow.

Standard III: Program of Study

The applicant for certification must have completed a program of study (a minimum of 36 semester credit hours at the graduate level) that includes academic course work and supervised clinical experience sufficient in depth and breadth to achieve the specified knowledge and skills outcomes stipulated in Standard IV-A through IV-G and Standard V-A through V-C.

Implementation: The minimum of 36 graduate semester credit hours must have been earned in a program that addresses the knowledge and skills pertinent to the ASHA Scope of Practice in Speech-Language Pathology.

Standard IV: Knowledge Outcomes Standard IV-A

The applicant must have demonstrated knowledge of the biological sciences, physical sciences, statistics, and the social/behavioral sciences.

Implementation: Acceptable courses in biological sciences should emphasize a content area related to human or animal sciences (e.g., biology, human anatomy and physiology, neuroanatomy and neurophysiology, human genetics, veterinary science). Acceptable courses in physical sciences should include physics or chemistry. Acceptable courses in social/behavioral sciences should include psychology, sociology, anthropology, or public health. A stand-alone course in statistics is required. Research methodology courses in communication sciences and disorders (CSD) may not be used to satisfy the statistics requirement. A course in biological and physical sciences specifically related to CSD may not be

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applied for certification purposes to this category unless the course fulfills a university requirement in one of these areas.

Academic advisors are strongly encouraged to enroll students in courses in the biological, physical, and the social/behavioral sciences in content areas that will assist students in acquiring the basic principles in social, cultural, cognitive, behavioral, physical, physiological, and anatomical areas useful to understanding the communication/linguistic sciences and disorders.

Standard IV-B

The applicant must have demonstrated knowledge of basic human communication and swallowing processes, including the appropriate biological, neurological, acoustic, psychological, developmental, and linguistic and cultural bases. The applicant must have demonstrated the ability to integrate information pertaining to normal and abnormal human development across the life span.

Standard IV-C

The applicant must have demonstrated knowledge of communication and swallowing disorders and differences, including the appropriate etiologies, characteristics, anatomical/physiological, acoustic, psychological, developmental, and linguistic and cultural correlates in the following areas:

articulation;

fluency;

voice and resonance, including respiration and phonation;

receptive and expressive language (phonology, morphology, syntax, semantics, pragmatics, prelinguistic communication and paralinguistic communication) in speaking, listening, reading, writing;

hearing, including the impact on speech and language;

swallowing (oral, pharyngeal, esophageal, and related functions, including oral function for feeding, orofacial myology);

cognitive aspects of communication (attention, memory, sequencing, problem-solving, executive functioning);

social aspects of communication (including challenging behavior, ineffective social skills, and lack of communication opportunities);

augmentative and alternative communication modalities.

Implementation: It is expected that course work addressing the professional knowledge specified in Standard IV-C will occur primarily at the graduate level.

Standard IV-D

For each of the areas specified in Standard IV-C, the applicant must have demonstrated current 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.

Standard IV-E

The applicant must have demonstrated knowledge of standards of ethical conduct.

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Implementation: The applicant must have demonstrated knowledge of the principles and rules of the current ASHA Code of Ethics.

Standard IV-F

The applicant must have demonstrated knowledge of processes used in research and of the integration of research principles into evidence-based clinical practice.

Implementation: The applicant must have demonstrated knowledge of the principles of basic and applied research and research design. In addition, the applicant must have demonstrated knowledge of how to access sources of research information and have demonstrated the ability to relate research to clinical practice.

Standard IV-G

The applicant must have demonstrated knowledge of contemporary professional issues.

Implementation: The applicant must have demonstrated knowledge of professional issues that affect speech-language pathology. Issues typically include trends in professional practice, academic program accreditation standards, ASHA practice policies and guidelines, and reimbursement procedures.

Standard IV-H

The applicant must have demonstrated knowledge of entry level and advanced certifications, licensure, and other relevant professional credentials, as well as local, state, and national regulations and policies relevant to professional practice.

Standard V: Skills Outcomes Standard V-A

The applicant must have demonstrated skills in oral and written or other forms of communication sufficient for entry into professional practice.

Implementation: Individuals are eligible to apply for certification once they have completed all graduate-level academic course work and clinical practicum and been judged by the graduate program as having acquired all of the knowledge and skills mandated by the current standards.

The applicant must have demonstrated communication skills sufficient to achieve effective clinical and professional interaction with clients/patients and relevant others. For oral communication, the applicant must have demonstrated speech and language skills in English, which, at a minimum, are consistent with ASHA's current position statement on students and professionals who speak English with accents and nonstandard dialects. In addition, the applicant must have demonstrated the ability to write and comprehend technical reports, diagnostic and treatment reports, treatment plans, and professional correspondence in English.

Standard V-B

The applicant for certification must have completed a program of study that included experiences sufficient in breadth and depth to achieve the following skills outcomes:

1. Evaluation a. Conduct screening and prevention procedures (including prevention activities). b. Collect case history information and integrate information from clients/patients, family, caregivers, teachers, and relevant others, including other professionals. c. Select and administer appropriate evaluation procedures, such as behavioral observations, nonstandardized and standardized tests, and instrumental procedures. d. Adapt evaluation procedures to meet client/patient needs.

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e. Interpret, integrate, and synthesize all information to develop diagnoses and make appropriate recommendations for intervention. f. Complete administrative and reporting functions necessary to support evaluation. g. Refer clients/patients for appropriate services.

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

3. Interaction and Personal Qualities a. Communicate effectively, recognizing the needs, values, preferred mode of communication, and cultural/linguistic background of the client/patient, family, caregivers, and relevant others. b. Collaborate with other professionals in case management. c. Provide counseling regarding communication and swallowing disorders to clients/patients, family, caregivers, and relevant others. d. Adhere to the ASHA Code of Ethics and behave professionally.

Implementation: The applicant must have acquired the skills referred to in this standard applicable across the nine major areas listed in Standard IV-C. Skills may be developed and demonstrated by direct client/patient contact in clinical experiences, academic course work, labs, simulations, examinations, and completion of independent projects.

The applicant must have obtained a sufficient variety of supervised clinical experiences in different work settings and with different populations so that he or she can demonstrate skills across the ASHA Scope of Practice in Speech-Language Pathology. Supervised clinical experience is defined as clinical services (i.e., assessment/diagnosis/evaluation, screening, treatment, report writing, family/client consultation, and/or counseling) related to the management of populations that fit within the ASHA Scope of Practice in Speech-Language Pathology.

Supervisors of clinical experiences must hold a current ASHA Certificate of Clinical Competence in the appropriate area of practice during the time of supervision. The supervised activities must be within the ASHA Scope of Practice in Speech-Language Pathology to count toward certification.

Standard V-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.

Implementation: Guided observation hours generally precede direct contact with clients/patients. The observation and direct client/patient contact hours must be within the ASHA Scope of Practice in Speech-Language Pathology and must be under the supervision of a qualified professional who holds current ASHA certification in the appropriate practice area. Such supervision may occur simultaneously with the student's observation or afterwards through review and approval of written reports or summaries submitted by the student. Students may use video recordings of client services for observation purposes.

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Applicants should be assigned practicum only after they have acquired sufficient knowledge bases to qualify for such experience. Only direct contact with the client or the client's family in assessment, intervention, and/or counseling can be counted toward practicum. Although several students may observe a clinical session at one time, clinical practicum hours should be assigned only to the student who provides direct services to the client or client's family. Typically, only one student should be working with a given client at a time in order to count the practicum hours. In rare circumstances, it is possible for several students working as a team to receive credit for the same session, depending on the specific responsibilities each student is assigned. For example, in a diagnostic session, if one student evaluates the client and another interviews the parents, both students may receive credit for the time each spent in providing the service. However, if student A works with the client for 30 minutes and student B works with the client for the next 45 minutes, each student receives credit for only the time he/she actually provided services—that is, 30 minutes for student A and 45 minutes for student B. The applicant must maintain documentation of time spent in supervised practicum, verified by the program in accordance with Standards III and IV.

Standard V-D

At least 325 of the 400 clock hours must be completed while the applicant is engaged in graduate study in a program accredited in speech-language pathology by the Council on Academic Accreditation in Audiology and Speech-Language Pathology.

Implementation: A minimum of 325 clock hours of clinical practicum must be completed at the graduate level. At the discretion of the graduate program, hours obtained at the undergraduate level may be used to satisfy the remainder of the requirement.

Standard V-E

Supervision must be provided by individuals who hold the Certificate of Clinical Competence in the appropriate profession. The amount of direct supervision must be commensurate with the student's knowledge, skills, and experience, must not be less than 25% of the student's total contact with each client/patient, and must take place periodically throughout the practicum. Supervision must be sufficient to ensure the welfare of the client/patient.

Implementation: Direct supervision must be in real time. A supervisor must be available to consult with a student providing clinical services to the supervisor's client. Supervision of clinical practicum is intended to provide guidance and feedback and to facilitate the student's acquisition of essential clinical skills. The 25% supervision standard is a minimum requirement and should be adjusted upward whenever the student's level of knowledge, skills, and experience warrants.

Standard V-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 populations with various types and severities of communication and/or related disorders, differences, and disabilities.

Implementation: The applicant must demonstrate direct client/patient clinical experiences in both assessment and intervention with both children and adults from the range of disorders and differences named in Standard IV-C.

Standard VI: Assessment

The applicant must have passed the national examination adopted by ASHA for purposes of certification in speech-language pathology.

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Implementation: Results of the Praxis Examination in Speech-Language Pathology must be submitted directly to ASHA from ETS. The certification standards require that a passing exam score must be earned no earlier than 5 years prior to the submission of the application and no later than 2 years following receipt of the application. If the exam is not successfully passed and reported within the 2-year application period, the applicant's certification file will be closed. If the exam is passed or reported at a later date, the individual will be required to reapply for certification under the standards in effect at that time.

Standard VII: Speech-Language Pathology Clinical Fellowship

The applicant must successfully complete a Speech-Language Pathology Clinical Fellowship (CF).

Implementation: The Clinical Fellowship may be initiated only after completion of all academic course work and clinical experiences required to meet the knowledge and skills delineated in Standards IV and V. The CF experience must be initiated within 24 months of the date the application is received. Once the CF has been initiated, it must be completed within 48 months. For applicants completing multiple CFs, all CF experiences related to the application must be completed within 48 months of the date the first CF was initiated. Applications will be closed for a CF/CFs that is/are not completed within the 48-month timeframe. The Clinical Fellow will be required to reapply for certification and must meet the Standards in effect at the time of re-application. CF experiences older than 5 years at the time of application will not be accepted.

The CF must have been completed under the mentorship of an individual who held the ASHA Certificate of Clinical Competence in Speech-Language Pathology (CCC-SLP) throughout the duration of the fellowship. It is the Clinical Fellow's responsibility to identify a mentoring speech-language pathologist (SLP) who holds an active Certificate of Clinical Competence in Speech-Language Pathology. Should the certification status of the mentoring SLP change during the CF experience, the Clinical Fellow will be awarded credit only for that portion of time during which the mentoring SLP held certification. It, therefore, is incumbent on the CF to verify the mentoring SLP's status periodically throughout the Clinical Fellowship experience. A family member or individual related in any way to the Clinical Fellow may not serve as a mentoring SLP.

Standard VII-A: Clinical Fellowship Experience

The Clinical Fellowship must have consisted of clinical service activities that foster the continued growth and integration of knowledge, skills, and tasks of clinical practice in speech-language pathology consistent with ASHA's current Scope of Practice in Speech-Language Pathology. The Clinical Fellowship must have consisted of no less than 36 weeks of full-time professional experience or its part-time equivalent.

Implementation: No less than 80% of the Fellow's major responsibilities during the CF experience must have been in direct client/patient contact (e.g., assessment, diagnosis, evaluation, screening, treatment, clinical research activities, family/client consultations, recordkeeping, report writing, and/or counseling) related to the management process for individuals who exhibit communication and/or swallowing disabilities.

Full-time professional experience is defined as 35 hours per week, culminating in a minimum of 1,260 hours. Part-time experience of less than 5 hours per week will not meet the CF requirement and may not be counted toward completion of the experience. Similarly, work in excess of the 35 hours per week cannot be used to shorten the CF to less than 36 weeks.

Standard VII-B: Clinical Fellowship Mentorship

The Clinical Fellow must have received ongoing mentoring and formal evaluations by the CF mentor.

Implementation: Mentoring must have included on-site observations and other monitoring activities. These activities may have been executed by correspondence, review of video and/or audio recordings,

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evaluation of written reports, telephone conferences with the Fellow, and evaluations by professional colleagues with whom the Fellow works. The CF mentor and Clinical Fellow must have participated in regularly scheduled formal evaluations of the Fellow's progress during the CF experience.

The mentoring SLP must engage in no fewer than 36 supervisory activities during the clinical fellowship experience. This supervision must include 18 on-site observations of direct client contact at the Clinical Fellow's work site (1 hour = 1 on-site observation; a maximum of six on-site observations may be accrued in 1 day). At least six on-site observations must be conducted during each third of the CF experience. On-site observations must consist of the Clinical Fellow engaged in screening, evaluation, assessment, and/or habilitation/rehabilitation activities. Use of real-time, interactive video and audio conferencing technology is permitted as a form of on-site observation, for which pre-approval must be obtained.

Additionally, supervision must also include 18 other monitoring activities. At least six other monitoring activities must be conducted during each third of the CF experience. Other monitoring activities are defined as evaluation of reports written by the Clinical Fellow, conferences between the mentoring SLP and the Clinical Fellow, discussions with professional colleagues of the Fellow, etc., and may be executed by correspondence, telephone, or reviewing of video and/or audio tapes.

On rare occasions, the CFCC may allow the supervisory process to be conducted in other ways. However, a request for other supervisory mechanisms must be submitted in written form to the CFCC, and co-signed by the CF mentor, before the CF is initiated. The request must include the reason for the alternative supervision and a description of the supervision that would be provided. At a minimum, such a request must outline the type, length, and frequency of the supervision that would be provided.

A CF mentor intending to supervise a Clinical Fellow located in another state may be required to also hold licensure in that state; it is up to the CF mentor and the Clinical Fellow to make this determination before proceeding with a supervision arrangement.

Standard VII-C: Clinical Fellowship Outcomes

The Clinical Fellow must have demonstrated knowledge and skills consistent with the ability to practice independently.

Implementation: At the completion of the CF experience, the applicant will have acquired and demonstrated the ability to

integrate and apply theoretical knowledge,

evaluate his or her strengths and identify his or her limitations,

refine clinical skills within the Scope of Practice in Speech-Language Pathology,

apply the ASHA Code of Ethics to independent professional practice.

In addition, upon completion of the CF, the applicant must have demonstrated the ability to perform clinical activities accurately, consistently, and independently and to seek guidance as necessary.

The CF mentor must submit the Clinical Fellowship Report and Rating Form, which includes the Clinical Fellowship Skills Inventory (CFSI), as soon as the CF successfully completes the CF experience. This report must be signed by both the Clinical Fellow and mentoring SLP.

Standard VIII: Maintenance of Certification

Certificate holders must demonstrate continued professional development for maintenance of the Certificate of Clinical Competence in Speech-Language Pathology (CCC-SLP).

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Implementation: Individuals who hold the Certificate of Clinical Competence in Speech-Language Pathology (CCC-SLP) must accumulate 30 certification maintenance hours of professional development during every 3-year maintenance interval. Intervals are continuous and begin January 1 of the year following award of initial certification or reinstatement of certification. A random audit of compliance will be conducted.

Accrual of professional development hours, adherence to the ASHA Code of Ethics, submission of certification maintenance compliance documentation, and payment of annual dues and/or certification fees are required for maintenance of certification.

If renewal of certification is not accomplished within the 3-year period, certification will expire. Individuals wishing to regain certification must submit a reinstatement application and meet the standards in effect at the time the reinstatement application is submitted.

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Preamble

The preservation of the highest standards of integrity and ethical principles is vital to the responsible

discharge of obligations by speech-language pathologists, audiologists, and speech, language, and

hearing scientists. This Code of Ethics sets forth the fundamental principles and rules considered

essential to this purpose.

Every individual who is (a) a member of the American Speech-Language-Hearing Association, whether

certified or not, (b) a nonmember holding the Certificate of Clinical Competence from the Association,

(c) an applicant for membership or certification, or (d) a Clinical Fellow seeking to fulfill standards for

certification shall abide by this Code of Ethics.

Any violation of the spirit and purpose of this Code shall be considered unethical. Failure to specify any

particular responsibility or practice in this Code of Ethics shall not be construed as denial of the

existence of such responsibilities or practices.

The fundamentals of ethical conduct are described by Principles of Ethics and by Rules of Ethics as they

relate to the responsibility to persons served, the public, speech-language pathologists, audiologists,

and speech, language, and hearing scientists, and to the conduct of research and scholarly activities.

Principles of Ethics, aspirational and inspirational in nature, form the underlying moral basis for the

Code of Ethics. Individuals shall observe these principles as affirmative obligations under all conditions

of professional activity.

Rules of Ethics are specific statements of minimally acceptable professional conduct or of prohibitions

and are applicable to all individuals.

Principle of Ethics I

Individuals shall honor their responsibility to hold paramount the welfare of persons they serve

professionally or who are participants in research and scholarly activities, and they shall treat animals

involved in research in a humane manner.

Rules of Ethics

A. Individuals shall provide all services competently.

B. Individuals shall use every resource, including referral when appropriate, to ensure that high-quality

service is provided.

C. Individuals shall not discriminate in the delivery of professional services or the conduct of research

and scholarly activities on the basis of race or ethnicity, gender, gender identity/gender expression,

age, religion, national origin, sexual orientation, or disability.

APPENDIX B- ASHA CODE OF ETHICS

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D. Individuals shall not misrepresent the credentials of assistants, technicians, support personnel,

students, Clinical Fellows, or any others under their supervision, and they shall inform those they

serve professionally of the name and professional credentials of persons providing services.

E. Individuals who hold the Certificate of Clinical Competence shall not delegate tasks that require the

unique skills, knowledge, and judgment that are within the scope of their profession to assistants,

technicians, support personnel, or any nonprofessionals over whom they have supervisory

responsibility.

F. Individuals who hold the Certificate of Clinical Competence may delegate tasks related to provision of

clinical services to assistants, technicians, support personnel, or any other persons only if those

services are appropriately supervised, realizing that the responsibility for client welfare remains with

the certified individual.

G. Individuals who hold the Certificate of Clinical Competence may delegate tasks related to provision of

clinical services that require the unique skills, knowledge, and judgment that are within the scope of

practice of their profession to students only if those services are appropriately supervised. The

responsibility for client welfare remains with the certified individual.

H. Individuals shall fully inform the persons they serve of the nature and possible effects of services

rendered and products dispensed, and they shall inform participants in research about the possible

effects of their participation in research conducted.

I. Individuals shall evaluate the effectiveness of services rendered and of products dispensed, and they

shall provide services or dispense products only when benefit can reasonably be expected.

J. Individuals shall not guarantee the results of any treatment or procedure, directly or by implication;

however, they may make a reasonable statement of prognosis.

K. Individuals shall not provide clinical services solely by correspondence.

L. Individuals may practice by telecommunication (e.g., telehealth/e-health), where not prohibited by

law.

M. Individuals shall adequately maintain and appropriately secure records of professional services

rendered, research and scholarly activities conducted, and products dispensed, and they shall allow

access to these records only when authorized or when required by law.

N. Individuals shall not reveal, without authorization, any professional or personal information about

identified persons served professionally or identified participants involved in research and scholarly

activities unless doing so is necessary to protect the welfare of the person or of the community or is

otherwise required by law.

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O. Individuals shall not charge for services not rendered, nor shall they misrepresent services rendered,

products dispensed, or research and scholarly activities conducted.

P. Individuals shall enroll and include persons as participants in research or teaching demonstrations

only if their participation is voluntary, without coercion, and with their informed consent.

Q. Individuals whose professional services are adversely affected by substance abuse or other health-

related conditions shall seek professional assistance and, where appropriate, withdraw from the

affected areas of practice.

R. Individuals shall not discontinue service to those they are serving without providing reasonable

notice.

Principle of Ethics II

Individuals shall honor their responsibility to achieve and maintain the highest level of professional

competence and performance.

Rules of Ethics

A. Individuals shall engage in the provision of clinical services only when they hold the appropriate

Certificate of Clinical Competence or when they are in the certification process and are supervised by

an individual who holds the appropriate Certificate of Clinical Competence.

B. Individuals shall engage in only those aspects of the professions that are within the scope of their

professional practice and competence, considering their level of education, training, and experience.

C. Individuals shall engage in lifelong learning to maintain and enhance professional competence and

performance.

D. Individuals shall not require or permit their professional staff to provide services or conduct research

activities that exceed the staff member's competence, level of education, training, and experience.

E. Individuals shall ensure that all equipment used to provide services or to conduct research and

scholarly activities is in proper working order and is properly calibrated.

Principle of Ethics III

Individuals shall honor their responsibility to the public by promoting public understanding of the

professions, by supporting the development of services designed to fulfill the unmet needs of the public,

and by providing accurate information in all communications involving any aspect of the professions,

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including the dissemination of research findings and scholarly activities, and the promotion, marketing,

and advertising of products and services.

Rules of Ethics

A. Individuals shall not misrepresent their credentials, competence, education, training, experience, or

scholarly or research contributions.

B. Individuals shall not participate in professional activities that constitute a conflict of interest.

C. Individuals shall refer those served professionally solely on the basis of the interest of those being

referred and not on any personal interest, financial or otherwise.

D. Individuals shall not misrepresent research, diagnostic information, services rendered, results of

services rendered, products dispensed, or the effects of products dispensed.

E. Individuals shall not defraud or engage in any scheme to defraud in connection with obtaining

payment, reimbursement, or grants for services rendered, research conducted, or products

dispensed.

F. Individuals' statements to the public shall provide accurate information about the nature and

management of communication disorders, about the professions, about professional services, about

products for sale, and about research and scholarly activities.

G. Individuals' statements to the public when advertising, announcing, and marketing their professional

services; reporting research results; and promoting products shall adhere to professional standards

and shall not contain misrepresentations.

Principle of Ethics IV

Individuals shall honor their responsibilities to the professions and their relationships with colleagues,

students, and members of other professions and disciplines.

Rules of Ethics

A. Individuals shall uphold the dignity and autonomy of the professions, maintain harmonious

interprofessional and intraprofessional relationships, and accept the professions' self-imposed

standards.

B. Individuals shall prohibit anyone under their supervision from engaging in any practice that violates

the Code of Ethics.

C. Individuals shall not engage in dishonesty, fraud, deceit, or misrepresentation.

D. Individuals shall not engage in any form of unlawful harassment, including sexual harassment or

power abuse.

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E. Individuals shall not engage in any other form of conduct that adversely reflects on the professions or

on the individual's fitness to serve persons professionally.

F. Individuals shall not engage in sexual activities with clients, students, or research participants over

whom they exercise professional authority or power.

G. Individuals shall assign credit only to those who have contributed to a publication, presentation, or

product. Credit shall be assigned in proportion to the contribution and only with the contributor's

consent.

H. Individuals shall reference the source when using other persons' ideas, research, presentations, or

products in written, oral, or any other media presentation or summary.

I. Individuals' statements to colleagues about professional services, research results, and products shall

adhere to prevailing professional standards and shall contain no misrepresentations.

J. Individuals shall not provide professional services without exercising independent professional

judgment, regardless of referral source or prescription.

K. Individuals shall not discriminate in their relationships with colleagues, students, and members of

other professions and disciplines on the basis of race or ethnicity, gender, gender identity/gender

expression, age, religion, national origin, sexual orientation, or disability.

L. Individuals shall not file or encourage others to file complaints that disregard or ignore facts that

would disprove the allegation, nor should the Code of Ethics be used for personal reprisal, as a means

of addressing personal animosity, or as a vehicle for retaliation.

M. Individuals who have reason to believe that the Code of Ethics has been violated shall inform the

Board of Ethics.

N. Individuals shall comply fully with the policies of the Board of Ethics in its consideration and

adjudication of complaints of violations of the Code of Ethics.

American Speech-Language-Hearing Association. (2010). Code of ethics [Ethics]. Available from

www.asha.org/policy. © Copyright 2010 American Speech-Language-Hearing Association.

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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 cultura

l 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 speech-language

pathologists.

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.

APPENDIX C -

ASHA SCOPE OF PRACTICE IN SPEECH-LANGUAGE PATHOLOGY

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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.

Figure 1. Conceptual Framework of ASHA Practice Documents

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.

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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), speech-language

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.

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, high-quality 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

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.

Activity and Participation: Activity refers to the execution of a task or action. Participation is the

involvement in a life situation. Relevant examples in speech-language pathology include difficulties

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with swallowing safely for independent feeding, participating actively in class, understanding a

medical prescription, and accessing the general education curriculum.

Contextual Factors

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.

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.

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, speech-language 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

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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:

speech sound production

articulation

apraxia of speech

dysarthria

ataxia

dyskinesia

resonance

hypernasality

hyponasality

cul-de-sac resonance

mixed resonance

voice

phonation quality

pitch

loudness

respiration

fluency

stuttering

cluttering

language (comprehension and expression)

phonology

morphology

syntax

semantics

pragmatics (language use, social aspects of communication)

literacy (reading, writing, spelling)

prelinguistic communication (e.g., joint attention, intentionality, communicative signaling)

paralinguistic communication

cognition

attention

memory

sequencing

problem solving

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executive functioning

feeding and swallowing

oral, pharyngeal, laryngeal, esophageal

orofacial myology (including tongue thrust)

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);

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);

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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);

6. screening individuals for hearing loss or middle ear pathology using conventional pure-tone 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).

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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.

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;

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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.

References

American Speech-Language-Hearing Association. (2004). Scope of practice in audiology. Available from

www.asha.org/policy.

American Speech-Language-Hearing Association. (2005). Evidence-based practice in communication

disorders [Position statement]. Available from www.asha.org/policy.

Lombardo, T. (1997, Spring). The impact of information technology: Learning, living, and loving in the

future. The Labyrinth: Sharing Information on Learning Technologies. 5(2). Available from

www.mcli.dist.maricopa.edu/LF/Spr97/spr97L8.html.

U.S. Census Bureau. (2005). Population profile of the United States: Dynamic version. Race and Hispanic

origin in 2005. Available from www.census.gov.

World Health Organization. (2001). International classification of functioning, disability and health.

Geneva, Switzerland: Author.

Resources

ASHA Cardinal Documents

American Speech-Language-Hearing Association. (2003). Code of ethics (Revised). Available from

www.asha.org/policy.

American Speech-Language-Hearing Association. (2004). Preferred practice patterns for the profession of

speech-language pathology. Available from www.asha.org/policy.

American Speech-Language-Hearing Association. (2005). Standards for the certificate of clinical

competence in speech-language pathology. Available from www.asha.org/about/membership-

certification/handbooks/slp/slp_standards.htm.

General Service Delivery Issues

Admission/Discharge Criteria

American Speech-Language-Hearing Association. (2004). Admission/discharge criteria in speech-

language pathology [Guidelines]. Available from www.asha.org/policy.

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Autonomy

American Speech-Language-Hearing Association. (1986). Autonomy of speech-language pathology and

audiology [Relevant paper]. Available from www.asha.org/policy.

Culturally and Linguistically Appropriate Services

American Speech-Language-Hearing Association. (2002). American English dialects [Technical report].

Available from www.asha.org/policy.

American Speech-Language-Hearing Association. (2004). Knowledge and skills needed by speech-

language pathologists and audiologists to provide culturally and linguistically appropriate services

[Knowledge and skills]. Available from www.asha.org/policy.

Definitions and Terminology

American Speech-Language-Hearing Association. (1982). Language [Relevant paper]. Available from

www.asha.org/policy.

American Speech-Language-Hearing Association. (1986). Private practice [Definition]. Available from

www.asha.org/policy.

American Speech-Language-Hearing Association. (1993). Definition of communication disorders and

variations [Definition]. Available from www.asha.org/policy.

American Speech-Language-Hearing Association. (1998). Terminology pertaining to fluency and fluency

disorders [Guidelines]. Available from www.asha.org/policy.

Evidence-Based Practice

American Speech-Language-Hearing Association. (2004). Evidence-based practice in communication

disorders: An introduction [Technical report]. Available from www.asha.org/policy.

American Speech-Language-Hearing Association. (2005). Evidence-based practice in communication

disorders: An introduction [Position statement]. Available from www.asha.org/policy.

Private Practice

American Speech-Language-Hearing Association. (1990). Considerations for establishing a private

practice in audiology and/or speech-language pathology [Technical report]. Available from

www.asha.org/policy.

American Speech-Language-Hearing Association. (1991). Private practice [Technical report]. Available

from www.asha.org/policy.

American Speech-Language-Hearing Association. (1994). Professional liability and risk management for

the audiology and speech-language pathology professions [Technical report]. Available from

www.asha.org/policy.

American Speech-Language-Hearing Association. (2002). Drawing cases for private practice from primary

place of employment [Issues in ethics]. Available from www.asha.org/policy.

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Professional Service Programs

American Speech-Language-Hearing Association. (2005). Quality indicators for professional service

programs in audiology and speech-language pathology [Quality indicators]. Available from

www.asha.org/policy.

Speech-Language Pathology Assistants

American Speech-Language-Hearing Association. (2001). Knowledge and skills for supervisors of speech-

language pathology assistants [Knowledge and skills]. Available from www.asha.org/policy.

American Speech-Language-Hearing Association. (2004). Guidelines for the training, use, and supervision

of speech-language pathology assistants [Guidelines]. Available from www.asha.org/policy.

American Speech-Language-Hearing Association. (2004). Support personnel [Issues in ethics]. Available

from www.asha.org/policy.

American Speech-Language-Hearing Association. (2004). Training, use, and supervision of support

personnel in speech-language pathology [Position statement]. Available from www.asha.org/policy.

Supervision

American Speech-Language-Hearing Association. (1985). Clinical supervision in speech-language

pathology and audiology [Position statement]. Available from www.asha.org/policy.

American Speech-Language-Hearing Association. (2004). Clinical fellowship supervisor's responsibilities

[Issues in ethics]. Available from www.asha.org/policy.

American Speech-Language-Hearing Association. (2004). Supervision of student clinicians [Issues in

ethics]. Available from www.asha.org/policy.

Clinical Services and Populations

Apraxia of Speech

American Speech-Language-Hearing Association. (2007). Childhood apraxia of speech [Position

statement]. Available from www.asha.org/policy.

American Speech-Language-Hearing Association. (2007). Childhood apraxia of speech [Technical report].

Available from www.asha.org/policy.

Auditory Processing

American Speech-Language-Hearing Association. (1995). Central auditory processing: Current status of

research and implications for clinical practice [Technical report]. Available from www.asha.org/policy.

American Speech-Language-Hearing Association. (2005). (Central) auditory processing disorders

[Technical report]. Available from www.asha.org/policy.

American Speech-Language-Hearing Association. (2005). (Central) auditory processing disorders—the

role of the audiologist [Position statement]. Available from www.asha.org/policy.

Augmentative and Alternative Communication (AAC)

91

American Speech-Language-Hearing Association. (1998). Maximizing the provision of appropriate

technology services and devices for students in schools [Technical report]. Available from

www.asha.org/policy.

American Speech-Language-Hearing Association. (2001). Augmentative and alternative communication:

Knowledge and skills for service delivery [Knowledge and skills]. Available from www.asha.org/policy.

American Speech-Language-Hearing Association. (2004). Roles and responsibilities of speech-language

pathologists with respect to augmentative and alternative communication [Position statement].

Available from www.asha.org/policy.

American Speech-Language-Hearing Association. (2004). Roles and responsibilities of speech-language

pathologists with respect to augmentative and alternative communication [Technical report]. Available

from www.asha.org/policy.

Aural Rehabilitation

American Speech-Language-Hearing Association. (2001). Knowledge and skills required for the practice

of audiologic/aural rehabilitation [Knowledge and skills]. Available from www.asha.org/policy.

Autism Spectrum Disorders

American Speech-Language-Hearing Association. (2006). Guidelines for speech-language pathologists in

diagnosis, assessment, and treatment of autism spectrum disorders across the life span [Guidelines].

Available from www.asha.org/policy.

American Speech-Language-Hearing Association. (2006). Knowledge and skills needed by speech-

language pathologists for diagnosis, assessment, and treatment of autism spectrum disorders across the

life span [Knowledge and skills]. Available from www.asha.org/policy.

American Speech-Language-Hearing Association. (2006). Principles for speech-language pathologists in

diagnosis, assessment, and treatment of autism spectrum disorders across the life span [Technical

report]. Available from www.asha.org/policy.

American Speech-Language-Hearing Association. (2006). Roles and responsibilities of speech-language

pathologists in diagnosis, assessment, and treatment of autism spectrum disorders across the life span

[Position statement]. Available from www.asha.org/policy.

Filipek, P. A., Accardo, P. J., Ashwal, S., Baranek, G. T., Cook, E. H., Dawson, G., et al. (2000). Practice

parameter: Screening and diagnosis of autism—report of the Quality Standards Subcommittee of the

American Academy of Neurology and the Child Neurology Society Neurology, 55, 468–479

Cognitive Aspects of Communication

American Speech-Language-Hearing Association. (1990). Interdisciplinary approaches to brain damage

[Position statement]. Available from www.asha.org/policy.

American Speech-Language-Hearing Association. (1995). Guidelines for the structure and function of an

interdisciplinary team for persons with brain injury [Guidelines]. Available from www.asha.org/policy.

American Speech-Language-Hearing Association. (2003). Evaluating and treating communication and

cognitive disorders: Approaches to referral and collaboration for speech-language pathology and clinical

neuropsychology [Technical report]. Available from www.asha.org/policy.

92

American Speech-Language-Hearing Association. (2003). Rehabilitation of children and adults with

cognitive-communication disorders after brain injury [Technical report]. Available from

www.asha.org/policy.

American Speech-Language-Hearing Association. (2005). Knowledge and skills needed by speech-

language pathologists providing services to individuals with cognitive-communication disorders

[Knowledge and skills]. Available from www.asha.org/policy.

American Speech-Language-Hearing Association. (2005). Roles of speech-language pathologists in the

identification, diagnosis, and treatment of individuals with cognitive-communication disorders: Position

statement. Available from www.asha.org/policy.

Deaf and Hard of Hearing

American Speech-Language-Hearing Association. (2004). Roles of speech-language pathologists and

teachers of children who are deaf and hard of hearing in the development of communicative and

linguistic competence [Guidelines]. Available from www.asha.org/policy.

American Speech-Language-Hearing Association. (2004). Roles of speech-language pathologists and

teachers of children who are deaf and hard of hearing in the development of communicative and

linguistic competence [Position statement]. Available from www.asha.org/policy.

American Speech-Language-Hearing Association. (2004). Roles of speech-language pathologists and

teachers of children who are deaf and hard of hearing in the development of communicative and

linguistic competence [Technical report]. Available from www.asha.org/policy.

Dementia

American Speech-Language-Hearing Association. (2005). The roles of speech-language pathologists

working with dementia-based communication disorders [Position statement]. Available from

www.asha.org/policy.

American Speech-Language-Hearing Association. (2005). The roles of speech-language pathologists

working with dementia-based communication disorders [Technical report]. Available from

www.asha.org/policy.

Early Intervention

American Speech-Language-Hearing Association. Roles and responsibilities of speech-language

pathologists in early intervention (in preparation). [Position statement, Technical report, Guidelines, and

Knowledge and skills].

National Joint Committee on Learning Disabilities (2006). Learning disabilities and young children:

Identification and intervention Available from www.ldonline.org/article/11511?theme=print.

Fluency

American Speech-Language-Hearing Association. (1995). Guidelines for practice in stuttering treatment

[Guidelines]. Available from www.asha.org/policy.

93

Hearing Screening

American Speech-Language-Hearing Association. (1997). Guidelines for audiologic screening

[Guidelines]. Available from www.asha.org/policy.

American Speech-Language-Hearing Association. (2004). Clinical practice by certificate holders in the

profession in which they are not certified [Issues in ethics]. Available from www.asha.org/policy.

Language and Literacy

American Speech-Language-Hearing Association. (1981). Language learning disorders [Position

statement]. Available from www.asha.org/policy.

American Speech-Language-Hearing Association and the National Association of School Psychologists

(1987). Identification of children and youths with language learning disorders [Position statement].

Available from www.asha.org/policy.

American Speech-Language-Hearing Association. (2000). Roles and responsibilities of speech-language

pathologists with respect to reading and writing in children and adolescents [Guidelines]. Available from

www.asha.org/policy.

American Speech-Language-Hearing Association. (2000). Roles and responsibilities of speech-language

pathologists with respect to reading and writing in children and adolescents [Position statement].

Available from www.asha.org/policy.

American Speech-Language-Hearing Association. (2000). Roles and responsibilities of speech-language

pathologists with respect to reading and writing in children and adolescents [Technical report]. Available

from www.asha.org/policy.

American Speech-Language-Hearing Association. (2002). Knowledge and skills needed by speech-

language pathologists with respect to reading and writing in children and adolescents [Knowledge and

skills]. Available from www.asha.org/policy.

Mental Retardation/Developmental Disabilities

American Speech-Language-Hearing Association. (2005). Knowledge and skills needed by speech-

language pathologists serving persons with mental retardation/developmental disabilities [Knowledge

and skills]. Available from www.asha.org/policy.

American Speech-Language-Hearing Association. (2005). Principles for speech-language pathologists

serving persons with mental retardation/developmental disabilities [Technical report]. Available from

www.asha.org/policy.

American Speech-Language-Hearing Association. (2005). Roles and responsibilities of speech-language

pathologists serving persons withmental retardation/developmental disabilities [Guidelines]. Available

from www.asha.org/policy.

American Speech-Language-Hearing Association. (2005). Roles and responsibilities of speech-language

pathologists serving persons withmental retardation/developmental disabilities [Position statement].

Available from www.asha.org/policy.

94

Orofacial Myofunctional Disorders

American Speech-Language-Hearing Association. (1989). Labial-lingual posturing function [Technical

report]. Available from www.asha.org/policy.

American Speech-Language-Hearing Association. (1991). The role of the speech-language pathologist in

assessment and management of oral myofunctional disorders [Position statement]. Available from

www.asha.org/policy.

American Speech-Language-Hearing Association. (1993). Orofacial myofunctional disorders [Knowledge

and skills]. Available from www.asha.org/policy.

Prevention

American Speech-Language-Hearing Association. (1987). Prevention of communication disorders

[Position statement]. Available from www.asha.org/policy.

American Speech-Language-Hearing Association. (1987). Prevention of communication disorders tutorial

[Relevant paper]. Available from www.asha.org/policy.

Severe Disabilities

National Joint Committee for the Communication Needs of Persons With Severe Disabilities. (1991).

Guidelines for meeting the communication needs of persons with severe disabilities. Available from

www.asha.org/docs/html/GL1992-00201.html.

National Joint Committee for the Communication Needs of Persons With Severe Disabilities (2002).

Access to communication services and supports: Concerns regarding the application of restrictive

“eligibility” policies [Technical report]. Available from www.asha.org/policy.

National Joint Committee for the Communication Needs of Persons With Severe Disabilities (2003).

Access to communication services and supports: Concerns regarding the application of restrictive

“eligibility” policies [Position statement]. Available from www.asha.org/policy.

Social Aspects of Communication

American Speech-Language-Hearing Association. (1991). Guidelines for speech-language pathologists

serving persons with language, socio-communicative and/or cognitive-communicative impairments

[Guidelines]. Available from www.asha.org/policy.

Swallowing

American Speech-Language-Hearing Association. (1992). Instrumental diagnostic procedures for

swallowing [Guidelines]. Available from www.asha.org/policy.

American Speech-Language-Hearing Association. (1992). Instrumental diagnostic procedures for

swallowing [Position statement]. Available from www.asha.org/policy.

American Speech-Language-Hearing Association. (2000). Clinical indicators for instrumental assessment

of dysphagia [Guidelines]. Available from www.asha.org/policy.

American Speech-Language-Hearing Association. (2001). Knowledge and skills needed by speech-

language pathologists providing services to individuals with swallowing and/or feeding disorders

[Knowledge and skills]. Available from www.asha.org/policy.

95

American Speech-Language-Hearing Association. (2001). Knowledge and skills for speech-language

pathologists performing endoscopic assessment of swallowing functions [Knowledge and skills].

Available from www.asha.org/policy.

American Speech-Language-Hearing Association. (2001). Roles of speech-language pathologists in

swallowing and feeding disorders [Position statement]. Available from www.asha.org/policy.

American Speech-Language-Hearing Association. (2001). Roles of speech-language pathologists in

swallowing and feeding disorders [Technical report]. Available from www.asha.org/policy.

American Speech-Language-Hearing Association. (2004). Guidelines for speech-language pathologists

performing videofluoroscopic swallowing studies. [Guidelines]. Available from www.asha.org/policy.

American Speech-Language-Hearing Association. (2004). Knowledge and skills needed by speech-

language pathologists performing videofluoroscopic swallowing studies Available from

www.asha.org/policy.

American Speech-Language-Hearing Association. (2004). Role of the speech-language pathologist in the

performance and interpretation of endoscopic evaluation of swallowing [Guidelines]. Available from

www.asha.org/policy.

American Speech-Language-Hearing Association. (2004). Role of the speech-language pathologist in the

performance and interpretation of endoscopic evaluation of swallowing [Position statement]. Available

from www.asha.org/policy.

American Speech-Language-Hearing Association. (2004). Role of the speech-language pathologist in the

performance and interpretation of endoscopic evaluation of swallowing [Technical report]. Available

from www.asha.org/policy.

American Speech-Language-Hearing Association. (2004). Speech-language pathologists training and

supervising other professionals in the delivery of services to individuals with swallowing and feeding

disorders [Technical report]. Available from www.asha.org/policy.

Voice and Resonance

American Speech-Language-Hearing Association. (1993). Oral and oropharyngeal prostheses

[Guidelines]. Available from www.asha.org/policy.

American Speech-Language-Hearing Association. (1993). Oral and oropharyngeal prostheses [Position

statement]. Available from www.asha.org/policy.

American Speech-Language-Hearing Association. (1993). Use of voice prostheses in tracheotomized

persons with or without ventilatory dependence [Guidelines]. Available from www.asha.org/policy.

American Speech-Language-Hearing Association. (1993). Use of voice prostheses in tracheotomized

persons with or without ventilatory dependence [Position statement]. Available from

www.asha.org/policy.

American Speech-Language-Hearing Association. (1998). The roles of otolaryngologists and speech-

language pathologists in the performance and interpretation of strobovideolaryngoscopy [Relevant

paper]. Available from www.asha.org/policy.

American Speech-Language-Hearing Association. (2004). Evaluation and treatment for

tracheoesophageal puncture and prosthesis [Technical report]. Available from www.asha.org/policy.

96

American Speech-Language-Hearing Association. (2004). Knowledge and skills for speech-language

pathologists with respect to evaluation and treatment for tracheoesophageal puncture and prosthesis

[Knowledge and skills]. Available from www.asha.org/policy.

American Speech-Language-Hearing Association. (2004). Roles and responsibilities of speech-language

pathologists with respect to evaluation and treatment for tracheoesophageal puncture and prosthesis

[Position statement]. Available from www.asha.org/policy.

American Speech-Language-Hearing Association. (2004). Vocal tract visualization and imaging [Position

statement]. Available from www.asha.org/policy.

American Speech-Language-Hearing Association. (2004). Vocal tract visualization and imaging [Technical

report]. Available from www.asha.org/policy.

American Speech-Language-Hearing Association. (2005). The role of the speech-language pathologist,

the teacher of singing, and the speaking voice trainer in voice habilitation [Technical report]. Available

from www.asha.org/policy.

American Speech-Language-Hearing Association. (2005). The use of voice therapy in the treatment of

dysphonia [Technical report]. Available from www.asha.org/policy.

Health Care Services

Business Practices in Health Care Settings

American Speech-Language-Hearing Association. (2002). Knowledge and skills in business practices

needed by speech-language pathologists in health care settings [Knowledge and skills]. Available from

www.asha.org/policy.

American Speech-Language-Hearing Association. (2004). Knowledge and skills in business practices for

speech-language pathologists who are managers and leaders in health care organizations [Knowledge

and skills]. Available from www.asha.org/policy.

Multiskilling

American Speech-Language-Hearing Association. (1996). Multiskilled personnel [Position statement].

Available from www.asha.org/policy.

American Speech-Language-Hearing Association. (1996). Multiskilled personnel [Technical report].

Available from www.asha.org/policy.

Neonatal Intensive Care Unit

American Speech-Language-Hearing Association. (2004). Knowledge and skills needed by speech-

language pathologists providing services to infants and families in the NICU environment [Knowledge

and skills]. Available from www.asha.org/policy.

American Speech-Language-Hearing Association. (2004). Roles and responsibilities of speech-language

pathologists in the neonatal intensive care unit [Guidelines]. Available from www.asha.org/policy.

American Speech-Language-Hearing Association. (2004). Roles and responsibilities of speech-language

pathologists in the neonatal intensive care unit [Position statement]. Available from

www.asha.org/policy.

97

American Speech-Language-Hearing Association. (2004). Roles and responsibilities of speech-language

pathologists in the neonatal intensive care unit [Technical report]. Available from www.asha.org/policy.

Sedation and Anesthetics

American Speech-Language-Hearing Association. (1992). Sedation and topical anesthetics in audiology

and speech-language pathology [Technical report]. Available from www.asha.org/policy.

Telepractice

American Speech-Language-Hearing Association. (2004). Speech-language pathologists providing clinical

services via telepractice [Position statement]. Available from www.asha.org/policy.

American Speech-Language-Hearing Association. (2004). Speech-language pathologists providing clinical

services via telepractice [Technical report]. Available from www.asha.org/policy.

American Speech-Language-Hearing Association. (2005). Knowledge and skills needed by speech-

language pathologists providing clinical services via telepractice [Technical report]. Available from

www.asha.org/policy.

School Services

Collaboration

American Speech-Language-Hearing Association. (1991). A model for collaborative service delivery for

students with language-learning disorders in the public schools [Relevant paper]. Available from

www.asha.org/policy.

Evaluation

American Speech-Language-Hearing Association. (1987). Considerations for developing and selecting

standardized assessment and intervention materials [Technical report]. Available from

www.asha.org/policy.

Facilities

American Speech-Language-Hearing Association. (2003). Appropriate school facilities for students with

speech-language-hearing disorders [Technical report]. Available from www.asha.org/policy.

Inclusive Practices

American Speech-Language-Hearing Association. (1996). Inclusive practices for children and youths with

communication disorders [Position statement]. Available from www.asha.org/policy.

Roles and Responsibilities for School-Based Practitioners

American Speech-Language-Hearing Association. (1999). Guidelines for the roles and responsibilities of

the school-based speech-language pathologist [Guidelines]. Available from www.asha.org/policy.

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“Under the Direction of” Rule

American Speech-Language-Hearing Association. (2004). Medicaid guidance for speech-language

pathology services: Addressing the “under the direction of” rule [Position statement]. Available from

www.asha.org/policy.

American Speech-Language-Hearing Association. (2004). Medicaid guidance for speech-language

pathology services: Addressing the “under the direction of” rule [Technical report]. Available from

www.asha.org/policy.

American Speech-Language-Hearing Association. (2005). Medicaid guidance for speech-language

pathology services: Addressing the “under the direction of” rule [Guidelines]. Available from

www.asha.org/policy.

American Speech-Language-Hearing Association. (2005). Medicaid guidance for speech-language

pathology services: Addressing the “under the direction of” rule [Knowledge and skills]. Available from

www.asha.org/policy.

Workload

American Speech-Language-Hearing Association. (2002). Workload analysis approach for establishing

speech-language caseload standards in the schools [Guidelines]. Available from www.asha.org/policy.

American Speech-Language-Hearing Association. (2002). Workload analysis approach for establishing

speech-language caseload standards in the schools [Position statement]. Available from

www.asha.org/policy.

American Speech-Language-Hearing Association. (2002). Workload analysis approach for establishing

speech-language caseload standards in the schools [Technical report]. Available from

www.asha.org/policy.

American Speech-Language-Hearing Association. (2007). Scope of practice in speech-language pathology

[Scope of Practice]. Available from www.asha.org/policy. © Copyright 2007 American Speech-Language-

Hearing Association.

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In order to acquire the knowledge and skills requisite to the practice of speech-language pathology to function in a broad variety of clinical situations, and to render a wide spectrum of patient care, individuals must have skills and attributes in five areas: communication, motor, intellectual-cognitive sensory-observational, and behavioral-social. These skills enable a student to meet graduate and professional requirements as measured by state licensure and national certification. Many of these skills can be learned and developed during the course of the graduate program through coursework and clinical experience. The starred items (*), however, are skills that are more inherent and should be present when a student begins the program.

COMMUNICATION A student must possess adequate communication skills to: • Communicate proficiently in both oral and written English language. (Language to be determined by program.)* • Possess reading and writing skills sufficient to meet curricular and clinical demands.* • Perceive and demonstrate appropriate non-verbal communication for culture and context.* • Modify communication style to meet the communication needs of clients, caregivers, and other persons served. * • Communicate professionally and intelligibly with patients, colleagues, other healthcare professionals, and community or professional groups. • Communicate professionally, effectively, and legibly on patient documentation, reports, and scholarly papers required as a part of course work and professional practice. • Convey information accurately with relevance and cultural sensitivity.

MOTOR A student most posses adequate motor skills to: • Sustain necessary physical activity level in required classroom and clinical activities.* • Respond quickly to provide a safe environment for clients in emergency situations including fire, choking, etc.* • Access transportation to clinical and academic placements.* • Participate in classroom and clinical activities for the defined workday.* • Efficiently manipulate testing and treatment environment and materials without violation of testing protocol and with best therapeutic practice. • Manipulate patient-utilized equipment (e.g. durable medical equipment to include AAC devices, hearing aids, etc) in a safe manner. • Access technology for clinical management (i.e. billing, charting, therapy programs, etc.).

INTELLECTUAL / COGNITIVE A student must possess adequate intellectual and cognitive skills to: • Comprehend, retain, integrate, synthesize, infer, evaluate and apply written and

APPENDIX D Eligibility Requirements and Essential Functions

Council of Academic Programs in Communication Sciences and Disorders (2007)

100

verbal information sufficient to meet curricular and clinical demands.* • Identify significant findings from history, evaluation, and data to formulate a diagnosis and develop a treatment plan. • Solve problems, reason, and make sound clinical judgments in patient assessment, diagnostic and therapeutic plan and implementation. • Self evaluate, identify, and communicate limits of one’s own knowledge and skill to appropriate professional level and be able to identify and utilize resources in order to increase knowledge. • Utilize detailed written and verbal instruction in order to make unique and dependent decisions.

SENSORY/OBSERVATIONAL A student must possess adequate sensory skills of vision, hearing, tactile, and smell to: • Visually and auditorily identify normal and disordered (fluency, articulation, voice, resonance, respiration characteristics, oral and written language in the areas of semantics, pragmatics, syntax, morphology and phonology, hearing and balance disorders, swallowing cognition, social interaction related to communication). • Identify the need for alternative modalities of communication. • Visualize and identify anatomic structures. • Visualize and discriminate imaging findings. • Identify and discriminate findings on imaging studies. • Discriminate text, numbers, tables, and graphs associated with diagnostic instruments and tests. • Recognize when a client’s family does or does not understand the clinician’s written and or verbal communication.

BEHAVIORAL/ SOCIAL A student must possess adequate behavioral and social attributes to: • Display mature empathetic and effective professional relationships by exhibiting compassion, integrity, and concern for others.* • Recognize and show respect for individuals with disabilities and for individuals of different ages, genders, race, religions, sexual orientation, and cultural and socioeconomic backgrounds.* • Conduct oneself in an ethical and legal manner, upholding the ASHA Code of Ethics and university and federal privacy policies.* • Maintain general good physical and mental health and self care in order not to jeopardize the health and safety of self and others in the academic and clinical setting.* • Adapt to changing and demanding environments (which includes maintaining both professional demeanor and emotional health). • Manage the use of time effectively to complete professional and technical tasks within realistic time constraints. • Accept appropriate suggestions and constructive criticism and respond by modification of behaviors. • Dress appropriately and professionally.

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https://calipsoclient.com/index.html

APPENDIX E

CALIPSO

102

Position Statement

It is the position of the American Speech-Language-Hearing Association (ASHA) that students and

professionals in communication sciences and disorders who speak with accents and/or dialects can

effectively provide speech, language, and audiological services to persons with communication disorders

as long as they have the expected level of knowledge in normal and disordered communication, the

expected level of diagnostic and clinical case management skills, and if modeling is necessary, are able to

model the target phoneme, grammatical feature, or other aspect of speech and language that

characterizes the client's particular problem. All individuals speak with an accent and/or dialect; thus,

the nonacceptance of individuals into higher education programs or into the professions solely on the

basis of the presence of an accent or dialect is discriminatory. Members of ASHA must not discriminate

against persons who speak with an accent and/or dialect in educational programs, employment, or

service delivery, and should encourage an understanding of linguistic differences among consumers and

the general population.

Reference: American Speech-Language-Hearing Association. (1998). Students and professionals who

speak English with accents and nonstandard dialects: issues and recommendations [Position Statement].

Available from www.asha.org/policy.

APPENDIX F

Students and Professionals Who Speak English With Accents and Nonstandard Dialects: Issues and Recommendations

103

ABC Unified School District 16700 Norwalk Blvd. Cerritos, CA 90703

Anaheim City School District 501 Crescent Way Anaheim, CA 92803

Anaheim Union High School 3699 N. Holly Avenue Baldwin Park, CA 91706

Baldwin Park Unified School District 3699 N. Holly Avenue Baldwin Park, CA 91706

Brea Olinda Unified School District 1 Civic Center Circle, Level II Brea, CA 92821

Capistrano Unified School District 33122 Valle Road San Juan Capistrano, CA 92675

Capistrano, Lisa Bland, CCC-SLP 2544 Calle Jade San Clemente, CA 92673

Capistrano, Tracy Kerins, CCC-SLP 34591 Calle Rosita Capistrano Beach, CA 92624-1432

Capistrano, Claire Marsden, MA, CCC-SLP 1121 Packers Circle #54 Tustin, CA 92780

Capistrano, Susan Merriner, CCC-SLP 450 Camino Alondra San Clemente, CA 92672

Centralia Elementary School District 6625 La Palma Avenue

APPENDIX G – Chapman CSD Affiliated Site Locations

104

Buena Park, CA 90620

Chino Valley Unified School District 5130 Riverside Drive Chino, CA 91710

Claremont Unified School District 170 W. San Jose Avenue, Suite 201 Claremont, CA 91711

Corona-Norco Unified School District 2820 Clark Avenue Norco, CA 92860

East Whittier City School District 14535 E. Whittier Blvd, Whittier, CA 90605

Etiwanda School District 12400 Banyan Etiwanda, Ca. 91739

Fontana Unified School District 9680 Citrus Avenue Fontana, California 92335

Fountain Valley School District 1055 Slater Avenue Fountain Valley, CA 92708

Fullerton Joint Union High School District 1051 West Bastanchury Road Fullerton, CA 92833

Fullerton School District 1401 West Valencia Drive Fullerton, CA 92833

Garden Grove Unified School District 10331 Stanford Avenue Garden Grove, CA 92840

Hacienda-La Puente Unified School District 15959 East Gale Avenue, City of Industry, CA 91745

Irvine Unified School District

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5050 Barranca Parkway Irvine, CA 92604

Laguna Beach Unified School District 550 Blumont Street Laguna Beach, CA 92651

Long Beach Unified School District 1515 Hughes Way Long Beach, CA 90810

Los Alamitos Unified School District 10293 Bloomfield Street Los Alamitos, CA 90720

Los Angeles Unified School District 333 South Beaudry Ave Los Angeles, CA 90017

Magnolia School District 2705 West Orange Avenue Anaheim, CA 92804

Newport-Mesa Unified School District 2985 Bear Street Costa Mesa, CA 92626

Orange County Department of Education 200 Kalmus Dr. Costa Mesa, CA 92628

Orange Unified School District 1401 North Handy Street Orange, CA 92867

Palm Springs Unified School District 980 East Tahquitz Canyon Way Palm Springs, California 92262

Placentia - Yorba Linda Unified School District 1301 E. Orangethrope Avenue Placentia, CA 92870

Pomona Unified School District 800 South Garey Avenue Pomona, CA 91766

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Saddleback Valley Unified School District 25631 Peter Hartman Way Mission Viejo, CA 92691

San Bernardino City School District 777 North F Street San Bernardino, CA 92410

Santa Ana Unified School District 1601 East Chestnut Avenue Santa Ana, CA 92704-6322

Tustin Unified School District 300 South C Street Tustin, CA 92780-3695

Upland School District 390 North Euclid Avenue Upland, CA 91786

Walnut Valley Unified School District 880 S. Lemon Avenue Walnut, CA 91789

Westminster School District 15151 Temple Street Westminster, CA 92683

Whittier Union High School District 8036 Ocean View Avenue Whittier, CA 90602

Anaheim Hills Speech & Language Center 160 S Old Springs Road, Suite #100 Anaheim, CA 92808

Assistive Technology Exchange Center (ATEC) 1601 East St. Andrew Place Santa Ana, CA 92705

Brock Tropea, MA, CCC-SLP 3900 Birch Street, Suite 103 Newport Beach, CA 92660

Casa Colina Centers for Rehabilitation

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255 East Bonita Avenue Pomona, CA 91769-6001

Childhood Language Center of Orange County 801 French Street Santa Ana, CA 92701-3717

Children’s Learning Connection 1651 East 4th Street, Suite #150 Santa Ana, CA 92701

Children’s Hospital of Orange County (CHOC) 455 S. Main Street Orange, CA 92868-3874

Coastal Speech Therapy 1929 Main Street #103 Irvine, CA 92614

Cornerstone Therapies 18700 Beach Blvd Suite 120 Huntington Beach, CA 92648

Expressions Speech-Language Pathology Services, Inc. 12062 Valley View Street, Suite 137 Garden Grove, CA 92845

Health South Tustin Rehabilitation Hospital 14851 Yorba Street Tustin, CA 92780

Hoag Memorial Hospital Presbyterian One Hoag Drive Newport Beach, CA 92658-6100

Island Therapies 1400 Quail St, Ste 252

Newport Beach, CA 92660

Kaiser Permanente 393 E. Walnut Street, 7th Floor Pasadena, CA 91188

Life Spirit Speech 26284 Oso Road, Suite 114 San Juan Capistrano, CA. 92675

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Long Beach Memorial Hospital dba Miller Children's Hospital 2801 Atlantic Avenue Long Beach, CA 90806

Los Angeles Speech and Language Therapy Center, Inc. 5761 Buckingham Parkway Culver City, CA 90230

Lucid Speech & Language Clinic, Inc 25102 Jefferson Avenue, Suite D Murrieta, CA 92562

Margaret Perkins, M.A., CCC-SLP 918 Marguerite Lane Carlsbad, CA 92011

Mission Hospital 27700 Medical Center Road Mission Viejo, CA 92691-6426

New Hope Therapies 12966 Euclid Street Suite #550 Garden Grove, CA 92840

Newport Language and Speech Centers 23361 Madero, Suite 200 Mission Viejo, CA 92691

Olive Crest Academies 2190 N. Canal Street Orange, CA 92865

Oralingua School for the Hearing Impaired 7056 South Washington Avenue Whittier, CA 90602

Pomona Valley Hospital Medical Center 1770 North Orange Grove Avenue # 201 Pomona, CA 91767-3027

Precision Rehabilitation 3294 East Spring Street Long Beach, CA 90806

Prentice School

109

18341 Lassen Drive Santa Ana, CA 92705

Presbyterian Intercommunity Hospital 12401 Washington Blvd. Whittier, CA 90602

Progress Speech & Language 303 West Lincoln Avenue, Suite 140, Anaheim, CA 92805

Providence Speech and Hearing Center 1301 Providence Avenue Orange, CA 92868

Rehab Alliance

22995 Mill Creek Drive, Suite A

Laguna Hills, CA 92653

Riverside Community Hospital 4445 Magnolia Ave Riverside, CA 92501

Signum Speech Therapy 161 Fashion Lane, Suite 116 Tustin, CA 92780

South Coast Therapy, Inc. 11105 Knott Avenue, Suite A Cypress, CA 90630

South County Pediatric Speech 26400 La Alameda, Suite 107 Mission Viejo, CA 92691

Speech and Language Development Center

8699 Holder Street Buena Park, CA 90620

Speech Language Pathology Services 161 Fashion Lane, Suite 112, Tustin CA, 92780

Speech-Pathology Associates 4010 Barranca Pkwy, Suite 220 Irvine, CA 92604

110

St. Joseph Hospital of Orange County 1100 West Stewart Drive Orange, CA 92868

St. Jude Medical Center 101 E. Valencia Mesa Drive Fullerton, CA 92835

Sunrise Senior Living 12291 S. Newport Avenue Santa Ana, CA 92705

Susan Meyers Fosnot, Ph.D., C.C.C. Slp, Inc. 21208 Costanso Street Suite 2 Woodland Hills, CA 91364

Winways 7732 E. Santiago Canyon Road Orange, CA 92869