WWU College of Humanities & Social Sciences
Communication Sciences & Disorders 457: Clinical Processes
Instructor: Jill Hunt-Thompson; email: Jill.Hunt-Thompson@wwu.edu
Office Hours: AW 203; Posted weekly; please sign up for appointments
TA: Laurel Martin (office hours posted weekly outside cubicle 3rd floor AE; please sign up for appointments)
Text: Haynes, W., and Pindzola, R. (2012). Diagnosis & evaluation in speech pathology. (8th ed.)
Englewood Cliffs, N.J., Allyn & Bacon Inc. Notes and texts from your prerequisite courses (CSD
251, 352, 354, 356, 361, 373, 451) should be reviewed as the content pertains to 457 topics. Note:
please bring a pack of 3X5 index cards to class (you can share). The cards will be used
intermittently throughout the quarter.
Course Objectives:
Of great importance to me is your development as a critical thinker and your ability to assign
research-based theories and principles to a dynamic clinical process. This involves integrating
these theories and principles to the identification, prevention, assessment, and subsequent
treatment of those who present with articulation, phonology, language, literacy, voice, and or
fluency disorders. Additionally it involves your ability to integrate and synthesize evidence and your
application of evidence-based practice to each aspect of the clinical process. Opportunities to
support teamwork and meaningful communication dialog are provided. I am dedicated to your
learning and will provide you with opportunities to apply the content of this course. Refer to
assignments and additional information presented in class, sent via email and or on Canvas.
Student Responsibilities: Students are expected to arrive on-time and prepared for each class.
This means that readings and assignments (written and/or oral) are completed as appropriate.
Points for assignments submitted late will reflect a loss of 2 points per day beyond the specified
due date/time. You are responsible for lecture material as well as all of the information in assigned
readings (even if not reviewed in class). You are expected to ASK for clarification, question what
you hear and read, and participate in class and small group discussions (in and outside of the
class period). You are expected to review your prerequisite course work and make application to
the content being discussed. You are to conduct yourself with integrity and honesty. Unless
otherwise stated by the instructor, ALL written assignments (including examinations) are to be the
work and product of each individual student. Please recognize your peers and instructor deserve
an environment that promotes learning. This includes, but is not limited to, insuring that personal
cell phones and pagers are on an inaudible mode; the receipt of and or routing of text messages is
restricted to before and or after the class period; individuals allow for lectures and dialog during
class discussions without interruption or distractive comments; and respect is shown to all
members. Note: cell phones, iPods, iPads, and any other electronic communication devices cannot
be removed from backpacks or purses or other locations prior to, during, and or after you leave the
classroom while an exam(s) or other graded writing assignment is in process. This also applies to
any student who is in the process of taking a test or quiz and is doing so in a location outside of our
designated classroom. Please read the University catalog regarding academic integrity, WWU
Academic Honesty Policy and Procedure document, and its Plagiarism Policies and Guidelines
document at http://www.wwu.edu/dos/office/conduct/honesty.shtml. It is your responsibility to check
your email and the Canvas site regularly. You will be advised when Canvas has been opened for
you to access. You are reminded that you cannot use the CSD Department printers located on the
2nd and 3rd floors of AE.
Course Assignments: The assignments are designed to provide students with the opportunity to
apply course content to client scenarios while applying APA format to each task as appropriate.
Each assignment is summarized in this syllabus and will be explained in-class and or via email
communication and or Canvas. It is expected that students will take advantage of all learning
opportunities and contribute to class discussions as they pertain to the assignments and course
content. Please be aware that several of your assignments may have a corresponding student
CSD 457: Clinical Processes
2013
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performance review summary sheet and or rubric that either you or your instructor develops. As
applicable, the summaries and rubrics will be routed via email attachments and or Canvas (unless
student generated). Please be sure to attach the respective rubric to your written submission(s). Of
importance is your review of the behaviors identified on each as these are the behaviors that will
be evaluated. You are strongly encouraged to use the rubric(s) as a means to objectively selfevaluate your work prior to submissions. The instructor and or TA will use the summary and its
corresponding rubric as one means of providing you with feedback on your written work.
Throughout the term, you will be given opportunity to complete assignments that are similar to
those that are graded through writing lab exercises. You are encouraged to complete each and to
pursue additional support and feedback as needed prior to your graded submissions. You are
encouraged to develop and maintain a portfolio throughout the quarter. Its content should reflect
the clinical process and will be used in CSD 458 and CSD 459; additional content may be added at
your discretion. Examples regarding content and portfolio design will be provided in class.
Quizzes and class exercises may be assigned point value at the discretion of the instructor.
Additionally, a variety of classroom-based assessment techniques will be used throughout the term
and points may or may not be assigned.
N
O
T
E
S
CSD 457: Clinical Processes
:
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Please note that the syllabus serves as a guideline. The instructor may choose to devote additional class time to specific content areas as she
deems appropriate.
C
S
D
4
5
date
Topic
9/25
Orientation & baseline
Screening & assessment
Introduction
Screening & Assessment
9/27
Process
map
10/2
Case history, Interview
map
10/7
Writing Lab
7
:
S
Y
L
L
A
B
U
S
Reading
Chapter 1: Introduction to Diagnosis and Evaluation
Evidence-Based Practice http://ncepmaps.org/index.php;
http://www.asha.org/Members/ebp/intro.htm
http://www.asha.org/policy/type.htm
http://www.asha.org/policy/; http://blog.asha.org/
Chapter 2: Interview; Chapter 12: Multicultural Issues in Assessment:
Popular and professional trends; Cultural differences in perception of
disabilities; http://www.asha.org/practice/; Interviewing and counseling
issues.
Chapter 3: Psychometric Considerations in Diagnosis and Evaluation;
Chapter 12: Multicultural Issues in Assessment: Popular and professional
10/8
trends; Cultural differences in perception of disabilities; Interviewing and
counseling issues
October 10-11 WSLHA convention, Everett www.wslha.org
Oral motor examination
Chapter 9: Motor Speech Disorders, Dysphagia, and the Oral Exam; refer
10/14 (OME), map
to your A/P, phonology, and language texts and notes. In-class observation,
OME exercise, self-reflection
10/17 Writing lab
Screening & assessment: Chapter 6: Assessment of Phonological Disorders; Chapter 12: Multicultural
10/18 Speech sound disorders, Issues in Assessment: Cultural differences in the incidence and prevalence
map
of disorders; refer to Chapter 4 in your Phonology course text
Screening & assessment: Chapter 4: Assessment of Children with Limited Language; Chapter 5:
Language
Assessment of School-aged & Adolescent Language Disorders; Chapter
10/24 map
12: Multicultural Issues in Assessment: Language assessment the most
problematic area; Non-standardized approaches in multi-cultural
assessment; refer to your language course text & previous assignments.
writing application re: assessment plan
Voice, fluency, rate,
10/29
cluttering, audition; map
Consultation, report,
WWU Speech-Language-Hearing Clinic assessment report and cover letter
10/30
cover letter
formats; best practice
Application: assessment
10/31
plan
intervention
Students, bring your client portfolio information to each contact. Review
INTERVENTION:
chapters in part 2 and 3 of your CSD 373 text: Assessment and remediation
10/29 a process
of articulatory and phonological disorders. Review your texts, articles from
map
your Language Disorders I and II.
Pre-treatment interview:
Students: arrive with the content areas you want to pursue in your interview
11/4
in-class exercise, map
with client/caregiver and explain WHY you want to pursue that information.
SOAP
Tentative Treatment
Exercise:
Focus (TTF), baseline,
11/7
quarter treatment
objective (QTO),map,
SOAP
November 11 (Monday)
Veteran’s Day Holiday
November 14-16 ASHA convention, Chicago www.asha.org/asha2013
11/14 Instructional objectives
Exercise:
Approaches, delivery
Bring your phonology text book to each contact; clinical process, integration
11/18 systems, instructional
of content; exercise:
plans, map
November 28-29 (Thursday-Friday) THANKSGIVING HOLIDAY
Scientific methodology,
psychometrics
map
CSD 457: Clinical Processes
2013
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date
11/26
11/30
12/3
12/4
Topic
Professional writing,
SOAP
Clinical process,
integration of content
Exit conference
Professional writing,
Treatment Progress
Summary (TPS), cover
letter
Reading
Clinical process, integration of content; exercise:
Exercise:
WWU Speech-Language-Hearing Clinic TPS report and cover letter
formats
ASSIGNMENTS
Observations (out of class): Diagnostic (2) and Treatment (3)
Description: Refer to class handouts for each observation type. Students each submit their own
observations. These can be completed directly on the respective protocol IF there is enough room AND the
writing is legible OR the student may use word processing. Further information will be discussed in class.
Students are expected to conduct themselves during the observation as though they were in the presence of
the clients’ and or their family member(s). Therefore, you are expected to adhere to Clinic policies and
procedures. Information viewed and written is CONFIDENTIAL. Remember to have your observation log
initialed by the TA prior to leaving the observation setting. Submit those observation reports to JHT’s
mailbox on 2nd floor no later than 48 hours after the actual observation. Students may submit work earlier
than due date.
There will be additional in-class observations throughout the quarter. You are to document those minutes on
your log sheet and submit the corresponding writing exercise as directed. Refer to assignment information
for due dates of in-class observations as they have specific due dates. The 5 out of class contacts and the
in-class observations should yield at least 5 hours of observation. You are encouraged to keep a separate
log for CSD 457 so that accrued observation hours can be turned in with each respective summary. Do not
wait and route for signatures at the end of the term. Please route hard copies of all signed observation logs
to JHT’s mailbox by December 5th at noon. Students are to keep their originals. Value: 5pts each (unless
otherwise specified). Due Dates: sign-up sheets will be routed in class based upon schedules.
You are reminded that you are to accrue a minimum of 25 hours of supervised observations and to
document and verified each by completing an observation form. You are to route it to each respective
supervisor for his/her signature by placing both the observation summary and your log in his/her mailbox. It is
suggested that you route your materials to the supervisor’s mailbox that is on the same floor as his or her
office. You MUST include your mailbox number on both forms if you expect to receive them back in a timely
manner. Students need to submit a hard copy of their quarter schedule by September 26th at 8a.m. so
observations can be arranged. Observation sites will be announced.
Client Portfolio
Description: Students will develop a client portfolio this term. The portfolio is intended to serve as a
resource as they enter their first clinical practicum. Students will process a “client” from the initial case history
through the assessment and intervention process. Client assignments will be made at the onset of the
quarter and students in each group are responsible for completing their own work. Students are expected to
use APA writing when appropriate to the assignment(s). As students develop their portfolio content, they are
encouraged to utilize content of lectures, class discussions, course text, previous courses’ texts, and other
available resources. Please note: content for Assessment and Intervention are listed below; specific due
dates and values are reported. Students can submit their work earlier than due dates; late submissions will
lose 2 points per day beyond due date. All assignments should be included in the portfolio for your CSD 458
experience. Content of the portfolio is outlined below; label each accordingly. Note, those content items with
an asterisk are sections to include in your portfolio but do not have a corresponding 457 assignment.
PORTFOLIO CONTENT: Students, submit your assignments and if applicable, its corresponding rubric by
the due date. Plan to file all assignments in its respective section of your portfolio. You will continue to
develop this resource in CSD 458. Refer to the “module” information that follows. These represent the
sections of your portfolio with additional subsections for each.
CSD 457: Clinical Processes
2013
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MODULES:
I.
ASHA documents: links will be provided in class and or via Canvas and or email.
Please download a copy of ASHA Code of Ethics, Notice of Privacy Practices for Western Washington
University Speech-Language-Hearing Clinic, Privacy and Confidentiality Agreement for Client
Confidential, Restricted and Proprietary Information. Copy and sign two copies of the latter; route one to
the instructor as directed and put the original in your portfolio. Additional documents will be routed for
you to download via email attachment and or Canvas. Optional: You may decide to include a section in
your portfolio that includes website resources. For example: http://www.asha.org/public/.
Value: no points but valuable resource. Due: throughout quarter as directed
II. Multicultural issues in the assessment and or intervention process. Choose an SLP or
audiology/aural rehabilitation journal article (2010 to present) about a multicultural issue that addresses a
specific issue in the assessment OR intervention process. Write an abstract of the article and how you
might apply the information to your future service delivery. You may find the WWU Writing Center online
resources helpful as you work through this and subsequent assignments. The link:
http://libguides.wwu.edu/content.php?pid=296743&sid=2984398. The following resource may also be
helpful as you write the abstract: https://owl.english.purdue.edu/owl/resource/656/1/. You are
encouraged to review your notes, handouts, and resources provided through your library course and
previous writing intensive course lab(s). You are familiar with a variety of search engines to facilitate your
research of journal articles. One link to WWU library: http://library.wwu.edu/collections.
Value: 15pts. Due: no later than 12/01/2013 at 8am.
You are to complete the online ASHA Self-Assessment for Cultural Competence to include the Cultural
Competence Checklists. Please complete the three checklists and place in your portfolio. You can
access the PDF forms through this link: http://www.asha.org/practice/multicultural/self/. In addition,
please complete the Cultural Competence Awareness Tool as well. Access is via same link.
III. ASSESSMENT Module
1. Visual map/representation: Design a visual representation of the assessment process. This
representation should be thorough, clear, concise, and provide you with the information that applies
to the assessment process. You should be able to use this as a future reference. Information,
examples, and discussion regarding options provided in class. Value: no points but valuable
resource.
2. In-class Observation: Using professional terminology, complete the observation summary specific to
the interview. Value: 5 pts. Due: 10/11/13 at noon.
3. Given your client and his/her case history, summarize your interview and assessment plan for this
individual. Provide your rationale for all of your decisions. You will explain your position within your
group. Value: no points. Due: 10/30/13 at 8am
4. Oral Motor Examination (OME):
a) In-class Observation: using professional terminology, complete the observation summary specific
to the OME. Value: 5 pts. Due: 10/21/2013 at 8am
b) You will each conduct one in-class OME. Bring your text book(s), a penlight, and small mirror to
class for the OME date(s); gloves and tongue depressors are provided. Summarize this
experience from the perspectives of the clinician and the client and discuss what you learned
having participated in this process. Summary is not to exceed 1 single-spaced page. Academic
writing is expected. Additional information will be provided in class. Value: 5 pts; Due Dates:
OMEs performed in-class during the class period(s)10/15,16; self-reflection/summary due
10/21/13 at 8am.
5. Client’s Communication Assessment Report: Content of the assessment report and format
information is to be placed in the portfolio. A copy of the scenario client’s report will be routed for use
during the intervention module. Not graded.
6. Out-of class observations (2): Using professional terminology, complete the observation summary.
Value: 5pts EACH. Due: a minimum of 48hrs post observation.
CSD 457: Clinical Processes
2013
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IV.
INTERVENTION Module
1. Visual map/representation: Design a visual representation of the intervention process with a
reference to the assessment process. Include the initial referral for therapy through the exit
conference, report, cover letter, and administrative duties (as per this Clinic). Information provided in
class. Value: no points assigned but valuable resource.
2. Pre-treatment interview:
a) In-class observation: Using professional terminology, complete the observation summary.
Value: 5pts; Due: at conclusion of class-period
b) This interview is conducted at the onset of the treatment term. Include information in your portfolio
for reference. Not graded
3. Tentative Treatment Focus (TTF): Given your client’s communication status, identify ONE TTF and
provide your rationale for selecting this as his/her treatment focus. Be prepared to discuss your
rationale during class period(s). Remember to address variables presented in this and previous
courses in decision process. Value: no points but valuable exercise. Due: see syllabus
4. *Baseline protocol: Include information in your portfolio. Not graded
same
due
date
5. Quarter Treatment Objective (QTO): Given your client’s baseline performance (as cited by your
instructor in class), apply the data to your decision regarding your client’s QTO. Write your client’s
QTO for a quarter of treatment and rationale for your decision. Use academic writing and include a
minimum of two references; not to exceed 2 pages in length (2 one-sided pages or 1 double-printed
page). Value: 10 pts. Due for grading: 11/25/2013 at 8am.
6. Lesson plan (LP): Given your client’s baseline performance (as cited by your instructor), write his/her
LP for the first instructional objective and respective delivery system. Value: 10pts. Due: 11/25/2013
at 8am
7. Data Protocol: Given your client’s baseline performance (as cited by your instructor), develop your
data protocol for the first instructional objective and respective delivery system.
Value: 10pts.
Due: 11/25/2013. If you combine the LP and protocol into one document value is a total of 20 points.
8. *SOAP: Include information in your portfolio.
9. *Exit Conference: Include information provided in class.
10. *Treatment Progress Summary (TPS): Include information in your portfolio.
11. *Cover Letter: Include information in your portfolio.
In-class exercises
Description: Students are expected to complete all assignments (in- and out-of class) throughout the term.
These, as well as all other assignments, serve as learning markers. Specific assignment descriptions will be
announced in class, and or via emails and or Canvas.
Due Date(s): Announced in class. Value: Points range from 1 to 5 per assignment.
Quizzes
Description: The instructor reserves the right to quiz students on their presenting competencies specific to
course content and its integration into the screening, assessment, and intervention process. Given this,
students are encouraged to remain current on their readings, understanding of lectures and discussions, and
when applicable, completion of in- and out-class exercises. There may be a quiz every other week;
cumulative content covered on quizzes. Value: Quizzes will be between 1 and 5 points each. Due Date(s):
At the end of class period or as specified by the instructor.
Course Grade Assignment Evaluation Criteria: Your final course grade is assigned based on the
percentage of your total cumulative points and the total possible for each assignment. Borderline grades may
be impacted (positively or negatively) by your participation in small group and class discussions. You earn
the grade that corresponds to the percentage. Remember, late assignments lose 2 points per day past the
due date/time. All assignments are due at the beginning of the respective class period at 8a.m. unless
otherwise indicated in the syllabus.
CSD 457: Clinical Processes
2013
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Point range
93-100
90.9-92.9
87-89.9
83-86.9
80-82.9
Letter grade
A
AB+
B
B-
Grade scale rubric
Point range
77-79.9
73-76.9
70-72.9
65-69.9
<-64.9
Letter grade
C+
C
CD
F
GROUPS: To facilitate your understanding and application of the clinical process a variety of learning and
teaching strategies will be used. One includes your work within a group setting with each group assigned a
“client” (scenario). It is understood that not all students embrace working in groups for a variety of reasons
such as, some members do not do their share, are unprepared or do not contribute, use the work generated
by others, are lazy, do not allow others to share their perspective, need to be in control, lack positive
pragmatic skills. I get it. I understand. I don’t like working in those types of groups either. You and the other
members will agree to what constitutes a positive group experience-all will participate in this process. You
and the other members need to take responsibility and agree to follow-through with the expectations. Group
time will be provided in class. These groups are to promote cooperative dialog, support ideas, and be a
“sounding board” for discussions. While your group is assigned a client, you are each that client’s clinician.
Exercises are designed to promote the writing skills needed by clinicians who provide SLP services with
suggestions and examples of those required of our graduate clinicians at this site. Each student is to submit
his or her own work. All group members are expected to participate in the process. Groups are student
assigned with a maximum of 9 and a minimum of 7 members.
Group 1
Group 2
Group 3
Group 4
Group 5
Group 6
Group 7
Group 8
Group 9
Student Communication Screening: It is important to recognize that as clinicians we represent to our
clients target models of communication. If we present with a communication difference that negatively
impacts this model, it is often necessary for us to modify our model through therapy. Your communication
may have been screened in your introductory CSD course(s) and you may have received specific
recommendations. Please note that your communication will be screened this quarter or next in CSD 458. If
schedules permit, it may be possible for you to have your hearing tested as well. The examiner(s) will review
with you the results of your screening and discuss recommendations following your appointment(s). Pending
your permission, your program advisor and appropriate clinic personnel will be advised of the screening and
or hearing test results and recommendations. Please be aware that this does not impact your final course
grades in CSD 457 or 458 and your participation in CSD 459 is not impacted by your screening results.
Additional information will be provided in class.
Learning Markers-outcomes; ASHA certification standards:
This course is designed to accomplish the following learning markers/outcomes and related ASHA
certification standards:
1. Learning Objective: The student will appreciate the cultural bases of human communication and will apply
that information given hypothetical case scenarios.
 Standard: IIIB: Basic Human Communication Process
 Evidence Source: in-class discussion
2. Learning Objective: The student will discuss how etiological, anatomical/physiological, acoustic,
psychological, developmental, linguistic and cultural factors relate to the prevention, identification,
assessment, and treatment process and will apply that information to hypothetical case scenarios.
CSD 457: Clinical Processes
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


Standard: IIIC: Articulation, receptive and expressive language (phonology, morphology, syntax, and
pragmatics), social aspects of communication (including challenging behavior, ineffective social
skills, lack of communication opportunities)
Standard IIID: Knowledge of the principles and methods of prevention, assessment, and intervention
for people with communication disorders.
Evidence source: in-class discussion; application cards (CATs); class projects; self- and peer review.
3. Learning Objective: The student will identify and interpret the salient components of a case history
protocol for children and adult populations and will apply that information to hypothetical case scenarios.
 Standard IIID: Knowledge of principles and methods of prevention, assessment, and intervention for
people with communication disorders.
 Standard IVB: Skill in oral and written or other forms of communication sufficient for entry into
graduate study.
 Evidence source: in-class discussion; develop/write summary of content; self- and peer review;
revision of written summary; quick quizzes
4. Learning Objective: The student will identify the salient components of an interview (pre-assessment),
generate an efficient and effective interview and will demonstrate interview strategies given hypothetical case
scenarios.
 Standard IIID: Knowledge of the principles and methods of prevention, assessment and intervention
for people with communication disorders
 Standard IVB: Skill in oral and written or other forms of communication sufficient for entry into
graduate study
 Evidence source: in-class discussion; develop/write interview; summarize content; self- and peer
written review; revision of written summary; rubric; quick quizzes
5. Learning Objective: The student will identify the salient components of an oral peripheral examination,
conduct oral peripheral examinations, and will recognize the differences among participants’ oral
mechanisms.
 Standard IIID: Knowledge of principles and methods of prevention and assessment
 Evidence source: in-class discussion; in and out of class small group oral examinations
6. Learning Objective: The student will critique the validity and reliability of commonly used phonology,
speech, and language communication assessment tools and will provide rationale for their application as
they apply evidenced based practice to hypothetical case scenarios.
 Standard IIID: Knowledge of principles and methods of prevention and assessment
 Standard IVB: Skill in oral and written or other forms of communication sufficient for entry into
graduate study
 Evidence source: in-class discussion; CATs; class project; self- and peer review; rubric
7. Learning Objective: The student will discuss strategies that support identification, prevention,
assessment, and treatment recommendations and will provide rationale for their application as they apply
evidenced based practice to hypothetical case scenarios.
 Standard IIIC: Articulation, receptive and expressive language (phonology, morphology, syntax, and
pragmatics), social aspects of communication (including challenging behavior, ineffective social
skills, lack of communication opportunities)
 Standard IIID: Knowledge of principles and methods of prevention and assessment
 Evidence source: in-class discussion and presentation; CATs; quick quizzes; written project
8. Learning Objective: The student will critique the validity and reliability of commonly used speech,
phonology, and language approaches and will provide rationale for each as they apply evidenced based
practice to hypothetical case scenarios.
 Standard IIID: Knowledge of principles and methods of prevention and assessment
 Standard IVB: Skill in oral and written or other forms of communication sufficient for entry into
graduate study
 Evidence source: in-class discussion and presentation; CATs; quick quizzes; written project
CSD 457: Clinical Processes
2013
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9. Learning Objective: The student will explain strategies to develop individual treatment plans, generate
specific treatment objectives, and will provide rationale for each as they apply evidenced based practice to
hypothetical case scenarios.
 Standard IIID: Knowledge of principles and methods of prevention and assessment: articulation,
phonology, and or language intervention
 Standard IVB: Skill in oral and written or other forms of communication sufficient for entry into
graduate study
 Evidence source: in-class discussion and presentation; CATs; quick quizzes; written project
10. Learning Objective: The student will develop data protocol reflecting one of several observational
recording strategies, record responses, analyze responses and will determine and write subsequent
(measurable) treatment objectives based upon hypothetical case scenario and responses.
 Standard IIID: Knowledge of principles and methods of prevention and assessment: articulation,
phonology, and or language intervention
 Evidence source: in-class discussion; CATs; self- and peer review; written project
11. Learning Objective: The student will have knowledge of and will appreciate the standards of ethical
conduct.
 Standard: IIIE Demonstrate knowledge of standards of ethical conduct.
 Evidence source: in-class discussion; ASHA web-search; examination
CSD 457: Clinical Processes
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