CSDS 580: Initial Practicum in Speech-Language and Hearing
Instructor: Mrs. Gayle Daly
E-mail: dalygh@longwood.edu
Office: Hull 222
Class Meeting: Tu, Th 9 – 10:45 through Oct 10
CT Team Meetings: TBA
Phone: 434-395-2771
Location: LCCLL conference room
Course Description: Directed fieldwork with individuals with communication and/or swallowing
disorders in the Longwood Center for Communication, Literacy, and Learning. 2 credits
Required Texts:
Paul, R. and Cascella, P.W. (2007). Introduction to clinical methods in communication disorders 2nd
Ed. Baltimore, MD: Brookes.
Roth, F. and Worthington, C.K. (2005). Treatment resource manual for speech-language pathology
3rd Ed. Clifton Park, NY: Thomson Delmar.
Shipley, K.G. & McAfee, J.G. (2004). Assessment in speech-language pathology: A resource
manual 3rd Ed. San Diego, CA: Singular.
ASHA KASA Standards (applicable to this course)
Standard III-D: The applicant must possess knowledge of the principles and methods of prevention,
assessment, and intervention for people with communication and swallowing disorders, including
consideration of anatomical/physiological, psychological, developmental, and linguistic and cultural
correlates of the disorders
Standard IV-G: The applicant for certification must complete a program of study that includes
supervised clinical experiences sufficient in breadth and depth to achieve the following skills
outcomes (in addition to clinical experiences, skills may be demonstrated through successful
performance on academic course work and examinations, independent projects, or other
appropriate alternative methods).
Upon completion of this course and under the supervision of an endorsed/licensed speechlanguage pathologist students will be expected to:
1. describe the professional roles of the supervisor and the student clinician in the
supervisory process (KASA IV-G)
2. maintain professional records (including assessments, interventions, and therapy notes
and logs) of clients in therapy. (KASA IV-G)
3. demonstrate appropriate interpersonal skills when working with clients and family or
caregivers. (KASA IV-G)
4. demonstrate an emerging ability to:
a. identify and select appropriate quantifiable or qualitative criteria to measure
progress. (KASA IV-G)
b. write comprehensive therapy plans according to the designated format.
(KASA IV-G)
c. select and demonstrate use of a variety of materials and techniques used in
therapy. (KASA IV-G)
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d. select and appropriately utilize therapy materials based on the goals and
techniques identified in the client’s plan of treatment. (KASA IV-G)
e. plan and appropriately utilize therapy procedures and techniques based on
the goals in client’s plan of treatment. (KASA IV-G)
f. adapt materials and techniques for different ages and disabilities. (KASA IV-G)
g. demonstrate a variety of ways in which positive reinforcement can be used
to encourage appropriate target behavior. (KASA IV-G)
h. demonstrate a familiarity with counting desired behaviors and obtaining
percentages of correct responses to determine if progress is being made.
(KASA IV-G)
i. demonstrate a familiarity with a variety of outcome measures (including
observation, client interviews and reporting scales, etc). (KASA IV-G)
j. generate written reports make which efficiently and accurately reflect client
progress. (KASA IV-G)
k. develop and maintain professional records of clients regarding daily progress
during therapy utilizing designated formats. (KASA IV-G)
Course Requirements
1. Attendance in class Attendance is required. When absence is unavoidable, notify instructor
prior to class meeting. Three points will be deducted from your final grade for each
unexcused absence. This applies to both class as well as clinical assignments, CT meetings,
and the two required seminars. Refer to the Longwood University Attendance Policy in the
academic catalog.
2. Blackboard Access: Use Internet Explorer to access Blackboard. All clinical education
forms are available on the “Clinical Education” Blackboard site. CSDS 580 Blackboard site will
be used for information specific to this course.
3. Writing Assessment – must achieve 85% competency by end of semester in order to have your
grade posted for this course. If a student does not achieve 85% on the first administration, she
will have the opportunity to complete selected writing tasks to improve the areas in which she
exhibited difficulty before retaking the assessment.
4. Attendance, participation and contributions in class discussions, CT Team meetings and
clinical seminars. (30 pts)
5. Supervisory Process assignment – this assignment is in the folder on Bb with instructions (10
points)
6. Test – There will be one test during the semester – format and content will be discussed in class
(60 pts)
7. Counseling Questions – Students will provide written answers to the study questions at the
end of the chapter on Counseling (Ch. 8) in the Paul text (20 points)
8. Group Presentation – Students will create a presentation for the class on an assigned
language test. (20 pts)
9. Evidence-Based Practice Article Summary – (20 pts)
10. Cultural Competence Paper – Students will write a one page paper describing what they
learned about themselves from taking the Cultural Competence Awareness Self Assessments
on the ASHA website. (20 pts)
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11. Practicum evaluation by Supervisor(s) – 50 points
12. Final Exam – 70 points
Professional Responsibilities
1. Dress and behave professionally while on the facility property as well as during the actual
clinic sessions. Professional dress is expected at all times. Professional dress is also
expected for all class meetings, since the class will take place in the Longwood Center for
Communication, Literacy, and Learning. Sweat suits, jeans, jogging suits, and suggestive
clothing are considered inappropriate. Gentlemen will not be required to wear a tie; however, Tshirts are not acceptable. The way you dress sets the tone for how clients and other
professionals treat you.
2. Attend the center (or outside facility) each time you are scheduled. Use the sign-in/sign-out
procedure that is required. Lack of attendance, tardiness, or leaving early will have major
implications for your grade or may result in your removal from the practicum assignment, a grade
of "Incomplete," or a grade of "F." Any absences must be first communicated to the clinical
instructor and to any external supervisor as appropriate either in person or by phone-in advance
of absence. Documentation of your absences and notification to supervisor and instructor
is important in all cases!
3. Maintain confidentiality at all times of whom and what you observe or the work that you do.
4. All work submitted must be typed and without error. If errors or necessary changes are noted by
either the supervising SLP or the clinical instructor, documents will be returned to the student
for correction and resubmission prior to signature.
Honor Code
Students are expected to abide by the Longwood University Honor Code at all times. Any suspicion
of a violation will be immediately investigated and university policy will be followed.
Attendance Policy Attendance in clinical education seminars and clinical teaching team
meetings is considered a part of your practicum assignment. Therefore, attendance is
required and attendance will be taken at each class and team meeting. If you are ill or an
emergency arises, you should leave a phone or e-mail message for the instructor. Unexcused
absences will result in a reduction of your semester grade. Failure to complete assignments made
throughout the seminar will result in a reduction of your semester grade. In accordance with the
Longwood University Attendance Policy, the class grade may be lowered one letter grade if a
student misses 10% of class meetings and a grade of "F" may be assigned if a student misses
25% of class meetings (excused or unexcused).
Policy on Late Assignments:
Students are expected to submit assignments on the due date. Work may be submitted late but
will be charged a 5% penalty of total possible points for day occurring after due date until date of
actual submission up to a total of 30% of possible points.
Longwood Policy: No more than nine Longwood non-degree graduate hours may be counted
toward a degree, certificate or licensure program. Students are expected to apply to a Longwood
graduate program prior to enrolling in classes. At the latest, all application materials should be
received by the Graduate and Extended Studies Office before the completion of six hours.
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Grading
REQUIREMENT
POSSIBLE
POINTS
Supervisory Process assignment
10 points
Evidence Based Practice Article Summary
20 points
Test Presentation
20 points
Attendance, Participation and contributions to class discussions/CT Teams,
Seminars
30 points
Counseling end of Chapter Questions
20 points
Cultural Competence Reflection Paper
20 points
Practicum Evaluation by Supervisors
50 points
Test
60 points
Final Exam
70 points
Writing Assessment – no point value, but no grade will be posted until the
student achieves 85% on the assessment.
TOTAL
300 points
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GRADING SCALE
295 - 300
A+
276 - 294
A
270 - 275
A-
264 - 269
B+
246 - 263
B
240 - 245
B-
210 - 239
C (Professionally
Unacceptable)
<210
F
CLASS SCHEDULE
Bring Grad Student Handbook and Text with assigned reading to class each day.
Be sure you have completed the assignments and the readings prior to that day’s class
meeting!!!!
Date
8/26
8/28
Topic
Orientation to Class and Clinical Teaching Teams
(CTT)
Clinical forms
Speech/Language/Hearing Screenings
The Supervisory Process
Interpersonal Skills of Student Clinician
The Role of the Supervisor vs. The Role of the
Student Clinician
Ethical and Professional Practices
Link to Scope of Practice:
http://www.asha.org/docs/pdf/SP2007-00283.pdf
Link for Preferred Practice Patterns on ASHA
website
http://www.asha.org/NR/rdonlyres/C589BA8F-593148AA-8E02-59CF989DC01F/0/v1PPPSLP.pdf
9/2
9/4
Basic Principles of Intervention
Conducting a session from developing goals &
objectives through eliciting responses, providing
skilled feedback and documenting outcomes
Writing Assessment (must achieve 85%
competency by end of semester)
Clinical Writing
Evaluation reports, Goals/Objectives, Treatment
plans, SOAP notes
Readings & Assignments
1. Graduate Student Handbook
2. Fluharty and CELF Screening Description
documents posted in Course Documents
1. There is a PowerPoint presentation and a
Word document in the Supervisory Process
folder in Course Documents on Bb. Follow
instructions on Bb to complete assignment.
2. Paul: Ch 1 &2 including ASHA Code of
Ethics in App. B
3. Scope of Practice in SLP
4. Preamble, Components and Guiding
Principles of Preferred Practice Patterns (p.
3-8) at ASHA website.
Be prepared to discuss the ASHA Code of
Ethics, and the Preferred Practice Patterns
Preamble, Components, and Guiding
Principles.
Paul: Ch 6
Roth: Ch 1
1. Shipley Ch 5
2. Roth: Ch 2
3. Diagnostic evaluation & report writing
procedures in Grad Handbook
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9/9
9/9
3:30-5
Clinical Writing Continued
Behavior Management Seminar with Dr. Stephen
Keith from 3:30-5
Mandatory participation in this seminar in
order to receive a grade in this course.
Students will develop the ability to understand
and manage behavior, including:
a) behavior support systems
b) individual planning
c) research in current practice
Principles of Assessment
Psycho-educational measurement principles
Assignments for test presentations
Assessment Procedures
Understanding current principles, procedures,
techniques, and instruments in speech and
language
9/11
9/16
Functional Communication Measures (FCMs)
http://www.asha.org/members/research/NOMS/Sam
pleK12FCM.htm
Finish Assessment procedures
Including communication sampling
Client and Family Counseling
9/18
9/23
9/23
3:30-5
9/25
9/30
10/2
10/7
Counseling Seminar with Dr. Linwood Cousins
from 3:30-5
Test – Assessment; Clinical Writing
Test Presentations
OWLS, CASL & CTOPP
Evidence Based Practices
Be prepared to discuss the EBP readings in the
grad handbook and the info in the Paul text
Treatment Efficacy - Selecting Appropriate and
Effective Treatment Procedures
National Outcome Measurement System (NOMS)
http://www.asha.org/members/research/NOMS
10/9
10/16
Read the NOMS material and be prepared to
discuss in class
Click on the schools data link – Read Benefits of
NOMS, Using NOMS data and Collecting NOMS
data, and the NOMS fact sheets
Multiculturalism
Link to Cultural Competence Awareness SelfAssessment
http://www.asha.org/about/leadershipprojects/multicultural/self.htm
Family-Centered Practice
Review for Final Exam
Final Exam
1. Paul: Ch 3
2. Shipley: Ch 1, 3 4
1. Paul: Ch 4 & 5
2. Shipley: Ch 5-8 (use this information as a
resource)
3. Diagnostic tests available in clinic (Review
documents in assessment instruments folder on
Clin. Ed. Bb site)
4. Read the Sample FCM information on the
ASHA website link
Paul: Ch 8 & Roth Ch 9 answer study questions
on pg. 236 – submit in class
Mandatory participation in this seminar in
order to receive a grade in this course.
I will share information on the TACL-3 test.
1. Paul: Ch 7
2. EBP readings in Grad Student
Handbook
1. Roth: 3, 4 & 5 (Use this information as
resource info as you conduct tx sessions)
2. Each student will be assigned an EBP Brief
related to treatment to read and develop a
written summary related to the evidence
based treatment. Briefs can be located at
www.speechandlanguage.com/ebp/ and
https://readpac.longwood.edu/search/p
Your written summary should be submitted
to me electronically through the assignment
feature on Bb so I can post them for the
whole class.
1. Take each of the Cultural Competence
Awareness Self Assessments and write a
1 pg reflection paper on what you learned
about yourself
2. Shipley: Ch 2
3. Paul: Ch 13
Additional Resources:
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Hegde, M.N. (2003). A coursebook in scientific and professional writing for speech-language
pathology, 3rd Ed. Fresno, CA: Thomson Delmar Learning.
Justice, L.M. & Ezell, H. (2002). Syntax handbook: Everything you learned about syntax but forgot.
Eau Claire, WI: Thinking Publications
Meyer, S.M. (2004). Survival guide for the beginning speech-language clinician. Austin, TX: ProEd.
Pannbacker, M. Middleton, G., Vekovius, G. and Sanders, K. (2001). Report writing for speechlanguage pathologists and audiologists. Austin, TX: Pro-Ed.
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