COMMUNICATION DISORDERS
OFF-SITE SUPERVISORY MANUAL
Updated: January 2014
Welch-Schmidt Center for Communication Disorders
Martin 34
Warrensburg, MO 64093
Department: (660) 543-4993
Fax: (660) 543-8234
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Table of Contents
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Letter to the Clinical Instructor
Mission Statement
Requirements/Expectations for the Clinical Instructor
Requirements/Expectations for the Student Clinician
Facilitating Successful Experiences
Clinical Clock Hour Definitions
Procedures for Student Feedback/Evaluation
Some Thoughts about Feedback
Directions for Grading Form
Sample Forms:
o Mid/Final Semester Student Clinician Grading Form
o Welch-Schmidt Center For Communication Disorders Screening Form
Clinical Practicum Remediation
o Instructions
o Remediation Plan Example
o Template
Course Syllabi
o Medical Internship CD 5801
o School Externship CD 5802
Tips for first-Time Supervisors of Graduate Student Clinicians
o http://www.asha.org/slp/supervisortips.
ASHA Position Statement for Clinical Supervisors in SLP and Audiology
o http://www.asha.org/policy/TR2008-00296.htm
Knowledge and Skills Needed by SLP’s Providing Clinical Supervision
o http://www.asha.org/docs/html/KS2008-00294.html
ASHA Code of Ethics
o http://www.asha.org/docs/html/ET2010-00309.html
Supervision of Student Clinician
o http://www.asha.org/docs/html/ET2004-00181.html
ASHA Scope of Practice
o http://www.asha.org/docs/html/SP2007-00283.html
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Dear Clinical Instructor:
We would like to express our gratitude for your participation as a clinical instructor for our
department. We appreciate your time, expertise and assistance in educating students to become
competent clinicians and future leaders in our field.
In order to educate future clinicians, universities must provide student clinicians with a variety of
experiences. Students gain knowledge and skills in classrooms and in the university clinic. There
are some experiences that students need that are only available through community placements.
Therefore, we view extern, intern, and other off-site placements and supervisors as an essential part
of our clinical education program.
The purpose of this manual is to familiarize you with the Communication Disorders Program at the
University of Central Missouri and to serve as a resource to you while working with students from
our program. The title “clinical instructor” (CI) is used when referring to the supervising
professional and “student clinician” (SC) when referring to the graduate student.
Thank you again,
Cheryl Needham-Rives, M.S., CCC-SLP
Offsite Clinical Practicum Coordinator
Deborah Galley, M.S., CCC-A
Director of Clinical Services
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Mission Statement
Communication Disorders is a comprehensive accredited program committed to excellence in the
academic, technological and clinical education of professional speech-language pathologists who
serve the communication and swallowing needs of a multicultural society. Evidenced-based
teaching and supervised clinical experiences, utilizing advanced technology in the diagnosis and
treatment of speech, language, voice, swallowing, and hearing disorders, foster excellence in the
professional preparation of future speech-language pathologists.
“Preparing competent, caring and highly qualified graduates”
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Requirements and Expectations – Clinical Instructor
Qualifications:
The clinical instructor will have at least a master’s degree and will hold the Certificate of Clinical
Competence in Speech-Language Pathology (CCC-SLP) from the American Speech-Language and
Hearing Association (ASHA). In addition, the clinical instructor will hold a license in the state
where supervision occurs. If providing services in a school district, the clinical instructor must be
state licensed and/or DESE certified.
Clinical Instructor Duties:
1. Supervise according to ASHA and university guidelines: direct observation time should be
according to the student and facilities needs, but at least 25% of the time.
2. Provide oral and written feedback and evaluation of the student clinician’s performance.
3. Complete formal midterm and final grading form and recommend a grade.
4. Document direct observation hours.
5. Complete the Offsite Supervisor Survey.
6. Complete the ASHA Data Collection Form via the email survey link sent to you annually.
7. Follow the ASHA guidelines pertaining to the 13 tasks for clinical supervision.
8. Demonstrate professionalism by adhering to the ASHA Code of Ethics.
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Requirements and Expectations - Student Clinician
1. Student clinicians will be familiar with the course/practicum syllabi.
2. The student clinician will have completed appropriate pre-requisite course work and clinical
experiences.
3. The dates and times of the placement will be determined by the Offsite Practicum
Coordinator and the facility.
4. Students are expected to have regular attendance, be on time, and meet appropriate deadlines.
Excused absences (such as illness, death in the family etc.) may be required to be made up at
discretion of the clinical instructor.
5. Student clinicians are expected to follow all appropriate policies of the facility, such as
complying with dress codes, following HIPAA guidelines, ASHA Code of Ethics, etc.
Failure to do so may result in one of the following: lowering of the grade, removal from
practicum (for the day or permanently), or failure of practicum.
6. Student clinicians are expected to keep track of their contact hours and competencies needed
for graduation requirements.
7. Students are expected to participate in all professional activities that are appropriate for the
facility. These may include such things as:
a. Direct Patient Contact
i. Evaluations
ii. Development of treatment plans
iii. Implementation of therapy
iv. Client/family counseling
v. Client/family education
vi. Screening/prevention activities
b. Other
i. Written reports-evaluation/discharge
ii. Progress notes/treatment records
iii. Attend/participate in team meetings
iv. Attend/participate in in-services
v. Develop therapy materials
vi. Assignments appropriate to the setting
vii. The student clinician must work all hours and participate in all duties of the
clinical instructor.
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Facilitating Successful Experiences
The cooperation of the university, the facility, and the student are needed to have a
successful experience. The Offsite Clinical Practicum Coordinator can play a key role in facilitating
this experience. While the university realizes and appreciates the time commitment it takes to
supervise a student clinician, it is our hope that we can offer some assistance. Please remember that
the student clinician, even if he/she is in the last semester, is still learning. This may be the first time
the student clinician has been in a particular setting (for example, a hospital) or the first time to have
had exposure to a specific disorder (for example, dysphagia or aphasia). The intent is for the student
to work under the guidance of a trained professional. In some cases, it may be appropriate for a
student to work independently with clients, while in other cases, it may be more appropriate for the
student clinician to work with the professional. Both models are acceptable. Once the student has
completed a placement at the facility, he/she will have another placement as a student or participate
in a clinical fellowship (CF) experience. Either way, the student will continue to have many
learning experiences prior to becoming an independent professional.
A Note about Communication
It has been our experience that offsite experiences work best when there is open
communication between the facility, the student, and the university. Students should be told of
specific expectations at the site as well as expectations of the clinical instructor. For example, it is
best to inform the student if they are expected to follow the treatment plans/methods of the clinical
instructor, or, if the student is expected to develop his/her own plans. It is the student’s
responsibility to ask the clinical instructor if he/she is unclear of what is expected. It is also the
student’s responsibility to share information regarding specific needs.
The supervision process consists of many factors. Assisting student clinicians develop clinical skills
while keeping client’s welfare as a priority can be challenging. Many tasks are involved, ranging
from helping the students learn therapy techniques to appropriate documentation as well as helping
the student learn self-analysis in order to move towards becoming a more independent clinician.
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Clock Hours
ASHA requires the applicant for certification in speech-language pathology complete a minimum of
400 clock hours of supervised clinical experience in the practice of speech-language pathology. 375
hours must be spent in direct client/patient contact and 25 hours must be obtained observing direct
client/patient contact.
Students may count all direct client contact hours. These contact hours may be counted if the
student is working independently with the client or if the student is participating with the
supervising clinician. Participation may include activities such as: presenting stimuli, eliciting
responses, modeling, tracking responses, etc. The student may not count the hours if he/she is
observing but not actively participating. Activities such as: care team meetings, consultations and
patient staffing may be counted towards appropriate competencies. Supervisory conferences, test
interpretation and report writing time are skills students need to develop but may not be counted as
part of the required hours. The Communication Disorders Program at UCM has established the
following categories with minimum hour requirements.
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Clinical Clock Hour Codes, Requirements and Descriptions
ESDC: Evaluation of Speech Disorders in Children- minimum of 10 hours required.
Clinical experiences include direct contact consulting, counseling, and participating in prevention
activities, conducting behavioral observations and non-standardized and standardized assessment
procedures for articulation, fluency, resonance, and voice including aeromechanical components of
respiration.
ELDC: Evaluation of Language Disorders in Children- minimum of 10 hours required.
Clinical experiences include direct contact consulting, counseling, participating in prevention
activities, and conducting behavioral observations. Experiences also include non-standardized and
standardized assessment procedures of phonology, morphology, syntax, semantics, and
pragmatic/social aspects of communication including comprehension and expression in oral, written,
graphic, and manual modalities. Also includes language processing; pre-literacy and languagebased literacy skills, including phonological awareness.
ESDA: Evaluation of Speech Disorders in Adults- minimum of 10 hours required.
Clinical experiences include direct contact consulting, counseling, prevention activities, and
conducting behavioral observations and non-standardized and standardized assessment procedures
for motor speech disorders, articulation, fluency, resonance, and voice including aeromechanical
components of respiration.
ELDA: Evaluation of Language Disorders in Adults- minimum of 10 hours required.
Clinical experiences include direct contact consulting, counseling, prevention activities, and
conducting behavioral observations and non-standardized and standardized assessment procedures
for spoken and written language, and cognitive aspects of communication (e.g., attention, memory,
problem solving, executive functions).
*S/LS: Screening of Speech and/or Language- minimum of 5 hours required at the graduate level.
Undergraduate clinicians can obtain screening hours, however 5 hours must be obtained at the
graduate level. Clinical experiences include pediatric and/or adult. Screenings are limited to
pass/fail procedures to identify those who require further speech/language assessment or referral.
*AS: Audiologic Screening- minimum of 5 hours required at the graduate level.
Clinical experiences include pediatric or adult. Screenings are limited to screening hearing of
individuals who can participate in conventional pure-tone air conduction methods, as well as
screening for middle ear pathology through screening tympanometry for the purpose of referral of
individuals for further evaluation and management based on pass/fail criteria.
TSDC: Treatment of Speech Disorders in Children- minimum of 20 hours required.
Clinical experiences include direct contact consulting, counseling, participating in prevention
activities, and providing treatment for disorders of articulation, fluency, resonance, and voice
including aeromechanical components of respiration.
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Clock Hour Definitions Continued
TLDC: Treatment of Language Disorders in Children- minimum of 20 hours required.
Clinical experiences include direct contact consulting, counseling, participating in prevention
activities, and providing treatment for disorders of phonology, morphology, syntax, semantics, and
pragmatic/social aspects of communication including comprehension and expression in oral, written,
graphic, and manual modalities; language processing; pre-literacy and language-based literacy skills,
including phonological awareness.
TSDA: Treatment of Speech Disorders in Adults- minimum of 20 hours required.
Clinical experiences include direct contact consulting, counseling, prevention activities, and
providing treatment for disorders of motor speech disorders, articulation, fluency, resonance, and
voice including aeromechanical components of respiration
TLDA: Treatment of Language Disorders in Adults- minimum of 20 hours required.
Clinical experiences include direct contact consulting, counseling, participating in prevention
activities, and providing treatment for disorders of spoken and written language, and cognitive
aspects of communication (e.g., attention, memory, problem solving, executive functions).
CLD: Culturally and/or Linguistically Diverse- minimum of 5 hours required.
Experiences include recognizing the need to provide and appropriately accommodate direct contact
of diagnostic and treatment services to individuals from diverse cultural backgrounds and adjust
treatment and assessment services accordingly. This includes accent modification.
SD: Swallowing Disorders- minimum of 5 hours required.
Experiences include direct contact with pediatric and adult screening, assessment and/or treatment
of swallowing or other upper aerodigestive functions such as infant feeding tongue thrust and
aeromechanical events (evaluation of esophageal function for the purpose of referral to medical
professionals). This includes the use of instrumentation used in the diagnosis and treatment.
RDDD: Related Disorders, Differences and Disabilities- no minimum hours required.
Services include direct contact with communication modification, auditory processing disorders,
augmentative and alternative communication techniques and strategies, transgender voice, care and
improvement of the professional voice, personal/professional communication effectiveness and
other disorders, differences/disabilities described in the scope of practice.
AH/R: Aural Rehabilitation- no minimum hours required.
Clinical Services include direct contact of auditory training; speech-reading; speech and language
intervention secondary to hearing loss; visual inspection and listening checks of amplification
devices for the purpose of troubleshooting.
*S/LS and AS: Graduate students can count a maximum of 20 total screening hours (S/LS and AS
combined) including the 5 hours required for S/LS and the 5 hours required for AS.
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Procedures for Student Feedback/Evaluation
Student clinicians should be provided with regular feedback (oral and written) as to their
progress. This should include information pertaining both to client/patient care and clinical
skills of the student. The student should assume some of the responsibility with regards to
communicating with the clinical instructor regarding his/her needs.
1. The student clinician and clinical instructor should set goals for the student specific to
the practicum site.
2. A formal mid-term evaluation should be completed and reviewed with the student
clinician. The Offsite Clinical Practicum Coordinator should be informed if the student
earns less than a “B” grade at mid-term and a remediation plan should be initiated.
Please refer to the Clinical Practicum Remediation Document.
3. A final evaluation should be completed and reviewed with the student clinician at the
end of the practicum. The clinical instructor recommends a final grade. The Offsite
Clinical Practicum Coordinator/Director of Clinical Services assigns all grades and
reports them to the university registrar.
4. The student should complete the appropriate forms with respect to competencies
acquired at the practicum. This form should be reviewed with the clinical instructor. The
clinical instructor will assign the appropriate rating for each competency.
5. The student is responsible for documenting clock hours obtained at the practicum. The
clinical instructor will be asked to document direct supervision time. It is the student
clinician’s responsibility to complete the online form, obtain the signature of the Clinical
Instructor/ and turn it in to the Offsite Clinical Practicum Coordinator.
6. The student will complete an online evaluation of the clinical experience.
7. The original signed Final Grading Form and the original signed online clock hour form
are returned to the Offsite Practicum Coordinator who will verify the clinical contact
hours and place the grading form into the student’s permanent file.
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Some Thoughts about Feedback
Feedback can take many forms. The beginning student clinician typically needs direct, active
supervision. This often involves analyzing data and behaviors; giving directions, opinions, and
problem solving. Some indirect techniques include listening, asking questions, seeking strategies.
As a student advances, we often move to a more collaborative style. This involves joint problem
solving and sharing of information. Finally, we hope a student will move towards self-supervision,
which includes self-identification of strengths and weaknesses, seeking advice and exchanging
views with the supervisor.
Although most student clinicians at extern sites (school placements) are not beginning clinicians
(typically the student will have completed at least two semesters of practicum at the university
clinic and approximately 100 clock hours), the student may need direct supervision in the beginning
of the practicum. This would be true of the student clinician who is working in a type of setting
(hospital, group therapy at a school, etc.) or with a disorder (dysphagia, aphasia, voice, fluency, etc.)
for the first time.
Typically student clinicians arrive at their internship site, which occurs during their last semester of
graduate school, having completed approximately 300 clock hours of direct service provision.
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Mid/Final Semester Student Clinician Grading Form
Clinical Instructor Directions for Use.
The Clinical Instructor (CI) will complete a Mid/Final Semester Student Clinical Grading Form
(MFSSCGF) to provide feedback to Student Clinicians (SC) regarding their clinical skills. These
forms will be completed prior to the Mid Semester Case Conference (MSCC).
1) The CI will complete a MFSSCGF for each SC for whom they provide supervision in the
Center, off site placements, externships and in internships.
2) Determine which of the Nine Major Areas the SC is currently providing services. This can
include one or all nine, all dependent on the goals being addressed by the SC and the
medical condition, speech-language diagnosis and associated conditions the client(s)
present.
3) Use the Summary of Skills Rubric to determine the level of skills the SC is exhibiting for
each of the competencies listed on the MFSSCGF from the ASHA KASA Standard IV-G.
4) Write the corresponding number for the skill level in the box associated with the Major Area
and the competency. For Mid Semester grading, keep the number to the left side of the box.
This leaves room in the right side of the box to utilize this form for the Final Semester
grading session.
5) Complete the Mid Semester Clinical Skills Needs section with goals for each SC for the
second half of the semester. These are sometimes best written together at the meeting, and
sometimes best to have written before the meeting to present to the SC.
6) The SC will complete a Mid/Final Semester Student Self Evaluation Form indicating their
perception of their level of skill in the Nine Major Areas. During the MSCC, please discuss
how your perception and the SC perceptions are different. Check on the grading form, under
your signature that this was completed by the SC.
7) For grading purposes, add all of the numbers in the boxes of the MFSSCFG together and
divide the total by the number of times you marked competencies. Utilize the grading rubric
to determine the SC’s mid semester grade. Record both the grade and the average of the
scores on the top of the front page of the grading form.
8) Using this same form for the Final Semester Grade and conference, write the number
representing the skill level for each of the nine major areas for each competency in the right
section of each of the corresponding boxes. As before, add all of the numbers on the form
(midterm and final) together and divide the total by the number of times the competencies
were marked. This presents a number for grading that represents the SC’s semester
performance. Utilize the grading rubric to determine the SC’s final semester grade.
9) The original MFSSCGF needs to be turned in to the Offsite Clinical Practicum Coordinator.
10) Concerns on the part of the CI regarding the SC need to be brought to the attention of the
Offsite Clinical Practicum Coordinator immediately.
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Clinical Practicum Remediation
It is expected that the student, in consultation with the faculty, be responsible for ensuring that s/he have met
the American Speech/Language/Hearing Association (ASHA) required knowledge and skills. The faculty of
the Communication Disorders Program has determined that a grade of a “B” or competency of a “4” or “5”
on the KASA demonstrates that specific knowledge and/or skills have been acquired. In cases where the
student’s progression in the acquisition of knowledge and/or skill does not meet expectations with in the
semester, a plan for remediation may be established Remediation plans are designed to improve a student’s
knowledge and skills in specific area of weakness.
The following scenarios can result in Clinical Practicum Remediation:
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An individualized remediation plan will be implemented whenever a student receives a midterm
grade of “C” or lower in a practicum experience at the midpoint in the semester.
An individualized remediation plan may be instituted if a student receives either multiple scores of
“emerging” (2) within an individual clinical experience, or multiple scores of ‘emerging” on the
same ASHA standard. The decision to implement a remediation plan under these circumstances will
be made jointly by the Clinical Instructor (CI) who gave the “emerging” scores and the Director of
Clinical Services (DCS) and/or Program Director (PD).
Remediation Procedures
1. The PD and/or the DCS will meet with the CI(s) who are supervising the student clinician.
2. The remediation plan will be created outlining the activities and/or experiences the student must
complete to demonstrate adequate improvement of their knowledge and/or skills. This plan must include
measurable goals that can be completed by the end of the semester in which the plan was initiated.
Occasionally, because of the nature of the goal, implementation and completion of the plan may need to
carry-over to the following semester. The remediation plan is a written document that includes a
definition of the area(s) needing improvement, specific objectives that need to be met, and mechanisms
for assisting the student to achieve the objectives. Remediation may focus on one particular area of
performance or may include a number of areas. The nature of the clinic remediation plan is individually
determined and is defined largely by the particular knowledge and/or skills that need to be met. This
information regarding remediation procedures and the remediation plan templates are available on Bb
under Clinical Practicum for student clinicians and clinical instructors (CI).
3. The CI and the student clinician must sign the remediation plan, including timelines and objective
measures of performance, at the time of the initial remediation meeting with the student clinician
(usually at mid-semester) and upon successful completion of the remediation plan by the student
clinician. Ratings will be provided to the student clinician by the CI periodically during and at the end of
the semester.
4. The CI who initiated the plan will serve as a mentor toward the completion of the plan, unless stated
otherwise by the PD and DCS.
5. A copy of the completed remediation plan will be kept in the student’s permanent file.
6. If the remediation plan is not completed in the initiated semester, a copy of the plan will be turned in to
the DCS by the CI attached to the Final Grading Summary form at the end of the semester. This
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remediation plan will be shared with the CI(s) who are assigned to the student in the following semester
with continued implementation of goals for completion of the plan.
7. If the student does not successfully complete the requirements of the remediation plan within the
initiated semester, a final grade of “U” will be assigned and the clinical clock hours will be held until the
goals of the remediation are met and the “U” is replaced with a grade of “B” or better.
 A student can have no more than two grades of “C” in clinical practicum or he/she will be
terminated from the program.
 If the goals are not met in the semester following the assignment of the “U”, the “U” will be
replaced by the grade of “F” and the student will be terminated from the program.
Externship – Internship Placements
If a graduate student receives a grade of “C” in CD 5802, Externship in Communication Disorders, the
student will be required to re-enroll in CD 5802 the next semester the school experience is offered and
repeat the externship in order to demonstrate appropriate knowledge and skills have been met prior to the
internship placement.
If a grade of “C” is earned during CD 5801, Internship in Communication Disorders during his/her last
semester of study. The student will be required to re-enroll in CD 5801 the following semester and repeat
the internship in order to demonstrate required knowledge and skills of “4” or”5”. Failure to do so will result
in termination from the program.
If a graduate student is dismissed from the extern or internship placement prior to its completion, the student
must meet with the PD and Offsite Clinical Practicum Coordinator, withdraw from the respective course and
reenroll the next semester the experience is offered. No clinical hours will be counted for the incomplete
experience. Failure to do so will result in termination from the program.
Withdrawing from or obtaining a grade of “C” in CD 5801 or 5802 will at a minimum, extend the course of
study at least one additional semester. If total credit hours of courses with a grade of “C” exceed the
maximum of 6 at the graduate level, the student will be terminated from the program.
Criterion for Administrative Dismissal
Administrative dismissal from the program will occur under the following circumstances:
i.
ii.
iii.
iv.
Two (2) grades of “C” in clinical practicum.
A grade of “D” or “F” in a clinical practicum.
The second semester the overall GPA falls below 3.0.
More than 6 credits of “C” at the graduate level.
Policy Changes
Policy changes may be made throughout the year. Students and faculty/staff will be notified of any changes
and their effective dates via a memo from the Director of Clinical Services.
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Remediation Plan Example
Student:
Clinical Supervisor: Carlotta Kimble
Location: Welch-Schmidt Center for Communication Disorders
Start Date: December 2, 2013
Expected Completion Date: April 24, 2014
Goal 1: Student will execute intervention using client appropriate and session-appropriate
intervention strategies, materials, and language at a “developing” or “refined” level as evaluated
by clinical instructor and/or supervising teacher.
Improvement Strategy(s) (What will be done?):
a. Student will observe a minimum of two treatment sessions in which treatment is given to
a preschool-aged child and document strategies used to elicit responses and manage
behavior.
b. Student will observe supervising teacher at extern site and document strategies and
techniques utilized to: elicit responses, manage behavior, and provide variety of planned
lessons.
Goal 2: Student will select or develop and use appropriate materials and instrumentation for
prevention and intervention.
Improvement Strategy(s) (What will be done?):
a. Student will observe a minimum of two treatment sessions in which treatment is given to
a preschool-aged child and document activities used for specific tasks/goals.
b. Student will construct a “quick view” table of appropriate activities and materials for
articulation, phonological processes, and language stimulation for current and future
resource use. The table will include two activities and materials for each area.
Goal 3: Student will communicate effectively, recognizing the needs, values, preferred mode of
communication and cultural/linguistic background of the client/patient, family, caregivers, and
relevant others.
Improvement Strategy(s) (What will be done?):
a. Student will observe a minimum of three treatment sessions in which treatment is given to
a preschool-aged child and document language used to elicit responses, motivate child,
reinforce child, and make requests from the child.
EVIDENCE OF SUCCESS: (How will you know you are making progress?)
Goal 1 Results:
Next Step:
Date:
Goal 2 Results:
Next Step:
Date:
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Goal 3 Results:
Next Step:
Date:
ASHA Certification Standards:
IV-G-2: Intervention
IV-G-2-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.
IV-G-2-b: Implement intervention plans (involve clients/patients and relevant others in the
intervention process).
IV-G-2-c: Select or develop and use appropriate materials and instrumentation for prevention and
intervention.
IV-G-2-d: Measure and evaluate clients'/patients' performance and progress.
IV-G-2-e: Modify intervention plans, strategies, materials, or instrumentation as appropriate to
meet the needs of clients/patients.
IV-G-3: Interaction and Personal Qualities
IV-G-3-a: Communicate effectively, recognizing the needs, values, preferred mode of
communication, and cultural/linguistic background of the client/patient, family, caregivers, and
relevant others.
__________________________
Student Signature
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_________________________
Clinical Instructor Signature
Remediation Plan Template
Student:
Offsite Location:
Start Date:
Clinical Instructor:
Expected Completion Date:
Goal 1:
Improvement Strategy(s) (What will be done?):
Goal 2:
Improvement Strategy(s) (What will be done?):
Goal 2:
Improvement Strategy(s) (What will be done?):
EVIDENCE OF SUCCESS: (How will you know you are making progress?)
Goal 1 Results:
Next Step:
Date:
Goal 2 Results:
Next Step:
Date:
Goal 3 Results:
Next Step:
Date:
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ASHA Certification Standards:
__________________________
Student Signature
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_________________________
Clinical Instructor Signature
University of Central Missouri
Communication Disorders Program
Internship in Communication Disorders: Medical Setting
COURSE NUMBER:
CREDIT HOURS:
INSTRUCTOR:
SCHEDULE:
LOCATION:
TERMS:
CD 5801
Four (4) Graduate level
Various
As assigned by Internship Placement Coordinator
As assigned by Internship Placement Coordinator
Fall, Spring, Summer
PREREQUISITES:
Complete all additional CD course work required for graduation, including CD 5507 Research
Project in Communication Disorders and 300 clinical practicum/observation hours. Receive
permission from the Graduate Advisor.
COURSE DESCRIPTION:
The internship is a 10-week full-time medical placement completed during the last semester of the
graduate program. This experience is designed to provide the graduate student clinician the
opportunity to meet ASHA certification requirements for clinical practicum hours and knowledge
and skills. These same requirements must be met to graduate from the program.
CERTIFICATION STANDARDS:
Satisfactory completion of this course is intended to assist the graduate student clinician in meeting
knowledge and skills required for ASHA Standards for the Certificate of Clinical Competence in
Speech-Language Pathology. Standards needing to be met are specific to each graduate student
clinician; however this is the last clinical experience of the graduate program and all knowledge and
skill standards must be met as a requirement for graduation from the graduate program, as well as
ASHA Certification. The graduate student clinician has copies of semester grading forms for each
clinical practicum experience. These copies provide Graduate student clinician with detailed
information about the requirement for meeting knowledge and skill standards and a log of the
standards met.
INSTRUCTIONAL MODALITIES/ACTIVITIES:
1. Graduate student clinician will submit request for internship assignment when requested by
the Internship Placement Coordinator. This is usually requested no later than mid-semester
of the second semester of the graduate program.
2. Internship Placement Coordinator will assign Graduate student clinician to a medical setting
where supervision will be provided by an appropriately credentialed speech-language
pathologist.
3. Graduate student clinician will complete program requirements: criminal background checks,
immunizations, and BLS; and additional requirements specific to the assigned internship site
prior to the end of the semester before the internship.
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4. Based on the expectations of the supervising SLP and the ability of the graduate student
clinician, the graduate student clinician will fulfill job responsibilities of the supervising
SLP.
5. The supervising SLP will monitor the graduate student clinician performance specifically
outlined in the UCM Mid/Final Semester Grading Form and provide clinical instruction and
feedback. Internship sites may have additional forms they use to provide feedback to the
program regarding the performance of the graduate student clinician.
6. Graduate student clinician will complete a self-evaluation for the mid-term and final grading
conference.
7. In addition, the Graduate student clinician will meet requirements determined appropriate by
the internship site.
LEARNING OUTCOMES:
Upon completion of this practicum placement, the student will be able to:
1. Administer and interpret diagnostic evaluation appropriate to the medical setting.
2. Prepare evaluation, progress notes, and all additional reports appropriate to the medical
setting.
3. Determine and successfully implement acceptable treatment plans for patients with speech,
language, cognitive and swallowing deficits.
4. Effectively use therapy materials and equipment presented in the medical setting.
5. Professionally interact with staff, and patients and their families.
6. Adhere to professional standards of ethics.
SERVICES FOR GRADUATE STUDENT CLINICIAN WITH DISABILITIES:
UCM is committed to providing Graduate student clinicians equal access to all university programs
and facilities. Persons eligible for academic accommodation must have a disability as defined by the
Americans with Disabilities Act and be enrolled in one or more hours in UCM course. Contact the
Office of Accessibilities Services for more information. 660-543-4421.
PROFESSIONAL LIABILITY INSURANCE
The University of Central Missouri maintains a Professional Liability Insurance policy to cover all
graduate student clinicians working in clinical practicum experiences. You may wish to carry
additional Professional Liability Insurance. Insurance is available to graduate student clinicians
through ASHA’s insurance carrier, Marsh Affinity Group. Call them at (800) 503-9230 or obtain
more information on ASHA’s website at https://www.personal-plans.com/asha/welcome.do.
However, to be eligible for Seabury’s group rate, the graduate student clinician must be a member
of the National Student Speech-Language-Hearing Association (NSSLHA).
PRACTICUM HOURS:
A detailed description of required clinical practicum hours can be found on the Communication
Disorders Clinical Practicum Blackboard site. During the first week of the internship graduate
student clinicians will share a copy of their current cumulative clock hour form with the supervising
SLP. The supervising SLP will be able to assist the graduate student clinician obtain the hours
needed if made aware in advance. Every effort should be made prior to this experience to have a
minimum of 300 clinical clock hours completed. The graduate student clinician is required to
complete at least 400 hours of practicum to meet ASHA Certification and program graduation
requirements. Documentation of these hours must be maintained using the format provided by the
program. The hours for each category must also be met to complete program requirements. The
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internship is a 10 week full-time placement and is not guided by the clinical practicum hours
completed.
PRACTICUM PERFORMANCE EVALUATION
The graduate student clinician is evaluated by the off-campus clinical instructor(s) at the midterm
and at the end of the semester. Grading forms used in the on-site clinic with minor modifications,
are used for all off-site placements. The internship is a culminating experience and provides
feedback to the program on the overall knowledge and skill of the graduate student clinical. The
supervising SLP may provide additional feedback as prescribed by the site.
ATTENDANCE POLICY
The graduate student clinician is required to be on site every day for 10 weeks to meet the
requirements for a full-time placement. Full-time is defined as 40 hours a week. The graduate
student clinician will meet the schedule expectations of the supervising SLP. If there is a time the
hours of the supervising SLP are below or beyond those indicated as full-time, the Graduate student
clinician will contact the university. Unless otherwise stated by the internship site, graduate student
clinicians will make-up any unexcused absences and any excused absences that exceed two days.
Any absences that are not made up will be reflected in the final grade as a drop in a letter grade
from the grade assigned.
RECORD KEEPING
Graduate student clinicians will keep track of the clinical practicum hours and enter hours into the
appropriate date base presented by the program.
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University of Central Missouri
Communication Disorders Program
Externship in Communication Disorders: Educational Setting
COURSE NUMBER:
CREDIT HOURS:
INSTRUCTOR:
SCHEDULE:
LOCATION:
TERMS:
CD 5802
Two (2) Graduate level
Various
As assigned by Off-Site Placement Coordinator
Two-days-a-week
As assigned by Off-Site Placement Coordinator
Fall, Spring, Summer
PREREQUISITES:
A minimum of two semesters providing therapy in the Welch-Schmidt Center for Communication
Disorders. This placement is typically scheduled during the graduate students last fall or spring on
campus, just prior to the internship semester. Receive permission from the Graduate Advisor and
Off-Site Placement Coordinator.
COURSE DESCRIPTION:
The externship is a two or three-day-a-week school placement completed during the last fall or
spring prior to the internship semester. The graduate student will maintain the schedule of the
school-based SLP on these days. This experience is designed to provide the graduate student
clinician the opportunity to meet ASHA certification requirements for clinical practicum hours and
knowledge and skills. These same requirements must be met to graduate from the program.
CERTIFICATION STANDARDS:
Satisfactory completion of this course is intended to assist the graduate student clinician in meeting
knowledge and skills required for ASHA Standards for the Certificate of Clinical Competence in
Speech-Language Pathology. Standards needing to be met are specific to each graduate student
clinician and all knowledge and skill standards must be met as a requirement for graduation from
the graduate program, as well as ASHA Certification. The graduate student clinician has copies of
semester grading forms for each clinical practicum experience. These copies provide the graduate
student clinician with detailed information about the requirement for meeting knowledge and skill
standards and a log of the standards met.
INSTRUCTIONAL MODALITIES/ACTIVITIES:
8. Graduate student clinician will submit request for externship assignment when requested by
the Off-Site Placement Coordinator. This is usually requested no later than mid-semester of
the second semester of the graduate program.
9. Off-Site Placement Coordinator will assign graduate student clinician to a school setting
where supervision will be provided by an appropriately credentialed speech-language
pathologist. Every attempt will be made to meet the request for placement from the graduate
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student. There are times when a graduate student may not be placed in one of their personal
top three sites.
10. Graduate student clinician will complete program requirements: criminal background checks,
immunizations, and BLS; and additional requirements specific to the assigned externship
site prior to the end of the semester before the externship.
11. Based on the expectations of the supervising SLP and the ability of the graduate student
clinician, the graduate student clinician will fulfill job responsibilities of the supervising
SLP.
12. The supervising SLP will monitor the graduate student clinician performance specifically
outlined in the UCM Mid/Final Semester Grading Form and provide clinical instruction and
feedback. Externship sites may have additional forms they use to provide feedback to the
program regarding the performance of the graduate student clinician.
13. Graduate student clinician will complete a self-evaluation for the mid-term and final grading
conference.
14. In addition, the Graduate student clinician will meet requirements determined appropriate by
the externship site.
15. If a graduate student clinician has to miss any days during their placement, they must notify
their supervising SLP and the decision must be made about making up the day(s) missed.
The discussion should be between the graduate student clinician, the site supervisor, and the
off-site placement coordinator.
16. If a graduate student is aware of any days they will need to miss work at their externship site
they need to bring this forward to your supervising SLP as soon as possible so arrangements
can be discussed.
17. If the graduate student is not present on scheduled days at the school the days will need to be
made up at the end of the semester. Breaks in the university schedule are not automatic days
off from the externship placement. Days the graduate student needs to miss have to be
discussed with the school based and university based supervisors at the beginning of the
semester.
LEARNING OUTCOMES:
Upon completion of this practicum placement, the student will be able to:
7. Administer and interpret diagnostic evaluation appropriate to the school setting.
8. Understand the IEP process and the impact of the Individuals with Disabilities Education
Act on the education of students with special needs.
9. Prepare evaluation, progress notes, IEP’s and all additional reports appropriate to the school
setting.
10. Determine and successfully implement acceptable treatment plans for individual students
and groups with speech, language, cognitive and swallowing deficits.
11. Effectively use therapy materials and equipment presented in the school setting.
12. Professionally interact with staff, and students and their families.
13. Adhere to professional standards of ethics.
SERVICES FOR GRADUATE STUDENT CLINICIAN WITH DISABILITIES:
UCM is committed to providing Graduate student clinicians equal access to all university programs
and facilities. Persons eligible for academic accommodation must have a disability as defined by the
Americans with Disabilities Act and be enrolled in one or more hours in UCM course. Contact the
Office of Accessibilities Services for more information. 660-543-4421.
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PROFESSIONAL LIABILITY INSURANCE
The University of Central Missouri maintains a Professional Liability Insurance policy to cover all
graduate student clinicians working in clinical practicum experiences. You may wish to carry
additional Professional Liability Insurance. Insurance is available to graduate student clinicians
through ASHA’s insurance carrier, Marsh Affinity Group. Call them at (800) 503-9230 or obtain
more information on ASHA’s website at https://www.personal-plans.com/asha/welcome.do.
However, to be eligible for Seabury’s group rate, the graduate student clinician must be a member
of the National Student Speech-Language-Hearing Association (NSSLHA).
PRACTICUM HOURS:
A detailed description of required clinical practicum hours can be found on the Communication
Disorders Clinical Practicum Blackboard site. During the first week of the externship graduate
student clinicians will share a copy of their current cumulative clock hour form with the supervising
SLP. The supervising SLP will be able to assist the graduate student clinician obtain the hours
needed if made aware in advance. The graduate student clinician should keep in mind that this may
the last opportunity to obtain ‘child’ hours. In addition, you should have 300 clinical practicum and
observation hours completed prior to your internship. The externship is usually an opportunity to
obtain additional hours by serving students on Fridays and/or extending your externship at the end
of the semester. Documentation of these hours must be maintained using the format provided by the
program. The hours for each category must also be met to complete program requirements. .
PRACTICUM PERFORMANCE EVALUATION
The graduate student clinician is evaluated by the off-campus clinical instructor(s) at the midterm
and at the end of the semester. Grading forms used in the on-site clinic with minor modifications,
are used for all off-site placements. The externship is a culminating experience and provides
feedback to the program on the overall knowledge and skill of the graduate student clinical. The
supervising SLP may provide additional feedback as prescribed by the site.
ATTENDANCE POLICY
The graduate student clinician is required to be on site every day, for the assigned duration of the
externship, to meet the requirements of the placement. The graduate student clinician will meet the
schedule expectations of the supervising SLP. If there is a time the hours of the supervising SLP
are below or beyond those indicated, the Graduate student clinician will contact the university.
Unless otherwise stated by the externship site, graduate student clinicians will make-up any
unexcused absences and any excused absences that exceed two days. Any absences that are not
made up will be reflected in the final grade as a drop in a letter grade from the grade assigned.
RECORD KEEPING
Graduate student clinicians will keep track of the clinical practicum hours and enter hours into the
appropriate date base presented by the program.
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