Graduate Program
STUDENT HANDBOOK
General Information
Academic Preparation
Clinical Education
Appendices
Revised Fall 2012
TABLE OF CONTENTS
Key Acronyms/Terminology Used in Student Handbook
7
Program Director’s Welcome
8
Acknowledgements
9
GENERAL INFORMATION
10
Introduction to Chapman University Communication Sciences and Disorders Program
11
11
11
11
11
12
12
Chapman University Vision, Mission, Core Values
Vision Statement
Mission
Chapman University Core Values
College of Educational Studies (CES)
CES Mission Statement
Communication Sciences and Disorders Program
CSD Mission Statement
CSD Program Goals
Council on Academic Accreditation
CSD Faculty, Staff and Students’ Responsibilities
Service and Practice
Students Operational Modes and Facility Usage
Facility
Student Work Rooms
Computers
Cell Phone Usage
Electronic Communication via Email
Blackboard
WebAdvisor
Student Mailboxes
Copier Procedures
Student Rights, Duties and Professional Expectations
Background Checks
Insurance
Professionalism
Guidelines for Professional Dress
12
13
13
13
13-16
16
17
17
17
17
18
18
18
18
19
19
19
19
19
20
20-21
2
Students who speak English with Accents and Non-Standard Dialects
Students with Disabilities
Harassment and Discrimination
Student Complaint Procedures
Academic Complaints
Clinical Complaints
Criteria for Complaints
Social Security Disclosure Notice
Client Information Procedures
Confidentiality in the Learning Lab
Reporting of Suspected Child Abuse
Student Assistance and Other Matters
21
21
22
22-23
23
23
23
24
24
24-25
25-26
Retention of Student Documents
Graduates
Students
Student Services Available on Campus
Disability Services (DS)
Career Development Center
Writing Assistance
Financial Assistance
Graduate Assistantships in Communication Sciences and Disorders
Student Conduct
Donations Received from the Learning Lab
Safety/ Emergencies
Campus Safety
26
26
26
26
26
26-27
27
27
28
28
29
29
29
29
ACADEMIC PREPARATION
30
CSD Program at a Glance
Plan of Study (POS)
Communication Sciences and Disorders Course Sequence
31
31
32
Advising
33
Academic and Clinical Performance Expectations
Remediation Plans
34
34
Clinical Education Experiences
Philosophy and Goals
34
34-35
3
Practicum Sites
Students at Risk for Clinical Failure
Remediation Plans
Guidelines for withdrawal from Clinical Practica
35-36
36
36-37
37-38
CLINICAL EDUCATION
39
On- and Off-Campus Clinical Education
Clinical Practicum and Externship Experiences
Clinical Fieldwork Placements
Affiliated Off-Campus Site Facilities
Practicum Assignments
Self-Evaluation of Practica
40
40-41
41-42
42
43
43
Clinic Time Expectations
Mandatory Meetings
43
44
Clinical Clock Hours
Clinical Clock Hours Records
44
44-45
Supervisory Process
Supervisory Conferences
Supervisory Approaches
Supervision Orientation
Ethical Concerns
Students Perception of On-Site Supervisor Evaluation
45
45-46
46-47
47
47
47-48
Knowledge and Skills Assessment (KASA)
For Diagnostics
For Treatment
48
48
48-49
Planning For and Documenting Clinical Sessions
Lesson/Treatment Plans and SOAP Notes
49
49
Evaluation and Progress Reports
49
Policies and Procedures for Off-Campus Practica
49-50
Chapman University CSD Learning Lab
Confidentiality Policy and Procedures (HIPAA Training and Client Records)
Scheduling Policy for Learning Lab (Contact/Absence/Non-Attendance)
50
50-51
51
4
Clinical Services Available at the Learning Lab
Evaluations
51-52
52
Work Area Restrictions
Treatment Rooms in the Learning Lab
Safety and Emergency Procedures – Learning Lab
52
52
52-53
Policies and Procedures for the Learning Lab
Initial Procedures for Learning Lab Practica
Diagnostic Procedures for the Learning Lab
Therapy Procedures for the Learning Lab
53
53
54
54-55
Infection Control Policies
Work Practice
Surface Disinfection
Observation Room Earphones
Orofacial Examination
Hearing Aides and Earmolds
Audiologic Equipment
Toys
Hand Washing
Waterless Hand Sanitizer
Gloves
55
55
55
56
56
56
56
56
56-57
57
57-58
Resources and Materials
CSD Clinical Materials
Therapy and Diagnostic Materials
58
58
58-59
Learning Lab Equipment
Video Observation Area
Videorecording
Audio and Video Equipment
Audiology Equipment
Other Equipment
59
59
59
60
60
60
APPENDICES
61
Appendix A – ASHA Standards and Implementation Procedures for the Certificate of Clinical Competence
in Speech-Language Pathology
62-74
Appendix B – ASHA Code of Ethics
75-79
5
Appendix C – ASHA Scope of Practice in Speech-Language Pathology
80-98
Appendix D – CAPCSD Eligibility Requirements and Essential Functions
99-100
Appendix E – ASHA Position Statement: Students and Professionals Who Speak English With Accents and
Nonstandard Dialects: Issues and Recommendations
101
Appendix F – Chapman CSD Program Affiliated Sites Locations
102-109
6
KEY ACRONYMS/TERMINOLOGY USED IN STUDENT HANDBOOK
ASHA – The American Speech-Language-Hearing Association is the national association for speechlanguage pathologists and audiologist. ASHA sets the standards for training in the field and also
provides national certification. Chapman University’s CSD program is ASHA accredited through the
Council on Academic Programs. The CSD Program follows ASHA standards and guidelines. See
www.asha.org.
CDE – The California Department of Education is the state agency that oversees education in the state of
California. See http://www.cde.ca.gov/.
CSHA – The California Speech-Language-Hearing Association is the state association for speech-language
pathologists and audiologists. See www.csha.org.
CTC – Commission on Teacher Credentialing is the California state agency that processes all teaching and
service credentials, including the Speech-Language Pathology Service Credential. See
http://www.ctc.ca.gov/.
FERPA –The Family Educational Rights and Privacy Act (FERPA) (20 U.S.C. § 1232g; 34 CFR Part 99) is a
Federal law that protects the privacy of student education records. The law applies to all schools that
receive funds under an applicable program of the U.S. Department of Education. FERPA gives parents
certain rights with respect to their children's education records. These rights transfer to the student
when he or she reaches the age of 18 or attends a school beyond the high school level. Students to
whom the rights have transferred are "eligible students." See
http://www2.ed.gov/policy/gen/guid/fpco/ferpa/index.html.
HIPAA – Health Insurance Portability and Accountability Act is the federal law that establishes
confidentiality and exchange of information in Health Care settings. See
http://www.hhs.gov/ocr/privacy/hipaa/understanding/index.html.
KASA – Knowledge and Skills Assessment from ASHA, which defines the skills needed in Communication
Sciences and Disorders. See http://www.asha.org/Certification/Certification-Standards-for-SLP-Maintenance-and-Forms/
OSHA – Occupational Safety and Health Administration is the federal agency charged with oversight of
health and safety regulations. See http://www.osha.gov/.
PHI – Personal Health Information (see HIPAA). See
http://www.hhs.gov/ocr/privacy/hipaa/understanding/index.html.
SPLAB – Speech- Language Pathology, Audiology and Hearing Aid Dispensing Board is the state agency
that oversees licensing for speech-language pathology, audiology and Hearing Aide dispensing in the
state of California. http://www.speechandhearing.ca.gov/.
7
PROGRAM DIRECTOR’S WELCOME
Dear Communication Sciences and Disorders Students:
A warm welcome to the graduate students in the Communication Sciences
and Disorders Program at Chapman University! The faculty and staff are
pleased to see the familiar faces of our wise second year students and the
wide-eyed expressions of our enthusiastic first year students. Each first year
student has felt the euphoria of having been accepted into graduate
school in one of the most competitive fields in the nation; quickly melt into
a realization of the work ahead! Second year students have left their
wonder behind and are immersed in highly rigorous courses and
practicum. Have you noticed ... there is a buzz of excitement every place
that three or more CSD students get together in Reeves Hall, or anywhere
on campus? You have all added something to Chapman University just by
being here and learning together. We pride ourselves on providing a
personalized education and I believe you will find it around every corner.
For example, we only offer a graduate program in CSD- no undergraduate
program- that means we focus all of our attention on you, every day. You
receive personal, face to face advisement from the Program Director every
semester. We arrange you in study groups, so no one works alone all the
time. Faculty is available to you with frequent office hours, and 24/7 by
email. We are committed to transforming you from student-scholars to
practitioners in two years- and have you will relish the ride! Welcome to
Chapman University.
Sincerely,
Judy K. Montgomery, Ph.D., CCC-SLP
Professor, Program Director
8
Acknowledgements
The following handbooks were consulted for the development of the Chapman CSD Handbook. The
students, faculty and staff of these institutions are acknowledged and thanked for sharing their ideas.
Appalachian State University Clinic Manual, 2006
Georgia State University Graduate Handbook, 2005
Harding University Speech Clinic, Clinic Handbook, 2012
Loma Linda University, 2008
Purdue Clinic Manual, 2002
University of Central Florida, Orlando, Handbook 2007
Missouri State University, Graduate Program Academic Handbook, 2012
University of Pittsburgh Practicum Handbook, 2006
University of Vermont, Clinic and Graduate Student Manual, 2011-2012
9
GENERAL
INFORMATION
10
Introduction to Chapman University Communication
Sciences and Disorders Program
This handbook has been prepared to assist students in the Communication Sciences and Disorders
Program at Chapman University in their professional education. The handbook is divided into three
sections: General Information, Academic Preparation and Clinical Education. While there is some
overlap between these sections, the handbook design outlines the program’s policies, procedures,
requirements and conditions that must be met to successfully complete the program.
Students are encouraged to become familiar with the contents of this handbook, and to use it as a
reference throughout their education at Chapman. Students are responsible for knowing the
information contained within the handbook. If there are any matters which are unclear, it is the
students’ responsibility to seek guidance from faculty, staff and/or supervisors.
Faculty and staff are committed to providing students with a challenging and rewarding experience
during their studies at Chapman. Understanding the procedures for academic and clinical training is
foundational to that experience.
Chapman University Vision, Mission, Core Values
Vision Statement
Chapman University will be a preeminent university engaged in distinguished liberal arts and
professional programs that are interconnected, reach beyond the boundaries of the classroom and work
toward developing the whole person: the intellectual, physical, social, and spiritual dimensions of life.
Mission
The mission of Chapman University is to provide personalized education of distinction that leads to
inquiring, ethical, and productive lives as global citizens.
Chapman University Core Values
Chapman University is a learning community dedicated to the following core values that define the
university's character and help guide the actions of its members:
Value the dignity of every person by treating people with civility and respect;
Act with integrity and accept personal responsibility for our actions;
Live a life of services to others;
Undertake the search for truth and meaning through critical thinking and the never-ending
pursuit of knowledge and creative expression;
Engage in and promote an atmosphere of open and honest communication with others;
Seek a just and caring community that embraces a diversity of ideas and experiences.
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College of Educational Studies (CES)
The Program of Communication Sciences and Disorders (CSD) is housed within the College of
Educational Studies (CES) at Chapman University (CU). Along with other allied and related disciplines
housed within the CES, CSD embraces the CES motto “Changing Education. Changing the World.”
CES Mission Statement
The College of Educational Studies at Chapman University is committed to the development of
critical scholarship and skillful leadership that inspires and respects individuals, serves communities,
enriches diversity, and insures a socially just society.
Communication Sciences and Disorders Program
The Master of Science degree in Communication Sciences and Disorders (CSD) program prepares
student for clinical or supervisory positions in healthcare and education. Through skillful leadership and
individualized instruction, graduate students develop competency as speech-language pathologists and
are prepared to:
Assess and treat individuals with a wide range of communication disorders and disabilities such as
stuttering, hearing loss, deafness, articulation and phonology disorders, voice abnormalities,
language disorders, traumatic brain injury, swallowing disorders, and other neurological conditions
such as autism or stroke;
Counsel families, spouses, siblings, educators and other professionals on how to interact effectively
with children and adults who have communication disorders, including those who use sign language,
augmentative communication systems, hearing aids, cochlear implants, or similar supportive
technology;
Use evidence-based practice in all settings;
Work collaboratively with school, medical, or private practice teams.
The program offers academic and clinical courses, student teaching, internships and externships. The
program holds candidacy status for national accreditation by the American Speech-Language-Hearing
Association (ASHA) and California Teaching Commission (CTC) approval. Graduates will be eligible to
take the national praxis exam, complete a clinical fellowship (CF) year for national certification and
Required Professional Experience (RPE) for a state license.
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CSD Mission Statement
The mission of the Communication Sciences and Disorders Program of Chapman University is to prepare
highly ethical, research-conscious, and culturally respectful speech-language pathologists, committed to
preventing, assessing and treating communication disorders across the age span.
CSD Program Goals
1. CSD will be known as a program that is welcoming and diverse in all its meanings.
2. CSD will be recognized for its promotion of a scientific approach to practice & leadership.
3. CSD faculty will create and disseminate new knowledge in their areas of expertise.
4. CSD will meet community needs for increased access to speech/language and audiology services.
Council on Academic Accreditation (CAA)
The Chapman University Communication Sciences and Disorders Program has received initial
accreditation from the Council on Academic Accreditation (CAA)/ASHA for a 5-year period beginning
August 1, 2009. The program is scheduled for site visit and full accreditation review in the Spring of
2013. The Program meets the ASHA requirements as stipulated in the following Appendices:
Appendix A—ASHA Standards for Clinical Competency
Appendix B—ASHA Code of Ethics
Appendix C—ASHA Scope of Practice
CSD Faculty, Staff and Students’ Responsibilities
The CSD Program Staff is comprised of the CSD Program Chair, CSD Full-Time, Part-Time and Adjunct
Faculty, Fieldwork Clinical Coordinators, University Supervisors, On-Site Supervisors, Administrative
Assistant, and support staff.
All Faculty and Staff members are responsible for promoting a learning environment that:
Is collaborative and supportive.
Promotes expression of a variety of opinions and perspectives.
Supports inter-professional interactions.
Facilitates students’ capacity to utilize theoretical and research-based knowledge in their
professional practices.
Enhance students’ capacity to solve problems that have critical outcomes for patients and
clients.
Facilitates students’ ability to integrate their understanding of legal, ethical, cultural, and policy
issues in decision-making.
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Encourages flexible, creative, and innovative thinking so that students graduate with the ability
to manage the complex systems in which they will practice.
Provides access to, and teaches assessment and application of, the expanding body of healthrelated knowledge.
Enhances students’ capacity for sensitive and empathetic communication when interacting with
individuals of a variety of backgrounds.
Encourages faculty to serves as mentors and role models for professional excellence and service;
Enhances enthusiasm for life-long learning and on-going professional development that is
supported by self-assessment.
Optimizes the use of technology to enhance the learning experiences.
All professional faculty members hold professional credentials appropriate to the area of their clinical
contact. All persons serving as supervisors in Speech-Language Pathology and/or Audiology maintain a
current ASHA Certificate of Clinical Competence (CCC) in the appropriate area, and a state license in the
appropriate area. Current copies of these credentials are on file in the CSD Program.
The CSD Program Director is responsible for:
Overseeing the program’s academic and clinical curriculum.
Assigning academic credit to the academic and practicum experiences
Advising students
Maintaining accreditation standards of the University and those required by CAA
Overseeing the Chapman CSD faculty and staff
Oversight of the Program budget
Reporting to the Dean of CES on activities related to the program
In collaboration with CU Legal Team, prepares affiliation agreements.
The CSD Full-Time and Part-Time Faculty are responsible for:
Teaching academic courses in CSD
University Supervision, as assigned
NSSHLA Chapter Advisement
Conducting research projects
Attending and presenting at professional conferences
Supporting student research and presentations
Participating in CES Activities
Participate in program and college meetings
Serving on University and College committees (full-time only)
Service to the community
The CSD Adjunct Faculty are responsible for:
Teaching academic courses in CSD
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Engaging in CSD activities as appropriate and/or as requested
Supporting the CSD program as requested by the Program Director
The Fieldwork Clinical Coordinator(s) is/are responsible for:
Establishing and maintaining community contacts that serve as referral sources for the Chapman
University Learning Lab.
Establishing and maintaining contacts with local facilities that receive screening services.
Scheduling and placement of all on-site and off-site therapy and evaluation services that are
supervised by the staff of the Learning Lab.
Communicating with all supervisors before, during and after clinical practicum experiences.
Ensuring that student clinicians and CU CSD staff adhere to policies and procedures.
Creating and conducting annual Supervision workshop.
Meeting regularly with students enrolled in CSD 620, 630, 640, 650, and 660 to guarantee quality of
the practicum experience.
Assisting students with the documentation of clinical hours obtained during the practicum
experience.
Implementing and collecting assessment data on program and clinical effectiveness.
Serving as liaison for maintaining affiliation agreement with practicum sites.
Assisting students with documentation of hours.
Visiting the practicum sites, as needed, to observe the student’s work and conferring with the
supervisor regarding the student’s performance and progress made toward fulfilling objectives.
Collecting documentation for certification and licensure.
Serving as direct supervisor in some clinical situations.
Exploring new community outreach projects.
The Supervisors (i.e. University Supervisors and On-Site Supervisors) in any practicum fulfill a critical
role in the teaching and training of the student clinicians while assuming the primary responsibility for
the services provided to the clients. As a part of the training process, the Supervisors utilize a direct
teaching model to equip the student clinicians in their acquisition of knowledge and skills as these skills
relate to the field of communicative disorders. As defined by ASHA, the Supervisors are responsible for:
Establishing and maintaining an effective working relationship with the supervisee.
Assisting the supervisee in developing clinical goals and objectives.
Assisting the supervisee in developing and refining clinical management skills.
Demonstrating for and participating with the supervisee in the clinical process.
Assisting the supervisee in observing and analyzing assessment and treatment sessions.
Assisting the supervisee in the development and maintenance of Clinical Supervisory records.
Interacting with the supervisee in planning, executing and analyzing Supervisory conferences.
Assisting the supervisee in evaluation of clinical performance.
Assisting the supervisee in developing skills of verbal reporting, writing, and editing.
15
Sharing information regarding ethical, legal, regulatory, and reimbursement aspects of the
professional practice.
Modeling and facilitating professional conduct.
Demonstrating research skills in the clinical or Supervisory processes.
Directly observing a minimum of 50% of each diagnostic session conducted by a graduate clinician.
Directly observing a minimum of 25% of each therapy session conducted by a graduate clinician.
(Adapted from ASHA Clinical Supervision in Speech-Language Pathology and Audiology position
statement www.asha.org)
The Administrative Assistant is responsible for:
Assisting in the daily operations of the CSD Program by initiating and maintaining correspondence,
scheduling appointments for services, scheduling student observers, managing CSD and CES files and
orders supplies, diagnostic and therapy materials.
Assisting in the maintenance of FERPA regulations.
Assisting in OSHA compliance.
Supervising graduate assistants in the use of clinic materials.
Assisting Program Director and Graduate Admissions Director with annual admission process.
Maintaining individual student files for Program Director.
Assisting Program Director with all budgetary procedures.
Serving as first contact for student questions and inquires.
The Student is responsible for:
Upholding the CU CSD policies and procedures as well as the ASHA Code of Ethics (Appendix B).
Maintaining confidentiality as defined by the HIPAA and FERPA guidelines and adhering to OSHA
guidelines.
Meeting the Essential Functions for CSD Graduate Students as defined in Appendix D.
Wearing a CU CSD student clinician name badge when engaging in practicum experiences.
Maintaining timely communication and relationship with CU CSD staff.
Maintaining documentation for clinical hours and the KASA form.
Service and Practice
Program faculty are advocates for their respective professions and serve their professional associations
in leadership roles at the community, state, national and international levels. The commitment to
service is consistent with the mission of the university and the college. Faculty model the commitment
to providing service in the community. Practice is a form of service. Students will participate in this type
of service delivery. Further information is available in the Clinical Education section of this handbook.
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Student Operational Modes and Facility Usage
Facility
Faculty offices for the Communication Disorders Program are located in Reeves Hall and Smith Hall. The
Learning Lab is located in Smith Hall. Classrooms are found throughout the campus and are assigned
each semester by the University. Room assignments are found in the online semester class schedule.
The off-campus practicum placement sites are the clinical extension of the Communication Sciences and
Disorders (CSD) Program within the College of Educational Studies (CES). Specifics about the functions
and uses of the clinic rooms and equipment are described in the Clinical Education section of this
handbook.
Student Work Rooms
There are several locations where students can work.
1. Leatherby Libraries – study rooms are available for reserve. These rooms include white
boards, large table and chairs and some rooms have computers and large screens.
2. Reeves Hall – there are three shared rooms that may be available for students’ use:
Room 103 on the first floor, Room 3 on the ground floor and Room 225 on the second
floor. These rooms are shared with other College of Educational Studies (CES) students,
staff and adjunct faculty. Courtesy is expected if and when rooms are reserved for other
purposes.
3. Smith Hall – the Learning Lab is located in 11a and 6. When available, students may use
these rooms. There is one computer available for students’ use.
Computers
Students are expected to be computer literate and to use computers extensively in their clinical training.
If students do not have adequate computer skills, it is their responsibility to acquire these skills during
the first semester of their graduate program. Students can enroll in classes and workshops offered by
the University to assist in the development of computer skills.
In addition to the computers in Room 225, computers are available in many locations on the campus.
On the basement floor of Leatherby Libraries, there are three (3) large computer labs, available for
student use.
Students are expected to use a variety of computer programs. These include, but are not limited to:
Blackboard, Web Advisor, WORD, PAGES, Excel, PowerPoint, Loopwriter
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Assessment and intervention programs, etc. The computers in Room 225 and the library computer
labs have these programs available for student access.
Other programs utilized at the university, at their clinical sites and in the CSD program.
Cell Phone Usage
Cell phone use should occur only in the hallways or outside of Reeves Hall or other university buildings.
Cell phones are not permitted while clients are being treated. Students should turn cell phones off when
seeing clients or in class. Cell phone usage in the Video Viewing Rooms or Observation Rooms is also not
permitted. In the event that instructors wish students to use their phones for therapeutic or
communication purposes during class time, (i.e. to access email or for apps use), the instructor will give
permission in class.
Electronic Communication via Email
All students have a Chapman University e-mail address since that is the official means through which the
University communicates with students. Faculty and staff of the College of Educational Studies
communicate with the students via their Chapman e-mail account. Chapman e-mail addresses will be
used for all correspondence. Information regarding registration, Clinic and class communications, etc.,
are sent to this e-mail address. It is the students’ responsibility to check their email accounts on a
frequent basis. Chapman e-mail can be forwarded to another account through the Chapman website
and completing a simple electronic form.
Blackboard
Blackboard websites enable students to access documents, handbooks, forms, previews of forthcoming
events and guest speakers, as well as information pertaining to credentialing and/or the degree
program. Many of the CSD courses will also have web based activities. The Student’s Blackboard site or
course web pages can be accessed through the My Chapman Portal, which is accessed through the main
Chapman webpage. Please note that passwords for the My Chapman Portal will not necessarily be the
same as the e-mail account password. Go to the Chapman University website and click “My Chapman,”
enter the appropriate username and password (obtained with the assistance of the Help Desk), and then
select the appropriate link.
WebAdvisor
The WebAdvisor enables students to search for classes, register for classes, drop classes; make tuition
payments, review grades and transcripts, etc. On the Chapman University website, click “Web Advisor,”
and then follow the directions. The Chapman Help Desk is available to assist with computer-related
18
needs. The Help Desk can be contacted at (714) 997-6600 or x6600 or via email at
helpdesk@chapman.edu .
Students Mailboxes
Mailboxes for all students are located in Reeves Hall, Room 211.
Copier Procedures
The copier may not be used to copy anything from a client’s file that is of a confidential
nature.
Copies may be made for the client, if directed by a supervisor. This could include homework
assignments, copies of reports, etc.
Materials for class assignments are not to be copied at the Learning Lab or Reeves Hall.
Copiers are available for student use in the library.
Materials for use in therapy may be copied.
Request assistance from staff if needed.
Student Rights, Duties and Professional Expectations
Background Checks
Program policy requires background checks to be obtained by the entering graduate students into the
Program of Communication Sciences and Disorders. Once the newly admitted graduate student
indicates he/she is attending the Chapman University Graduate Program in Communication Sciences and
Disorders, the process for obtaining background checks begins.
The student is required to follow procedures for:
California Program of Law Enforcement fingerprinting to obtain national database information.
Background.com to obtain local database information.
Cleared background checks are required before the students may engage in clinical practice or
observation. New graduate students must complete this process before their second semester in the
Graduate Program when they are assigned clients in the on-campus Clinic, or off-campus settings.
Insurance
Chapman University maintains a student’s practice liability insurance policy for all student clinicians
registered for clinical practica through the Program of Communication Sciences and Disorders.
It is expected that students maintain their own health and liability insurance coverage through a private
healthcare plan, the Students Health Services, and HealthCare Providers Service Organization
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(http://www.hpso.com/). This procedure is included within their Certificate of Clearance for any medical
practica.
Professionalism
Students are expected to adhere to professional standards in both their appearance and actions in the
classroom and clinical settings. In general, codes for appearance and actions are established in order to
convey one’s dedication to excellence, commitment to meeting obligations, and respect for peers,
colleagues, professors, clinical instructors and/or patients and clients. Although the standards for
appearance and actions may differ between the academic and clinical settings, students are expected to
adhere to the policies set forth within each setting.
First and foremost, students must adhere to the Standards for Academic Integrity outlined in University
policy and the ASHA Code of Ethics. The Academic Integrity policy is printed in every syllabus.
Faculty also expect students to show respect to peers and faculty at all times. Students are
expected to approach faculty, supervisors and staff with courtesy and respect for their position.
Students are also expected to use professional courtesies, such as:
1. Set up advance appointments and using office hours to discuss issues with faculty;
2. Attend all required classes and enter on time;
3. Avoid getting up and leaving the room during lectures unless there is an emergency.
4. Turn off cell phones prior to coming to class or meetings with faculty or peers.
Guidelines for Professional Dress
The Communication Science and Disorders Learning Lab provides services to University faculty and staff
and community members. Clinical staff and faculty, student clinicians, and students observers are
expected to dress appropriately for a professional business environment. Appropriate dress should be
modest, and care should be taken that clothing is not potentially embarrassing for the client or clinician.
Clothing which is patched, frayed, raveled, or otherwise excessively worn is not professional. Wearing
distracting jewelry is not professional. Make-up should be subtle and fingernails are kept at a
reasonable, well-groomed length. Students should not wear scented body lotion, colognes, perfumes or
after-shave lotions, since many clients or staff may be scent-sensitive. The clinical supervisors reserve
the right to make final decisions concerning appropriate dress.
In the clinical process, student clinicians will be in close proximity to clients, and may need to bend over
when providing assistance or during therapy. Appropriate clothing and dress will ensure that even while
engaging in these activities modesty is maintained, ensuring comfort for all parties. Low riding pants and
low cut tops are not considered professional attire. Students need to be aware of what type of dress is
appropriate for the age and condition of the client (e.g. preschool, adult client, high school or medically
fragile, medical, or classroom settings)
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In all settings, the following is considered unacceptable dress:
Low riding pants
Short Skirts
Skin tight and/or low cut tops
Bare or barely covered midriffs
Facial and oral piercings (NOTE: must not be displayed)
Tattoos (NOTE: should be covered)
Gauzy or see-through blouse/shirts
Dangling jewelry
Beach shoes
Students who speak English with Accents and Non-Standard Dialects
In compliance with ASHA Code of Ethics, the Chapman University Communication and Sciences and
Disorders Program does not discriminate against students who speak English with an accent or nonstandard dialect. It is expected that the students be able to provide modeling of target phonemes,
grammatical features, and any other aspect of speech and language that is essential in the treatment of
a client. Per ASHA recommendations, writing skills and other competencies will not be altered for
students who speak with a dialect or accent. Faculty carefully adhere to the ASHA 1998 Position
statement on Students and Professionals Who Speak English with Accents and Nonstandard Dialects:
Issues and Recommendations (Appendix E).
Students with Disabilities
Chapman University maintains the Disability Services Office, located on campus. The following
information is taken from the Disability Services website:
Chapman University is committed to providing support services to achieve equal access to the
education experience. Disability Services (DS) approves and coordinates accommodations and
services for students with disabilities at Chapman to help students acquire skills essential to
achieve academic and personal success.
The Disability Services Office is designed to help students who have average or above average potential
for learning and who exhibit significant difficulties due to a disability. We will support students to
understand his/her limited abilities and compensate for them with ADA accommodations and
alternative resources as well. Here at Chapman, we want to prepare students for the future by
practicing self-advocacy. We will help guide the student on that journey by utilizing all available
resources.
Registration with DS is on a voluntary, self-identifying basis. However, services are only available after a
student has registered and presents certified current documentation of the disability from a medical or
21
educational specialist. All information and documentation are confidential. (See also Student Assistance
and Other Matters, Student Services Available on Campus).
Harassment and Discrimination (including Sexual Harassment)
The following information is taken from the Chapman Website:
Chapman University is committed to providing an environment which is free from harassment, and
every member of the university community must recognize that harassment of any type compromises
the integrity of the university and the tradition of free and open inquiry among its members. Chapman
also affirms its commitment to providing an environment in which each member of the university
community feels free to comment on any issue or topic.
It is the university's policy, therefore, to insist that all members of the university community are treated
at all times with dignity and respect. The university has a strict policy which prohibits harassment in any
form. This includes, but is not limited to, harassment because of age, disability, race, religion, color,
creed, ancestry, national origin, marital status, sex, or sexual orientation.
The university will not tolerate any conduct which has either the purpose or the effect of interfering
with the work or scholastic performance of any member of the university community or creating an
intimidating or hostile living, learning, or working environment. The university will also not tolerate any
conduct which has the purpose or effect of singling out any specific group within the university
community in a manner which leads to harassment or which creates an offensive working or learning
environment for that group.
It is a violation of university policy for anyone to engage in any form of harassment or to retaliate
against a person who has initiated an inquiry or complaint.
The right of confidentiality for any party involved in an alleged harassment incident, including the
complainant and the accused, will be respected insofar as it does not interfere with the university's
obligation to investigate allegations of misconduct and to take corrective action where appropriate.
In keeping with its policies, Chapman University not only fully complies with all local, state, and federal
laws concerning harassment, but also provides a means to assure fair treatment to any student or
employee who believes the policy prohibiting harassment has been violated. It is the policy of the
university that all charges of harassment be reviewed in a confidential, sensitive, and expeditious
manner. For further information, please contact the Equal Opportunity Officer at (714) 997-6847.
Student Complaint Procedures
The Program of Communication Sciences and Disorders prepares students as professionals who are
qualified to serve as practitioners in a variety of clinical, research, and academic settings. If a student
believes the program or its faculty/staff have been neglectful in fulfilling responsibilities regarding
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instruction, research, or professional standards, students have the right to file a complaint with the
program, the University, and/or the accrediting body, the Council of Academic Accreditation of the
American Speech-Language-Hearing Association (ASHA). The following outlines the appropriate
complaint procedure:
Academic Complaints
Students are advised to begin the complaint process with the particular instructor involved. If the issue
has not been resolved after discussing the concern with the instructor, the student may meet with the
Program Director to seek additional assistance. The Program Director will guide the student through the
next steps. The issue may be resolved at this level or it may be necessary to seek assistance from the
Associate Dean or to pursue resolution through a formal grievance or appeals procedure.
A complaint about any accredited program or program in candidacy status may be submitted by any
student, instructional staff member, speech-language pathologist, audiologist, and/or member of the
public.
Clinical Complaints
Students are advised to begin the process by discussing concerns with the clinical faculty member
involved. If resolution of the concern is not achieved through this discussion, then the student should
pursue assistance with resolution by meeting with the Fieldwork Clinical Coordinator. If resolution is not
be obtained through discussion with the Fieldwork Clinical Coordinator, then the student should seek
assistance from the Program Director and finally through formal university grievance or appeals
procedures.
Criteria for Complaints
Complaints about programs must meet the following criteria:
a. be against an accredited graduate education program or program in candidacy status in
audiology and/or speech language pathology,
b. relate to the Standards for Accreditation of Entry-Level Graduate Education Programs in
Audiology and Speech Language Pathology,
c. clearly describe the specific nature of the conduct being complained about, which must have
occurred at least in part within 5 years of the date the complaint is filed, the relationship of the
complaint to the accreditation standards, and provide supporting data for the charge.
Complaints must meet the following submission requirements:
a. include verification, if the complaint is from a student or faculty/instructional staff member, that
the complainant exhausted all pertinent institutional grievance and review mechanisms before
submitting a complaint to the CAA,
b. include the complainant's name, address and telephone contact information and the
complainant's relationship to the program in order for the Accreditation Office staff to verify the
source of the information,
c. be signed and submitted in writing via U.S. mail, overnight courier, or hand delivery to the
following address:
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Chair, Council on Academic Accreditation in Audiology and Speech-Language Pathology
American Speech-Language-Hearing Association,
2200 Research Boulevard, #310
Rockville, MD 20850
d. will not be accepted by email or facsimile.
The complainant's burden of proof is a preponderance, or greater weight, of the evidence. Complaints
against a program may be submitted even if separate action is pending against the program by another
body except as outlined above.
The complaint procedure is detailed in the CAA Accreditation Manual (Section VIII) which is available
online at the following address:
http://www.asha.org/academic/accreditation/accredmanual/section8.htm#complaint1
It stipulates that "complaints must pertain to accredited programs, must relate to the standards for
accreditation, and must specifically describe the nature of the conduct being complained about that
must have occurred in the last five years with all supporting data". Submission requirements are also
specified on the website and must be signed and submitted in writing to the chair, Council on Academic
Accreditation, American Speech-Language-Hearing Association, 2200 Research Boulevard, #310,
Rockville, MD 20850.
Social Security Disclosure Notice
Students are required to disclose their Social Security Number (SSN) upon enrollment in the University.
Section 30 of the Business and Professions Code and Public Law 94-455 (42 USCA 405 (c) (2) C))
authorize collection of students’ SSN. SSNs will be used exclusively for tax enforcement purposes, for
purposes of compliance with any judgment or order for family support in accordance with Section
11350.6 of the Welfare and Institutions Code, or for verification of licensure or examination status by a
licensing or examination entity which utilizes a national examination and where licensure is reciprocal
with the requesting state. Failure to disclose a SSN will be reported to the Franchise Tax Board, which
may assess a $100 penalty against the party reported.
Client Information Procedures
Client confidentiality is of utmost importance and mandated under the Family Education Rights and
Protection Act (FERPA), as well as mandated in the ASHA Code of Ethics. While the description below
refers at times to the Learning Lab, procedures and rules for confidentiality apply in all clinical and
educational settings.
Confidentiality in the Learning Lab
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Client files and information must be kept confidential. At no time, should the file or any part of the file
be removed from the Learning Lab. The files of the Learning Lab may be used only in the designated
work area. Client files (reports, lesson plans, etc.) may not be copied for any reason, although notes may
be taken on any part of the client’s file. At the end of the semester, DELETE all notes and reports from
any electronic records that has been created. Non-compliance with this procedure could result in failure
of this practicum.
In accordance with the Health Insurance Portability and Accountability Act of 1996 (HIPAA) and the
ASHA Code of Ethics, all information concerning past and present clients is strictly confidential. The
following information is not to be divulged to anyone without express and written permission:
Name of client.
Nature of the problem.
Family information.
Tape recordings of the client’s speech.
Lesson plans.
Test results.
Observation reports.
Any draft of clinical reports.
Students should avoid the following circumstances that may lead to violations of confidentiality:
Conversations with other professionals not involved with the client.
Taking materials pertinent to a client out of the Learning Lab.
Reports, lesson plans, or other material left in a notebook or on a table where others may read
them.
Conversations in the Learning Lab which may be overheard by other people, including other
clinicians.
When emailing reports, use client’s initials only.
Reporting of Suspected Child Abuse
Section 11166 of the Penal Code requires any child care custodian, medical practitioner, non-medical
practitioner, or employee of a child protective agency who has knowledge of or observes a child in his or
her professional capacity or within the scope of his or her employment whom he or she knows or
reasonably suspects has been the victim of child abuse to report the known or suspected instance of
child abuse to a child protective agency immediately or as soon as practically possible by telephone and
to prepare and send a written report thereof within 36 hours of receiving the information concerning
the incident.
“Child care custodian” includes teachers, administrative officers, supervisors of child welfare and
attendance, or certificated pupil personnel employees of any public or private school; administrators of
a public or private day camp; licensed day care workers; administrators of community care facilities
licensed to care for children; Head Start teachers; licensing workers or licensing evaluators; public
assistance workers; employees of a child care institution including, but not limited to, foster parents,
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group home personnel, and personnel of residential care facilities; and social workers or probation
officers.
“Medical practitioner” includes physicians and surgeons, psychiatrists, psychologists, dentists, residents,
interns, podiatrists, chiropractors, licensed nurses, dental hygienists, or any other person who is licensed
under Division 2 (Commencing with Section 500) of the Business and Professions Code.
“Non-medical practitioner” includes state or county public health employees who treat minors for
venereal disease or any other condition; coroners; paramedics; marriage, family or child counselors; and
religious practitioners who diagnose, examine or treat children.
Failure to comply with the requirements of Section 11166 of the Penal Code is a misdemeanor,
punishable by up to six months in jail or by a fine of one thousand dollars ($1,000) or by both.
Student clinicians are subject to the laws of child abuse reporting. Although the student clinician does
not need ask permission to report suspected child abuse, it may be helpful to consult with the on-site or
university supervisor should such a case arise. Remember, the standard for reporting is suspicion of
suspected abuse. The Child Abuse hotline worker will assist the caller in completing the through the
process should a call be made.
Students Assistance and Other Matters
Retention of Student Documents
Graduates
All original log hours and contents of clinical records are retained indefinitely on ImageNow. Records are
accessed when the Program receives a written request for them. All originals are retained; copies or a
letter is sent, as is appropriate, for the request.
Students
All original clock hours and contents of the permanent clinical file are accessible electronically by the
Fieldwork Supervisor. Clinical records are available electronically to all students.
Students Services Available On Campus
Disability Services (DS)
Disability Services (DS) is a campus-wide program designed to assist students to fulfill their potential and
attain their academic goals at Chapman University. Services are available to students who desire greater
academic proficiency in courses ranging in level from introductory through honors and upper division.
Students who desire assistance have the opportunity to use the services of the DS best suited to their
needs and that will make their education at Chapman more successful and rewarding. The DS staff is
committed to providing the opportunity for students to enhance and enrich their educational
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experience and is also intent upon assisting students to develop positive attitudes about themselves and
their studies.
DS coordinates special services for students with disabilities. Students who need such special
educational arrangements, must identify themselves to the DS office and submit current
documentation.
Academic adjustments may include adaptation in the way specific courses are conducted, and the use of
auxiliary equipment and support staff. The purpose of these accommodations is to provide educational
equity, not advantage. Faculty members are not required to, nor are they responsible for, modifying
their grading procedures or course standards for students with disabilities. (See also Disability Services
under Student Rights, Duties and Professional Responsibilities).
Career Development Center
The mission of the Career Development Center (CDC) is to assist the students at Chapman University in a
caring and personalized manner with identifying, developing, and implementing their career goals
through self-direction and personal responsibility. Career decision-making is a lifelong, developmental
process to be integrated with the student’s educational experience. The CDC is committed to developing
and cultivating relationships with diverse employers for experiential educational opportunities and
career employment possibilities thereby creating partnerships between faculty, students, and
employers that will enhance successful completion of the student’s college career. Specific services
offered for certificate and credential candidates include (1) assisting candidates in developing selfmanaged career files, (2) collecting job announcements for teaching and other educationally related
positions, and (3) conducting job fairs on campus for participating districts.
Writing Assistance
Chapman students can receive individualized tutorial assistance in writing in five ways:
1. In the Writing Center located on campus, within the CES in DeMille Hall.
2. Through on-line tutoring service.
3. Grad Power. All CES classes will have a Writing Fellow assigned to them by the CES faculty
member who directs students’ writing. The Fellow is trained to assist all students with writing
assignments.
4. The Program Director may request that students meet with the Writing Faculty Advisor.
Students are coached in all aspects of the writing process including prewriting, drafting, revising,
and editing. In addition, questions or problems of fluency, focus, support, coherence, and
mechanics are all addressed by tutors in a friendly and supportive environment, thus
encouraging students to develop their writing skills and attain confidence in their abilities as
writers. However, please understand that the Writing Center is not an editing service.
5. A course entitled Professional Writing for CSD is offered several times throughout the year
through Extended Education, exclusively for students in the Program. This course models and
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teaches professional writing in the discipline. Although this one unit course is not required, all
students will be expected to demonstrate professional writing in all writing assignments and
clinical communication.
Financial Assistance
To apply for financial aid to attend Chapman University, students should complete a Free Application for
Federal Student Aid (FAFSA). This can be accessed at www.fafsa.ed.gov . Applications are also available
in the financial aid office. See the website for the preferential filing date for the upcoming academic
year.
Students who apply will be considered on a first come/first served basis, although only limited funds
may be available.
Student loans are part of the financial aid offer made to the students by the university. The application
for financial aid includes all forms of financial assistance, including scholarships, grants, work/students
funds and loans. A loan application will be provided with the award letter if eligible. Loans and graduate
assistantships are available to graduate students. Financial aid applications may be picked up from the
Financial Aid office.
In addition to standard tuition grants and loans, Graduate Fellowships are available through the College
of Educational Studies. Graduate Fellowships are awarded on the following criteria:
3.0 or higher GPA
Acceptance into the program
Financial need that cannot be met through other means
The Financial Aid office offers students access to a database system providing information on over
30,000 sponsoring organizations and 200,000 awards. Students may access the S-T-A-R-T (Student Aid
Research through Technology) program by visiting the Financial Aid Office, complete the “S-T-A-R-T
Student Data Form,” and paying a $5 fee. Based on the responses on the Data Form, students will
receive a computer printout of applicable and qualifying scholarships and fellowships.
Graduate Assistantships in Communication Sciences and Disorders
A limited number of graduate assistantships are available in the Communication Sciences and Disorders
Program. An assistantship is awarded for one or two semesters and may be re-awarded in subsequent
semesters if a student wishes to reapply. Graduate assistants are directly responsible to the faculty
member to whom they are assigned. Duties for the assistantships may be related to the operation of the
Learning Lab (e.g., scheduling, maintaining Clinical Education forms and supplies, typing, copying,
answering the phone, contacting clients, etc.) and to the Communication Sciences and Disorders
Program or to faculty research. An application for financial assistance is filed with the Associate Dean
whose office is located in Reeves Hall.
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Currently, an assignment of an assistantship may not exceed 10 hours of work per week. Students are
responsible for all fees (e.g., Students Activity Fee, Athletic Fee, etc.). Applications are kept on file for
one (1) year after the date of submission. Completion of this application is not a guarantee that the
student will receive an assistantship. Awards are made on a competitive basis.
Student Conduct
At Chapman University, all students are expected to adhere to the policies that govern students’
behavior outlined in the Student Conduct Code. Information regarding all University students policies
can be found at http://www.chapman.edu/studentsss/policies-forms/studentss-conduct/conductcode.aspx in the following categories: student behavior, illegal material, residence life, transportation,
violations, miscellaneous. Students should review the university policies in this area.
Donations Received from the Learning Lab
There are no fees for receiving services in the Chapman University Learning Lab. Members of the
community who receive services through the Learning Lab are provided letters of appreciation for their
participation. Individuals are given an opportunity to donate to the students fund through the CSD
Board of Councilors. Students should never accept cash or other payment for services rendered. If a
client wishes to make donations, he/she should be referred to a clinical supervisor, faculty or staff
member.
SAFETY/EMERGENCIES
Students are responsible for following faculty instructions. If there is an accident or illness, students
should report immediately to faculty who will assist them in completing an incident report. If
students believe a hazard exists, they should report the hazard to their instructor. If the instructor
takes no action to correct the situation, students should notify Public Safety directly at 714-9976763.
Campus Safety
The University uses the 911 phone number for campus emergencies. Dialing 911 from an on-campus
phone will connect the caller to a Chapman University Public Safety Officer. The Public Safety dispatcher
can contact the necessary emergency personnel for the particular situation. If using an off campus
phone or a cell phone, dialing 911 will contact the regional 911 emergency service. If using an off
campus phone or a cell phone, dial Public Safety directly at 714-997-6763.
Students and Staff are advised to put the Public Safety number in their cell phones as a precautionary
measure, so that it is easily accessible if needed.
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ACADEMIC
PREPARATION
30
CSD Program at a Glance
Students are admitted into the CSD Program in a Cohort. Each student receives individualized
academic advising; however, students will follow the established course sequence for
progressing through the program. The sequence is specifically designed to allow for
development of the foundations necessary to build clinical skills. The Program consists of both
academic classes and clinical experiences, earned through practicum placements. Further
information about the clinical experiences and requirements is in the Clinical Education section
of this handbook.
Chapman’s CSD program design:
A 64-unit program designed to be completed in two years (including summer terms)
Ten (10) to twelve (12) units of coursework and practicum each semester
Evening classes allow students to engage in practicum during the day in authentic settings
Required minimum 400 hours of supervised practicum in speech-language pathology
Program Prerequisites:
Undergraduate degree in Communication Sciences and Disorders, or the post-baccalaureate
certificate equivalent (leveling courses)
3.0 minimum GPA
Graduate Record Examination (GRE) test scores taken within the last five years
Plan of Study (POS)
Graduate students spend their first semester in the graduate program in Communication Sciences and
Disorders attending academic courses to prepare for their subsequent clinical experiences and
completing observations. Clinical experiences begin in the second graduate semester for the student.
The order of courses and clinical practica are listed in the student’s Plan of Study (POS); the POS is
developed with the students in their first semester of graduate course work in conjunction with the
Program Director/Faculty Advisor. The CSD program consists of both academic courses as well as clinical
experiences. These have been systematically organized to achieve the best learning experience for the
student.
Student clinicians are asked to complete a course verification form at the time that the
Request for Clinical Experience and Schedule Form are submitted. The Fieldwork Clinical Coordinator
determines clinical assignments for the student for the semester based on the student’s completed or
concurrent courses. The entire cohort takes the Practicum courses assigned in one of 3 or 4 sections
each semester.
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Communication Sciences and Disorders Course Sequence
Course Number
First Year
Fall
CSD 500
CSD 501
CSD 502
CSD 610
Title
Units
Research Methods
Articulation & Phonology
Clinical Procedures/Professional
Issues
Observation (25 hours)
3
3
Language Disorders in Children
Diagnostics and Assessment
ASD & Early Childhood Assessment
Practicum (45 hours)
3
3
3
1
Neuroanatomy
AAC & Cognitive Aspects of
Communication
Fluency
Practicum/ AAC Camp (45 hours)
3
School-Based Issues
Adult Language Disorders
Dysphagia
Practicum/Internship (105 hours)
3
3
3
3
3
1
Spring
CSD 503
CSD 508
CSD 505
CSD 620
Summer
CSD 506
CSD 507
CSD 504
CSD 630
Second Year
Fall
CSD 509
CSD 510
CSD 511
CSD 640
Spring
CSD 512
CSD 513
CSD 514
CSD 650
Summer
CSD 515
CSD 516
CSD 660
CSD 698
Multicultural, 2nd Language
Acquisition
Voice & Cranio-Facial
Motor Speech Disorders
Practicum/Internship (105 hours)
Advanced Audiology
Counseling
Externship (105 hours)
Capstone Comps and Project
3
3
3
3
3
3
3
3
3
1
1
64 units
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Advising
All students in the CSD program have the Program Director as their academic advisor. The Advisor
provides a personal link to the Program, college and university and can help the student navigate
and understand their rights and responsibilities, the requirements of the program and university,
and the services available to the student. Although the ultimate responsibility for making decisions
about educational plans and life goals rests with the individual student, the academic advisor assists
by helping to identify and assess alternatives and the consequences of decisions. The Advisor assist
students in development of educational plans; clarification of career and life goals; selection of
appropriate courses and other educational experiences; interpretation of institutional
requirements; evaluation of student progress toward established goals; referral to and use of
institutional and community support services. The Advisor continues to have direct personal
contact with alumni as they take their Praxis exam and require signatures for state license,
Certificate of Clinical Competence, and their Speech-Language Pathology Services credential.
(Adopted from the University of Vermont Graduate Student Manual, 2011-2012, p. 13)
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Student members of the Chapman College of Educational Studies (CES), and the CSD Program have a
variety of rights and responsibilities. Students studying in clinical programs may have additional
responsibilities associated with their clinical placements. (Please see the General Information Section of
this Handbook for further information.) Students also provide evaluation of their faculty advisors and
such evaluations are considered in reviews for reappointment, promotion and tenure. The CES assumes
responsibility for the evaluation process.
Academic and Clinical Performance Expectations
Any student earning a grade of B- or lower for any academic or clinical practicum course is in jeopardy of
being removed from the Program based on guidelines set forth on grade point average by the Graduate
School and Program requirements. A Remediation Plan (RP) is developed (see below for description for
Clinical RP). The form and process for Academic RP is identical to the one for Clinical RP). A meeting
with the Associate Dean, Program Director, and Fieldwork Clinical Coordinator, if necessary, is held. This
committee will discuss the student’s progress in developing the requisite knowledge and skills as
outlined in the RP and determine if it is appropriate for the student to continue in the program.
Remediation Plans
When students are not performing at the expected level in their academic coursework, the faculty
member who instructed the class will immediately inform the Program Director. The faculty member
and the student develop an appropriate Remediation Plan (RP). When a Remediation Plan is developed,
progress towards the listed goals is addressed on a weekly or bi-weekly basis by the student and the
faculty member. Both the faculty member and the student will sign and date the RP in the area
designated on the form. A copy of the RP is provided to the student and the original is placed in the
student’s permanent record. The student is placed on probation for the subsequent semester.
Clinical Education Experiences
Philosophy and Goals
Supervised clinical practice is an integral part of the graduate program in Communication Sciences and
Disorders (CSD). Supervision provides the student with an opportunity to apply classroom knowledge to
the evaluation and management of individuals with a wide variety of communication disorders. The
primary goal of clinical education is to prepare speech-language pathologists who will demonstrate
general competence across the scope of practice in nine communication disorders areas from infancy to
geriatrics. The nine disorders areas are: articulation, voice, fluency, receptive and expressive language,
communication modalities, social communication, cognitive communication, swallowing, and hearing.
Through sequenced clinical experiences and assignments, the student will learn to:
Analyze, synthesize and evaluate an extensive body of knowledge in communication sciences
and disorders.
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Develop evidence-based practices in the selection of evaluation and treatment protocols.
Achieve high levels of competency in prevention, screening, diagnosis, and treatment of clients
with varied communication disorders.
Communicate effectively and professionally, orally and in writing.
Demonstrate ethical and responsible professional conduct.
The ultimate goal of clinical education is to provide the student with the knowledge and skills to practice
as a speech-language pathologist in diverse educational, healthcare, and rehabilitation settings.
Practicum Sites
Students are placed in a minimum of five types (of the six listed below) of rotations (e.g., one semester
of observation hours and five semesters of clinical fieldwork) to complete the required 400 hours of
supervised practicum:
1. Schools (public and non-public)
2. Hospitals/Rehabilitation Centers
3. Private Practice
4. Agencies
5. Centers
6. Medical Settings
CSD 610 is a 1-unit course with 45 hours of contact time. This is the first practicum course taken during
the first semester. This course includes 20 hours of class and 25 hours of observation. Entitled
“Observation”, this class will provide not only with 25 hours of Observation for students required by
ASHA for certification, but also provides an overview of how practicum will be conducted for the next
five semesters. Some students may be able to waive 20 of the 25 hours of observation if there is
documentation of the completion of this requirement elsewhere in their preparation for graduate
school. This is determined on a case-by-case basis.
Activities in the course include:
An overview of how Practica will be conducted in off-campus sites for the next five semesters
Role of the Clinical Coordinator and Supervisors
The Chapman University CSD supervisory process
Planning the schedule for the practicum process
FERPA and what it means for the clinician
HIPAA and what it means for the clinician
Universal Precautions-Staying Safe and Healthy
35
Professional appearance and observation in the hospital setting
Professional appearance and observation in the school setting
Professional appearance and observation in the private practice setting
Scholarly writing
Test and Materials Check-out
APA Workshop
Observing assessments conducted on campus
IRB review- first steps toward research
CSD books, journals and support from the Leatherby Libraries
Further information about Practicum and clinical requirements are provided in the Clinical Education
section of this handbook. Practicum locations are listed in Appendix F.
Students at Risk of Clinical Failure
Remediation Plans
When a student is not performing at the expected level in their clinical practicum, the clinical supervisor
will immediately document the concerns on the Session Feedback sheet and then discuss the concerns
with the student during their meeting time. If necessary, the clinical supervisor and the student develop
an appropriate Remediation Plan (RP). When a Remediation Plan is developed, then progress towards
the listed goals is addressed on a weekly or bi-weekly basis by the student and the clinical supervisor. If
needed, the Fieldwork Clinical Coordinator and other supervising clinical supervisors will meet with the
student to discuss alternate remediation strategies. Both the supervisor and the student will sign and
date the RP in the area designated on the form. A copy of the RP is provided to the student and the
original is placed in the student’s permanent clinical record.
The RP form has 2 parts- Part A and Part B. Part A is the student information, the areas of need, the
information that must be learned and 1-3 brief statements on how the required learning will be
measured by the instructor. A date to complete Part A is agreed upon by both instructor and student.
Part A may include one of more other faculty members or supervisors monitoring the student’s
progress. The student and the instructor both sign Part A, and a copy goes to the Program Director. The
Program Director alerts the Associate Dean that a student is “not in good standing” and is working
toward correction on a Remediation Plan.
Part B is used when the student has successfully completed Part A. The actual work is described in
detail, with the date accomplished, and both the instructor and the student sign Part B. This document
is sent to the Program Director who sends an email to the Registrar alerting him/her to the student’s
successful completion of a Remediation Plan. The grade is not changed, however the Registrar will
“over-ride” the unacceptable grade without a change in the GPA. That is, the grade is “accepted”
however, the student must still have an overall GPA of 3.0 or higher to be granted a master’s degree.
36
The Program Director informs the Associate Dean. The Credential Analyst receives the “override” on the
Program Evaluation.
If the Part B is not completed, the student remains on probation, and if s/he receives one more grade of
B- or lower, is subject to dismissal from the program at the end of the subsequent term.
If, at the close of a semester, a Remediation Plan remains active, then progress towards goals are
discussed and a determination is made if the student needs additional experience to further address
areas identified for remediation. This exchange occurs during the final conference between the student
and the clinical supervisor. A grade is assigned for the clinician’s work during the semester.
Recommendations for grades may include: an Incomplete or “I”, or the letter grade which the student
has earned for the semester’s work.
If an “I” grade is assigned, then the student returns to the Learning Lab in the next semester specified on
their Plan of Study to complete the requirements to remove the Incomplete (“I”). The student does not
need to register again for the same course to complete the “I” grade. Both the supervisor and the
student sign and date the student’s RP in the area designated on the form and the original is placed in
the student’s permanent clinical record; the student is provide a copy of the RP.
Guidelines for Withdrawal from Clinical Practica
Supervised clinical practice is an integral part of the graduate program in Communication Sciences and
Disorders. On occasion, a student may face unanticipated medical, health, financial or family concerns
which impact the student’s ability to participate fully in the educational experiences afforded in clinical
practica. Such circumstances should be discussed with the Program Director.
University policy states that if a student opts to withdraw from a clinical practica for the semester,
he/she may do so without financial penalty if this action is completed by the Add/Drop date published in
the University’s academic calendar.
If a student withdraws from practicum after the Add/Drop deadline published by the University, then
any clinical hours accrued up to that point in the semester are retained. Additionally, if the student has
achieved a B grade or higher at the point in the term when he/she withdraws from practicum, the
student may be considered for re-admission at a later date, for clinical education hours only. Clinical
hours obtained with a grade of B- or lower are forfeited. In either event, students must re-register for
the same clinical practica in subsequent terms and must update their Original CU CSD Plan of Study with
the Program Director/Faculty Advisor.
To withdraw from clinical practica, the following procedure is to be followed:
The student should contact the Fieldwork Clinical Coordinator to discuss the particular situation
and the reason(s) why he/she is not able to participate in clinical practica as agreed upon and
reflected in their CU CSD Plan of Study.
Subsequent to the meeting with the Fieldwork Clinical Coordinator, the Program
Director/Faculty Advisor will also be notified of the request.
37
The student will arrange a meeting with the Program Director, and possibly the Associate Dean,
to determine a mutually appropriate path to follow for withdrawal from clinical practica, with an
approved plan to complete the 400 clinical hours in the 9 KASA areas, after the successful
completion of the academic coursework.
It may be possible for the student to complete clinical education hours/fieldwork after all
academic courses are taken and the student has passed the CSD comprehensive exam. This
would occur within 18 months of the completion of the academic coursework.
If the clinical education/coursework is resumed within 18 months, the student will follow all of
the clinical education policies and procedures in the CSD Handbook.
Documentation of this process will be made in the student’s CSD Academic folder and his/her
electronic Program Evaluation form maintained by the CES Credential Analyst.
Additional information on the Clinical Experiences and Supervision process are located in the Clinical
Education section of this manual.
38
CLINICAL
EDUCATION
39
On- and Off-Campus Clinical Education
Chapman University’s clinical program is designed to be an authentic experience for student clinicians
and an authentic teaching experience for faculty. Most clinical services are provided off-campus in local
schools, hospitals, and agencies. A limited number of specialized clients are seen on-campus in the
Learning Lab. Regardless of the setting, student clinicians are expected to follow all procedures of the
agency to which they are assigned. The information contained in this Clinical Education section of this
handbook applies to both an on-and off-campus clinic practicum sites at Affiliated Locations (Appendix
F). (See the General Information and Academic Preparation sections of this handbook for further
information on Practicum Sites and locations.) Individuals involved in Graduate or Faculty Research will
also comply with any campus rules and procedures for research. Chapman University undergraduate or
graduate students from other majors may be referred for evaluations at the Chapman Learning Lab to
determine eligibility services according to federal laws. As a result, the CSD Learning Lab, though small,
has the potential for being busy certain times of the day, week, or semester.
Clinical Practicum and Externship Experiences
Each student will complete five clinical practica at off-campus affiliated facilities, as well as externships
in schools, hospitals, rehabilitation centers, skilled nursing facilities, long-term care facilities, community
clinics, and private practices. Through the practica, the student will obtain a minimum of 400 clock hours
of supervised clinical experience in accordance with the guidelines outlined by ASHA. Clinical practica
and externships vary in length and may not always coincide with the academic calendar.
Upon completion of the master’s level clinical education program, the student will meet all the
requirements for certification by ASHA, credentialing by the California Commission on Teacher
Credentialing (CTC), and Licensure by California’s Speech-Language-Pathology and Audiology Licensing
Board (SPLAB).
Practica assignments provide the student with opportunities to apply the knowledge and skills learned
in the classroom to the evaluation and management of individuals with a wide variety of communication
disorders. Students are assigned to clients in disorders areas in which they have already taken
coursework or are concurrently enrolled in coursework. Students are assigned to the first practicum
experience during their second semester in the program. In this way, students will have already taken,
or are enrolled in courses that are related to the needs of the clinical population seen in the practicum
(See also Communication Sciences and Disorders Course Sequence in the Academic Preparation section
of this Handbook to see where these courses fit in the overall offerings of the program.)
40
Clinical Courses:
Course Number
Course Name
Credit Hour
Clinical Hours
610
620
Observation
Clinical Practicum
1
3
25
45
630
640
Clinical Practicum
Clinical Practicum
3
3
45
105
650
Clinical Practicum
3
105
660
Externship
1
105
Client Contact
per week
32 hours via
AAC Camp
3 hours
7 hours, plus 4
– 6 diagnostic
contacts
7 hours, plus 4
– 6 diagnostic
contacts
7 hours, plus 4
– 6 diagnostic
contacts
Clinical Fieldwork Placements
The on- and off-campus clinical fieldwork placements are the heart of the clinical graduate program in
the Communication Sciences and Disorders Program. The clinical education program has a threefold
purpose:
1. To provide a quality clinical education for graduate students in the Communication Sciences and
Disorders program.
2. To serve the needs of children and adults with communication and other associated disorders in the
four (4) greater county areas near to Chapman University (e.g. Orange, Los Angeles, Riverside, and
San Bernardino Counties).
3. To provide an authentic on-campus and/or community-based clinical experience for student training
and/or faculty research in communication, and literacy disorders.
The Clinical Education Program offers a full range of services that address significant community needs.
All services provided by Chapman University are at no cost. Assessments of children or adults may be
subject to a fee on a sliding scale.
In the Chapman University Learning Lab, graduate students evaluate and treat clients with various
communication disorders under the direct supervision of certified, master’s and doctoral level speechlanguage pathologists and audiologists. Each semester, the clinical services provided through the CSD
Program provides speech, language, and hearing services to hundreds of children and adults from the
greater Orange County and Los Angeles areas. For example, student clinicians and faculty participate in
numerous community outreach activities such as annual pre-school screenings at daycare and preschool
facilities, adult independent living facilities, and hearing screening of over 2,000 Special Olympics
athletes with intellectual disabilities.
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The program provides a variety of disability services in the following areas:
Comprehensive speech, language, swallowing and hearing evaluations for children and adults
Auditory processing evaluations and treatment
Individual and group treatment for children and adults with a variety of communication
disorders resulting from autism, Down syndrome, pervasive developmental disabilities,
traumatic brain injury and degenerative diseases
Augmentative and alternative communication evaluations and treatment
Bilingual assessments and intervention in addition to English
Accent enhancement
Voice care
Severe reading and writing disabilities evaluations and treatment
Memory and executive functions deficits
Affiliated Off-Campus Site Facilities
Affiliated site facilities and contracts may change from year to year according to student needs. A
complete list of contracted educational, medical and private practice facilities can be found in the CSD
Office of the Fieldwork Clinical Coordinator(s) or at the Administrative Assistant’s desk. (Also see
Appendix F.) Students will be assigned to five or more different off-campus sites throughout their clinical
training. The majority of their practicum will occur off-campus in authentic settings in the community.
By frontloading coursework, students are provided with maximum knowledge and skill before their first
clinical experience. As much as possible, clinic assignments across the practica are as follows:
Public Schools
Private Schools (Non-Public School (NPS) certified )
Hospitals (public and private)
Rehabilitation Centers
Speech and Hearing Programs/Clinics
Private Practice (including Non-Public Agency (NPA) certified)
Learning Lab
Skilled Nursing Centers
Home Health
County/or Private agencies that serve hotel and motel children
Assisted Living Senior Living
Special Olympics Health Hearing Inc.
Stroke Survivor Boot camp
Residential rehabilitation centers
Multi-disciplinary therapy practices
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Practicum Assignments
Students receive their Practicum assignments on the first week of the new semester. Students will
follow the sequence of learning practicum assignments outlined by the program, in the order specified.
Practicum assignments are sent via email to the graduate student, the university supervisor and the
program chair two to four weeks before the new semester. The University Supervisor maintains contact
contact with the student throughout the semester to ensure onsite supervision and clinical caseload is
appropriate for each practica level.
Different disorders may be encountered at different rotation settings each semester depending on the
clients/students/patients served. It is noted that depending on the type of setting, vocabulary and
terminology will vary, and the student intern is expected to know and use the terminology of the
setting. For example, in a medical setting, those receiving services are referred to as patients, but in a
school setting, they are referred to as students, and in a private practice or clinic setting, those receiving
services are referred to as clients.
Self-Evaluation of Practica
At the conclusion of each practica experience, the student clinician completes the Self-Evaluation of
Practica form. (See Self-Evaluation of Practica in Forms section.)
Clinic Time Expectations
Enrollment in clinic practicum and externships will place significant time demands on students during
the week. For each 3-credit-hour assignment, students should be prepared to devote approximately 6 to
10 hours per week to planning, implementing, and evaluating these clinical experiences. Over the course
of the first year spring and summer practica students will obtain 45 direct clinical contact hours and
during the second year fall, spring, summer, 105 hours.
In preparing for clinical experiences, students must hold paramount the welfare of the clients served.
Therefore, students must always be prepared, provide services competently, and act professionally.
Students are expected to abide by the ASHA Code of Ethics at all times (Appendix B,
http://www.asha.org/docs/html/ET2003-00166.html ). Ethical violations may result in permanent
dismissal from practicum placement opportunities and may also subject students to dismissal from the
academic program. Additionally, strict adherence to HIPAA guidelines
(http://www.hhs.gov/ocr/privacy/index.html ) and FERPA guidelines
(http://www2.ed.gov/policy/gen/reg/ferpa/index.html ) is essential to protect the confidentiality of
students and clients served at the affiliated facilities.
Regardless of the clinical site, on-campus at the Learning Lab or off-campus, students are expected to
maintain professional attire and demeanor at all times (see Professionalism and Dress Code in the
General Information section of this handbook). Unprofessional conduct, or conduct which compromises
43
the quality of services to clients, may result in dismissal from clinical practicum placements and from the
academic program.
Mandatory Meetings
All school, hospital and agency practicum sites require meetings prior to beginning the assignment. If a
student misses the required meetings, then it is at the discretion of the on-site supervisor whether to
allow the student into the practicum. Student clinicians are responsible for attending meetings as part of
their clinical education.
Clinical Clock Hours
Clinical Clock Hour Records
Student clinicians are responsible for maintaining records of completed clinical hours. Daily clinical clock
hour logs are kept to ensure that such records are accurate. According to ASHA guidelines, a clinical
hour is defined as 60 minutes. Shorter sessions are calculated in 15-minute increments (e.g., 15 minutes
= 0.25; 30 minutes = 0.50; 45 minutes = 0.75).
Student clinicians should avoid accidental loss of this important information; therefore, it is essential
that the student clinician retain copies of the information placed in their permanent clinical record.
Student clinicians may count only those hours for which they have taken or are currently taking the
coursework appropriate to the area of the disorder or the difference.
For ASHA certification standards, clinical clock hours must be obtained across the lifespan, including
children and adults of various ages. Clients should be from culturally and linguistically diverse
populations. Hours are required in each of the following areas:
Articulation, including production of phonemes, strategies to improve motor speech production,
production of multisyllabic word forms.
Fluency, including stuttering behaviors, cluttering and rate of production.
Voice and resonance, including respiration and phonation, loudness levels, pitch and intonation
variations.
Receptive and expressive language (morphology, phonology, syntax, semantics, and pragmatics)
in speaking, listening, reading, writing and manual modalities including increased length and
complexity of utterances, expanding expressive/receptive vocabulary, measurements/treatment
of phonological use.
Hearing impact on speech and language and aural (re)habilitation, including hearing aid trouble
shooting, hearing screening, speech reading skills, speech/voice production as influenced by
hearing impairment, language deficits as influenced by hearing impairment.
44
Swallowing disorders includingoral, pharyngeal, esophageal, and related functions as well as
oral function for feeding; orofacial myofunctional and may include modified barium swallow
measures, fiber optic evaluation of swallowing, and strategies to decrease aspiration.
Cognitive aspects of communication (attention, memory, sequencing, problem-solving and
executive functioning) including cognitive notebook use to improve access of long-term memory
about family and word retrieval strategies.
Social aspects of communication for challenging behavior, ineffective social skills, and lack of
communicative opportunities, including behavior management techniques and developing more
effective peer interaction patterns.
Communication modalities for oral, manual, augmentative and alternative communication
techniques and assistive technology, including identifying appropriate AAC device and
strategies, increasing use of effectiveness of AAC techniques (e.g., PECS, picture notebook).
Additionally, to comply with the California licensure law, students must have a minimum of 400 hours
covering all the following areas: child speech diagnostics, adult speech diagnostics, child language
diagnostics, adult language diagnostics, child speech therapy, adult speech therapy, child language
therapy, and adult language therapy.
At the end of the semester, clinical clock hour log sheets with signatures are placed in the student’s
permanent clinical record in the Clinic Office. The Fieldwork Clinical Coordinators update each student’s
master spreadsheet for all earned clinical clock hours. Students should retain a copy of their signed
clinical clock hour forms for their personal records.
Failure to submit completed forms will result in an administrative Incomplete for the clinical practicum
course and could result in delayed or canceled registration for courses in the subsequent term, or
delayed or canceled degree granting. It also could delay the process of approval for licensure with the
State of California.
Supervisory Process
Student clinicians are assigned one or more supervisors during each semester of practicum. According to
CU CSD policy and requirements for ASHA certification, students observe a minimum of 25 hours before
being assigned clients. Once the observation requirement is met, the student may register for clinical
practicum. A supervisor who holds the CCC in the appropriate area directly observes at least 100% of
each evaluation session, including screening and identification. At least 50% of the student’s total
treatment time with each client is observed by the supervisor. More or less intensive supervision may be
provided, depending on the clinician’s and client’s needs per the discretion of the supervisor.
Supervisory Conferences
Initial supervisor/student clinician conferences are used to define responsibilities for lesson plans,
evaluations, videotaping, observations, reports and other clinical matters. Generally, each supervisor
and student clinician will schedule a periodic conference. These meetings allow for the evaluation of
45
past therapy sessions to identify areas of strengths and weaknesses, to discuss proposed plans, to
communicate upcoming responsibilities or jointly work on personal goals established by the student
clinician. Some flexibility is offered for periodic meetings due to off-campus responsibilities.
In order to aid in transitioning the student clinician from being a dependent clinician to a more
independent clinician the Anderson’s Continuum of Supervision is suggested:
* Each student and supervisor may adjust as needed based on the level of clinical experience and
severity of case load.
Supervisory Approaches
Supervisors may use one or more of these supervisory approaches with student clinicians.
Joint Planning. The supervisor and student clinician may write a lesson plan and/or objectives together.
They may formulate step-by-step strategies for conducting the therapy activities.
Role Playing. The supervisor and student clinician may role play therapy procedures as each one
assumes the client or clinician stance.
Demonstration Therapy. The supervisor models part of, or an entire, therapy session while the student
clinician observes.
Structured Observations. The student clinician may arrange to observe another clinician who
demonstrates strong clinical skills in specific areas, particularly those in which he/she is experiencing
some difficulty. During the observation, the student clinician should gather ideas and strategies that
could be implemented in his/her therapy sessions. Data collection may be practiced as well.
46
Videorecording and/or Audiotape. Reviewing of DVD and audio-taped sessions may be completed by
the clinician and/or the supervisor in order to identify the strengths and weaknesses of the session. In
addition, the supervisor and the clinician can view tapes together. Together, they jointly find concrete
solutions and strategies for the identified areas of weakness.
Script Taping. The supervisor and/or clinician may transcribe the student clinician’s directions and
models given during the therapy session to be further analyzed and evaluated. The supervisor should
provide specific feedback regarding alternatives to the clinician’s choices or implementation of
strategies.
Observation of the Student Clinician’s Therapy by Other Supervisors. Other supervisors may observe
the student clinician in order to provide additional specific feedback based on the data collected during
observation.
Joint Evaluation. The supervisor and student clinician may evaluate the student clinician’s session
through written analysis. These evaluations would be shared and compared to obtain supervisorclinician accuracy and agreement.
Supervision Orientation
The initial meeting with University Supervisors is scheduled as a practicum class. The University
Supervisors combine their sections; therefore, all students learn the procedures. Typically the practicum
is divided into 3 sections, with 10 students assigned to the three University Supervisors. Expectations are
discussed at that time, including proper professional attire for the placement and the individual
University Supervisor’s expectations for his/her clinicians. Clinicians also discuss their own expectations
and learning styles with their assigned supervisor at this meeting.
Ethical Concerns
IMPORTANT: If students observe or experience a situation at a clinical site that raises
ethical questions for the student, the student should speak directly with their supervisor about
the concern. If the student is not comfortable speaking with the site supervisor, then the
student should speak with the Fieldwork Clinical Supervisor, other CSD faculty member, or
the Program Director.
Student Perception of On-site Supervisor Evaluations
At the close of each semester, student clinicians are required to evaluate their on-site supervisor for
that semester, regardless of whether their experience is for clinical management activities or for clinical
diagnostic sessions. Students complete these evaluations on paper and/or via electronic surveys.
47
Regardless of the medium used, student feedback is anonymous. Results are compiled for each clinical
supervisor and the clinical supervisor is given feedback to assist in increasing the quality of instruction
which students receive in subsequent semesters. This activity is mandatory and guides the CSD Program
in making decisions related to clinical supervision.
Knowledge and Skill Assessment (KASA)
For Diagnostics
The CSD program uses the Knowledge and Skills Acquisition (KASA) form for assessment of the student
clinician’s interpersonal, written, oral, and evaluative skills observed during diagnostic sessions. The
KASA is provided by the student during the initial meeting with the clinical educator and serves as the
entry point for formative assessment. Student clinicians receive feedback following each diagnostic
session supervised by the clinical supervisor in written and oral forms, addressing strengths and
weaknesses observed. The student clinician grades the KASA before it is given to the clinical supervisor;
the clinical supervisor enters grading for the clinician’s diagnostic following completion of all report
requirements, thus completing the summative portion of this process. Both are expected to sign and
date the diagnostic KASA in the area designated on the form.
The original diagnostic KASA form becomes part of the student clinician’s permanent clinical record; a
copy of the KASA form is provided to the student clinician following entry of the assessments in the
student clinician’s KASA electronic portfolio.
For Treatment
The CSD program uses the Knowledge and Skills Acquisition (KASA) form for assessment of the clinician’s
interpersonal, written, oral, and evaluative skills observed during therapy sessions. The student
completes the KASA during the first three weeks of the semester as the entry point for formative
assessment. The student clinician receives feedback following each therapy session in written and oral
forms, addressing strengths and weaknesses observed.
At the midterm point of the semester, the clinical supervisor provides formal assessment, using the
KASA form, and completes the first part of the formal cycle of formative and summative assessment.
Feedback to strengthen or improve observed areas of weakness is provided by the clinical supervisor, as
is feedback about the student clinician’s strengths. Both the student clinician and the clinical supervisor
are expected to sign and date the midterm KASA in the area designated on the form. A copy of the KASA
is provided to the student.
At the close of the semester, the clinical supervisor provides summative assessment information, again
using this KASA form, and completes the second part of the formal cycle of formative and summative
assessment. Feedback to strengthen or improve observed areas of weakness is again provided by the
clinical supervisor, as is feedback about the student clinician’s strengths. This exchange occurs during
the final conference between the student clinician and the clinical supervisor. A grade is assigned for the
48
student clinician’s work during the semester. Both the student clinician and the clinical supervisor sign
and date the KASA in the area designated on the form.
The original KASA form will become part of the student clinician’s permanent clinical record. A copy of
the KASA form is provided to the student clinician at midterm and final points of the semester. The
clinical supervisor enters the midterm and final grade assessments in the student clinician’s KASA
electronic portfolio.
Planning For and Documenting Clinical Sessions
Lesson/Treatment Plans and SOAP Notes
NOTE: A variety of forms are referred to in this section. Please see FORMS section of this handbook for
these forms.
Student clinicians are required to submit written lesson plans and SOAP notes for their therapy sessions.
The specific format and content of these assignments may vary and are determined at the beginning of
each semester by the supervisor. Student clinicians are expected to:
Follow the lead and the format of the on-site supervisor in terms of format for lesson/treatment
plans.
Lesson Plans are due the day before, or at least the morning of the day of the session. Verify this
with the clinical supervisor.
Treatment plans are created before the end of the session for the following day. The treatment
plan follows the goals and objectives established by the student clinician.
Evaluation and Progress Reports
A template is provided for the graduate student upon evaluating children and/or adults. This template
guides the student clinician in areas to cover in the evaluation report. If a client is being followed by a
graduate student, a progress report is written at the end of the semester and is presented to the client
and/or family member. The progress report includes the number of sessions provided, the goals and
objectives achieved and the goals/objectives that still need remediating.
Policies and Procedures for Off-Campus Practica
Students are expected to complete the following to participate in off-campus practica:
Complete the Certificate of Clearance including Live Scan and TB test.
Sign-up for the correct course section for practica.
Contact the speech-language pathologist assigned to be the clinical supervisor to arrange an
observation prior to starting the practicum experience. The Clinical Fieldwork Coordinator and
faculty arrange for student experiences.
49
Secure directions to the off-campus assignments from the Fieldwork Clinical Coordinator.
Wear their Chapman University Name Badge at all times when they are at their practicum
location.
Second year student clinicians must purchase student malpractice insurance through
www.HPSO.Com
Chapman University CSD Learning Lab
The Learning Lab is an environment in which graduate student clinicians and faculty supervisors learn
side-by-side. Graduate student clinicians provide diagnostic and intervention services to adults and
some children, while receiving personalized supervision by faculty. The Lab is available each semester
and graduate students may be selected to participate in a one day per week experience. Children and
adult clients are able to receive evaluations and therapeutic interventions post-acute rehabilitation. The
Lab provides one to one intervention as well as group therapy for all ages. The clients are selected
carefully with the expectation that this lab is typically not for more than two semesters. The post-acute
intervention focuses on increasing function in the community. The Clinical Fieldwork Coordinator
arranges for the University Supervisors and selects the graduate clinicians each semester. The clients are
referred from area clinicians, hospitals, and physicians’ offices for evaluations and interventions.
University Supervisors are selected based on their area of specialty including Aural Rehab, Cognitive
Disorders, Autism, etc. Typically two to three students are assigned to a University Supervisor for the
semester.
Chapman University does not charge a fee for the services of the Learning Lab.
Confidentiality Policy and Procedures
(HIPAA Training and Client Records)
Although Chapman University’s is not a covered entity under the Health Insurance Portability and
Accountability Act of 1996 (HIPAA), the Learning Lab uses HIPAA procedures to protect individually
identifiable health information (PHI). The students learn to use HIPAA regulations and procedures. In
accordance with HIPAA, use of client records is restricted to only those individuals directly involved with
the client. Only those persons in the Learning Lab needing access to protected health information to
carry out their duties are allowed access to a client chart. The Fieldwork Clinical Coordinator or the
Program Director determines whether the person requesting access to a client chart has the
authorization to use the chart.
The CSD staff conducts HIPAA awareness training for all personnel including faculty, staff, graduate
assistants, and work-study students. Written documentation of training sessions for faculty and staff
and other personnel is filed with the Fieldwork Clinical Coordinator, and the Program Administrative
Assistant, all graduate clinicians receive HIPAA awareness training before their first semester in clinical
practicum and thereafter on an annual basis or within a reasonable period of time following any
50
material change in the Learning Lab’s policies or procedures, whichever is earlier. Written
documentation of the training sessions is filed in the clinician’s permanent clinical record. Students
starting their observation hours sequence receive HIPAA awareness training as a component of their
preparation for their observations in Clinic, through CSD 610: Observation of Speech Language
Pathology Services.
All clinicians and clinical educators adhere to the ASHA Code of Ethics (Appendix B) when involved in
clinical observation and practice activities.
Active client records are stored in the Learning Lab (Smith Hall Room 11A) in a locking file cabinet. These
records are for clients who are being served, whether in diagnostics or management areas, for speech,
language and hearing services. The records are accessible by Learning Lab clinicians, clinical supervisors
or observation students involved with a given client. Files are to remain in the Learning Lab.
No files are removed from the Learning Lab unless specific permission is obtained from the Fieldwork
Clinical Coordinator. The clinical supervisor may occasionally take charts to off-campus meetings
including educational planning conferences or home visits. The Fieldwork Clinical Coordinator must be
notified in writing where the chart will be and who is responsible for it. This notation should be made in
accordance with the accepted office checkout procedure.
Student clinicians may NOT work on reports at home, unless standard de-identification procedures are
followed. University approved de-identification procedures includes the use of client initials on Lesson
Plans, SOAP Notes, Progress Reports, and other documents. Student clinicians should not remove any
records, including identified test protocols, from the charts in the Learning Lab. Student clinicians may
work on reports only in designated clinical areas. When not placing the information in the clients’ chart,
printed pages containing protected health information should be shredded or placed in the designated
file cabinet. Photocopying of information in client charts is not permitted.
Scheduling Policy for Learning Lab
(Contact, Absence/Non-Attendance)
If a client is absent for three treatment sessions without providing prior notification of the absence, the
clinical supervisor assigned to the case will contact the client/family representative to discuss
attendance. A history of non-attendance may result in discontinuing services.
Clinical Services Available at the Learning Lab
Speech-Language Evaluation
AAC Evaluation
Language, Literacy Evaluation
Hearing Screening
Cognitive Evaluation
Dysphagia Evaluation
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Hearing Testing and Assessment
Group Therapy for Communication Disorders
Individual Therapy for Communication Disorders
Evaluations
People in the community are referred to the Learning Lab by word of mouth or by local clinicians. These
evaluations are arranged by the Clinical Fieldwork Coordinator or a Faculty Member along with a
graduate student. The evaluation is conducted and a full report is written.
Evaluations are usually done on a per-session basis and reflect the planning and execution of the past
therapy session(s). The analysis is based upon the clinician’s reflection of the session and information
gathered from audio/video tapes. Evaluations are to include objective and subjective descriptions of the
client’s, parents’ and clinician’s, etc., behavior and their interaction. Both positive and negative aspects
should be discussed. Additionally, the supervising Clinical Fieldwork Coordinator indicates concrete
suggestions for improving future therapy sessions.
Work Area Restrictions
Students are not allowed to eat or drink in the treatment area of the Learning Lab. Students are
expected to follow all aforementioned policies for professionalism. All clients, students, faculty and staff
are expected to observe the smoke-free environment policy.
Treatment Rooms in the Learning Lab
Learning Lab treatment rooms are furnished with tables, a smart board, appropriate chairs, three locked
file cabinets, a portable audiological suite, a materials and supply cabinet, one computer, a telephone,
and a two way observation mirror and audio-visual recording system used to record all sessions. If
furniture needs to be removed or substituted during a session, the clinician is expected to return it to its
proper place at the end of the session.
Safety and Emergency Procedures – Learning Lab
Given the possibility of injury, no child should be left unattended, either in a therapy room, the hall, or
in the waiting areas. The student clinician should verify that an adult has assumed the responsibility for
a child upon the completion of an appointment visit.
If a client has a known problem requiring specific medical intervention methodology or treatment
and/or is not independent with transfers, the parent, family member or caregiver must be present
52
during all interactions with the client. Clinic personnel cannot perform medical intervention procedures
or transfers, which are not within the scope of practice of a speech-language pathologist or audiologist.
If a student clinician or client is involved in an accident, a staff member should call 911 and/or Public
Safety (See Safety and Emergency Procedures in the General Information section of this handbook.)
Universal precautions must always be used in the clinic, even during emergency situations. Under no
circumstances will a student clinician or client place themselves in a situation where contact with the
blood of a client or student could occur. If blood is present, staff and/or faculty may provide assistance
in emergency situations, but only while wearing gloves.
Policies and Procedures for Learning Lab
All policies and procedures for client care are reviewed on an annual basis by Fieldwork Coordinators,
faculty, and/or Program Director. Any necessary revisions are made and implemented by members of
the CSD department.
The Learning Lab is available to the students under the direction of a faculty member. The Learning Lab
offers specific opportunities for the graduate students in spring and summer sessions. The Clinical
Fieldwork Coordinator enlists the help of the Program Director to recruit University Faculty who
specialize in a particular diagnostic area to supervise the graduate students. The Learning Lab follows
the policies set forth by HIPAA and FERPA.
The Learning Lab is designed primarily to provide services for adults, not for children under the age of 16
years. This is because the rooms and environment and restrooms are not set up for children: there are
few toys; the hours are 9am – 3:30pm, when children are in school; and student clinicians earn their
clinical hours with children in authentic children’s environments during three other practicum
assignments.
Initial Procedures for Learning Lab Practica
Assignments are arranged by the Fieldwork Clinical Coordinator(s) a semester before the
practicum begins. The graduate students are selected and during the first week of the Spring
semester, they are provided with the documents needed and the review of the necessary
paperwork before the first meeting of the clients.
Introductions for new University Supervisors for the Learning Lab are coordinated by the
Fieldwork Clinical Coordinator.
Client files are kept in a locked cabinet available to supervisors and students. Client files are not
removed from campus.
Student clinicians must wear their Chapman University Name Badge at all times in the Learning
Lab.
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Diagnostic Procedures for the Learning Lab
1. Student clinicians are responsible for confirming the first appointment with their client. Contact
information will be given early in the semester.
2. CLIENT CANCELLATION: Students should provide the client with their phone numbers. Any
cancellation should be reported to the University Faculty Supervisor. If the session must be
canceled, it is the responsibility of the student clinician to notify the University Supervisor before
taking action on the cancellation. STUDENT CLINICIAN CANCELLATION: A cancellation should only
occur due to a legitimate reason. Student clinicians should be prepared to provide a doctor’s note,
police report, funeral notice, etc., if such a circumstance arises.
3. PERSONAL CLIENT INFORMATION INDEX CARD (available at the Learning Lab) with name, home and
work phone numbers, e-mail address, class and work schedules must be on file in the Learning Lab.
Student clinician’s name and cell phone number should also be the Master phone list. This
information will be used in the event a client cancels, and the student clinician must be contacted,
and/or for other purposes, as needed.
4. A diagnostic session is scheduled for two hours, at minimum. The length of the diagnostic session
should be verified with the supervising clinical educator.
5. A University Supervisor observes the session. They will provide written feedback on the Faculty
Four Square Reflection sheet, in addition to verbal feedback.
6. Each diagnostic session will be video or audio taped. It is the student clinician’s responsibility to
have at least two videotapes (DVD-RW)—one reserved as a backup. Place the DVD in a safe place,
marked with the student’s name and the client’s initials.
7. Dress professionally.
8. Act professionally.
9. Files must remain in the Learning Lab and are not removed unless requested by the University
Supervisor. ALWAYS CHECK OUT MATERIALS AND RETURN TO PROPER PLACE!
Therapy Procedures for the Learning Lab
1. When client arrives, thank them for participating in the graduate learning experience.
2. If a therapy session must be canceled, it is the student clinician’s responsibility to notify the client
and Supervisor. There must be a legitimate reason for any cancellation. A doctor’s note, police
report, funeral notice, etc. may be requested by the supervisor. Canceled sessions must be
rescheduled with the client and supervisor.
3. Sessions run from 60 to 120 minutes (e.g. 9:00am - 10:00am or 9:00am - 11:00am). Therapy is
conducted from 9:00am to 3:30pm on designated days. Student clinicians must plan to clean up the
previous session and set-up of the successive session. Students are expected to be courteous about
time for fellow clinicians.
4. University Supervisors observe during each of therapy or diagnostic sessions. Written feedback will
be provided on the Faculty Four Square Reflection sheet, along with verbal feedback. Always seek
out supervisor feedback and document the time on the Clinical Log Hour Sheet.
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5. Video or audio tape each session on campus. It is the student’s responsibility to have at least two
videotapes—one reserved as a backup. Tapes must be stored in a safe place. Remember to identify
tapes with the student clinician’s name and the client’s initials.
6. Dress professionally.
7. Act professionally.
8. Files/Materials: ALWAYS CHECK OUT MATERIALS AND RETURN THEM TO THE PROPER PLACE!
Infection Control Policies
Student clinicians must follow all posted infection control policies in the campus treatment rooms and
off-campus placements. Student clinicians are expected to follow all infection control policies in offcampus practicum sites as well as those required on-campus.
Work Practice
Each student clinician is responsible for cleaning toys and materials at the end of a session. Supplies for
cleaning “mouthed” toys are located in each of the treatment rooms. Ultra violet lights are the
preferred method.
Therapy and evaluation rooms are equipped with hand sanitizers and a disinfectant spray since many of
the on-campus rooms have no sinks. Alcohol-based wipes and antibacterial spray, examination gloves,
and paper towels are kept in both therapy rooms in Learning Lab. Tongue depressors and gauze pads
are kept in the metal cabinet in the Learning Lab. All gloves, tongue depressors, and gauze pads are to
be thrown in regular waste containers located in each room. The waste in these containers is not to be
touched. Remember to use UV Light for cleaning at all appropriate times.
Surface Disinfection
Surface disinfection is a two-step process. Using gloves, the general process is to first clean to remove
gross contamination, and then disinfect to kill the germs. Antibacterial spray or disinfectant wipes are
available in each therapy and evaluation room in the Learning Lab for disinfecting. Paper towels are
available in these rooms to wipe away gross contamination. This protocol will be used on:
Table tops and chairs between clients, as needed.
The reception counter in the morning, at noon, and at closing.
Telephones in the office.
Any equipment routinely handled and manipulated by clients.
Therapy materials routinely handled by clients or manipulated by multiple clients will be
laminated for easy cleaning.
Headphones used with tape recorders and portable audiometers are disinfected after use.
UV lights are the preferred method.
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Observation Room Earphones
Earphones are cleaned before and after use by passing a UV light over them for six seconds.
Orofacial Examination
Gauze pads and tongue depressors are stored in the metal cabinet in the Learning Lab. Examination
gloves must be worn for intraoral palpation, and should be worn during the entire examination. These
items are usually disposed of in a regular waste container after use. These procedures must be followed
at all practicum sites.
Hearing Aids and Earmolds
Hearing aids and ear molds are assumed to be contaminated and therefore should always be handled
with gloved hands or with a disinfectant wipe. The following steps will be followed when receiving these
items:
Receive the instrument in a disinfectant wipe or gloved hand.
Use a disinfectant towelette to wipe the instrument over all surfaces.
A hearing aid stethoscope may be used on an instrument that has been disinfected properly.
Disinfect the stethoscope prior to attaching it to another instrument. The person using the
stethoscope should disinfect it after use.
Audiologic Equipment
Earphones and bone oscillators are disinfected at the end of each day or as needed between clients by
the student clinician. Materials are maintained in the metal cabinet in the Learning Lab for this purpose.
Specula, curettes, probe tips, and any other equipment that are used with clients are thrown away.
Toys
Nonporous, easily cleaned toys are provided. UV Lights are the preferred methods for cleaning toys.
Alternately, the student clinician in charge of the therapy session should wash any toy coming in contact
with bodily fluids in a 1:10 bleach solution. The toys are then air dried and put away. Gloves, goggles,
and a protective gown will be worn when handling the bleach and the bleach solution. The bleach
solution is flushed down the sink drain after using. All other toys may be cleaned with a disinfectant
applied and wiped with a paper towel.
Gloves are worn when routinely cleaning toys and when handling toys known to have been exposed to
bodily substances. The gloves are to be thrown in waste container.
Laminated therapy materials are disinfected by the person using the materials Hand washing is
completed after cleaning and disinfecting toys. (See Hand washing Section for specific procedures).
UV Lights are the preferred method for cleaning toys.
Hand Washing
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Hands are always washed before and after contact with clients. Hands are washed even when gloves
have been used. If hands come in contact with blood or body fluids, they are immediately washed with
soap and water. Hands are also washed after sneezing, coughing, or wiping a nose.
Sinks are located in the men’s and women’s restrooms within 20 feet of the Learning Lab.
All Clinical Personnel are expected to follow the basic handwashing technique:
Remove all rings and put them in a safe place while washing hands.
Using a liquid antibacterial soap, lather hands.
Scrub the palms, backs of the hands, wrists and forearms under running water, using vigorous
mechanical action. Also clean under the fingernails and between the fingers.
Thoroughly rinse the hands under running water.
Use a duration of 30 seconds between clients, if not grossly contaminated, and in handling client
devices.
Use a duration for 60 seconds when in contact with clients, devices, or equipment with gross
contamination.
Thoroughly dry the hands by blotting with a paper or a disposable towel to help
eliminate germs.
Since faucets are considered contaminated, turn faucets off with the paper towel used for
drying hands.
Waterless Hand Sanitizer
In the event that soap and water cannot be accessed, a waterless hand sanitizer is available in each
therapy room in the clinic for cleaning hands. Student clinicians are advised to bring waterless hand
sanitizer to their practicum site if it is not readily available.
Waterless hand sanitizer can be used if the hands are not visibly soiled, before direct client contact,
after contact with client’s intact skin, after removing gloves, and after contact with objects (including
equipment) located in the client’s environment.
Choose alcohol hand cleaners containing 60-95% isopropyl, ethanol, or n-propanol and 1-3% glycerol or
other emollients. The waterless hand sanitizers should be handled with reasonable care.
When using the waterless hand sanitizer, the student clinician should use the following guidelines:
1. Apply approximately 3cc of product to palm of one hand.
2. Rub hands together, cover all surfaces of hands and fingers. Rub until hands are dry.
Gloves
Gloves should be worn when contact with blood, body fluids containing visible blood, mucous
membranes, or non-intact skin of clients is anticipated. Gloves should be worn on the hand(s) that come
in contact with the blood or body fluid containing visible blood, or for handling items or surfaces soiled
with blood or body fluids.
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The student clinician should change gloves after contact with each client. Care should be taken so that
the student clinician does not touch the contaminated portion of the glove.
Gloves are also used for oral peripheral exams, oral-facial manipulation, feeding and hearing screening
both in the Learning Lab and in the field.
To remove gloves safely use the following procedure:
Peel off one glove from the wrist to the fingertip.
Grasp it in the gloved hand.
Using the bare hand, peel off the second glove from the inside, tucking the first glove inside the
second glove as it is removed.
Wash hands after gloves are removed.
Contaminated gloves are thrown away in a regular waste container.
Resources and Materials
CSD Clinical Materials
Diagnostic and therapy materials are stored in the Clinical Materials Room located in Reeves Hall Room
3C as well as in the Learning Lab in Smith Hall Room 11A. Tests and materials are checked out by
students prior to their scheduled session using a sign-out sheet. This sheet is located on the counter at
the Administrative Assistant’s desk. Students reserve diagnostic materials on a “Reservation Calendar”
located on the Administrative Assistant’s desk.
Therapy and Diagnostic Materials
Materials (books, therapy aids, tests, etc.) are kept in the Clinical Materials Room Reeves Hall (RH) 3C.
There is an exact labeled location for all of these items.
All materials stored in the Clinical Materials Room must be checked out. There is a three ring binder at
the Administrative Assistant’s desk. When checking out an item list the item(s), student name and the
date/time checked out. When finished with the item(s) go the binder and enter the date/time returned.
Do not give the test or materials to another student without changing the name on the binder. The
student who checked out the materials will be held responsible if it is not returned.
Tests may be checked out at the end of the day for overnight use. Use the same checkout procedure
noted above.
Test protocols are kept in a locked file cabinet in Reeves Hall 3C. Staff will assist students to select the
correct protocol.
Materials may be used in the planning and execution of therapy. Therapy materials are not to be taken
out of the Learning Lab, as other clinicians may need them.
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Picture cards must be put back in the box in the proper order and category.
Toys, games, etc. are kept Clinical Materials Room RH 3C. Care should be taken to return them in the
same condition, and to the same place they were found. Clean items prior to returning them.
Books, worksheets and therapy aids should be returned in the same condition they were found. Do not
mark on the materials or allow a client to color or mark in them. Do not use original worksheets. Make
copies to use in therapy.
Tests and materials not returned to the office must be replaced by the person who checked them out.
Every effort will be made to locate the lost test or program before the person is charged for a new copy.
Therapy materials and tests may not be taken to off-campus placements on a regular basis. An offcampus clinical supervisor may request to preview an item or a student may wish to use it for a short
period of time. To make such a request, a letter or email requesting the item is sent to the Fieldwork
Clinical Coordinator. The letter or email must be written on the appropriate agency letterhead or email
system.
If a student is late returning a test or program on two occasions, then a conference with the Clinical
Supervisor is scheduled. A third offense may result in the suspension of checkout privileges.
Learning Lab Equipment
Video Observation Area
Video Observation formats are found in the Chapman Communication Disorders Learning Lab which is
located in Smith Hall Room 6 and 11 A. This room maintains a two-way glass and headphone systems.
Video-recording
Small video cameras (FlipCamera) are available for checkout from the Program Director under
the direction of a faculty member. Students may keep the video camera for 3 days. Follow the
checkout procedure.
The student is expected to video record his/her therapy sessions for the purpose of evaluating
and self-reflection at the Learning Lab.
How often and in what form the evaluation shall be performed is decided by the student and
University Supervisor. DVDs created must remain in the Learning Lab and students are not
permitted to take them home.
Video-recordings are located in the Learning Lab in Smith Hall.
Monitors and DVD recorders are used by supervisors for observation and diagnostic and therapy
sessions for both on- and off-campus assignments.
DVDs are marked with the student’s name, dates and time of therapy and the client initials.
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Audio and Video Equipment
Clinical supervisors and the staff dispense video DVDs to each student on an as-needed basis. All
DVDs should be returned to the supervising clinical educator, as these recordings are
confidential.
After an evaluation report is completed, if recorded, the DVD is labeled and given to the
supervisor.
Since DVDs of intervention sessions or evaluations are confidential, they should be viewed in the
Learning Lab.
Student clinicians may check out tape recorders, calculators, and pen lights for therapy and
evaluation use.
Audiology Equipment
Smith Hall 11A contains an equipped portable audiology booth that is used for student audiological
experience. Audiometers, tympanometers, OAE screeners, 9 otoscopes, a video-otoscope, cleaning
supplies, and degerminator or UV lights, books, hearing aids, hearing aid cleaning supplies, hearing aid
stethoscopes and other materials related to hearing, aural rehabilitation and anatomy are stored in this
area.
All audiometric equipment is calibrated according to ANSI specifications and time guidelines. Annual
calibration is obtained through a certified equipment technician. Daily listening checks are to be
conducted and documented. Student clinicians should conduct listening checks on the portable
audiometers as they are used. The listening check should be documented on the form located in the
audiometer case.
Other Equipment
Clinical and teaching equipment of various kinds is stored in appropriate areas of the Learning Lab and in
the CSD Resource Room 3C, and is maintained according to manufacturer instructions. Certain items
may be checked out overnight through the staff. The equipment is returned to its appropriate place
when the session in which it is used is completed. All equipment is maintained according to the
manufacturer’s specifications.
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APPENDICES
Appendix A – ASHA Standards and Implementation Procedures
for the Certificate of Clinical Competence in Speech-Language
Pathology
Appendix B – ASHA Code of Ethics
Appendix C – ASHA Scope of Practice in Speech-Language
Pathology
Appendix D – CAPCSD Eligibility Requirements and Essential
Functions
Appendix E – ASHA Position Statement: Students and
Professionals Who Speak English With Accents and
Nonstandard Dialects: Issues and Recommendations
Appendix F – Chapman CSD Affiliated Site Locations
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APPENDIX A
Standards and Implementation Procedures for the Certificate of
Clinical Competence in Speech-Language Pathology
NOTE: The 2014 standards and implementation procedures for the Certificate of Clinical Competence in
Speech-Language Pathology will go into effect for all applications for certification received on or after
September 1, 2014. Chapman’s CSD Program is aware of this change and will prepare students who will
be affected by this change to be able to meet these standards.
2005 Standards and Implementation Procedures for the
Certificate of Clinical Competence in Speech-Language Pathology
Revised March 2009
The 2005 Standards and Implementation Procedures for the Certificate of Clinical Competence in
Speech-Language Pathology went into effect for all speech-language pathology applicants whose
applications for certification were received beginning January 1, 2006.
Standard I: Degree
Effective January 1, 2005, the applicant for certification must have a master's or doctoral or other
recognized post-baccalaureate degree. A minimum of 75 semester credit hours must be completed in
a course of study addressing the knowledge and skills pertinent to the field of speech-language
pathology.
Implementation:
Verification of the graduate degree is required of the applicant before the certificate is awarded. Degree
verification is accomplished by submitting (a) an application signed by the director, or the official
designee, of the graduate program indicating the degree date, and (b) an official transcript showing that
the degree has been awarded. Individuals educated in foreign countries must show official transcripts
and evaluations of their degrees and courses to verify equivalency.
All graduate course work and graduate clinical practicum required in the professional area for which
the Certificate is sought must have been initiated and completed at an institution whose program was
accredited by the Council on Academic Accreditation in Audiology and Speech-Language Pathology
(CAA) of the American Speech-Language-Hearing Association in the area for which the Certificate is
sought.
Automatic Approval. If the graduate program of study is initiated and completed in a CAA-accredited
program and if the program director or official designee verifies that all knowledge and skills
requirements have been met, approval of the application is automatic provided that the application for
the Certificate of Clinical Competence is received in the National Office no more than three years after
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the degree is awarded. Applicants eligible for automatic approval must submit an official graduate
transcript that verifies the date the graduate degree was awarded.
Evaluation Required. The following categories of applicants must submit a completed application for
certification accompanied by undergraduate and graduate transcripts:
a. those who apply more than three years after the completion of the graduate degree from a CAAaccredited program;
b. those who were graduate students and were continuously enrolled in a CAA program that had its
accreditation withdrawn during the applicant's enrollment;
c. those who satisfactorily completed graduate course work, clinical practicum, and knowledge and
skills requirements in the area for which certification is sought in a program that held candidacy
status for accreditation;
d. those who satisfactorily completed graduate course work, clinical practicum, and knowledge and
skills requirements in the area for which certification is sought in a program that was not accredited
at the time the individual was enrolled, but which became accredited at a later date;
e. those who satisfactorily completed graduate course work, clinical practicum, and knowledge and
skills requirements in speech-language pathology in a CAA program, but: 1) received a graduate
degree from a program not accredited by CAA, 2) received a graduate degree in a related area, or 3)
received a graduate degree from a non-U.S. institution of higher education.
The graduate program director must verify satisfactory completion of both undergraduate and graduate
academic course work, clinical practicum, and knowledge and skills requirements. Applicants requiring
evaluation must submit both graduate and undergraduate transcripts for all courses being submitted for
certification purposes.
Standard II: Institution of Higher Education
The graduate degree must be granted by a regionally accredited institution of higher education.
Implementation:
The institution of higher education must be accredited by one of the following: Commission of Higher
Education, Middle States Association of Colleges and Schools; Commission on Institutions of Higher
Education, New England Association of Schools and Colleges; Commission on Institutions of Higher
Education, North Central Association of Colleges and Schools; Commission on Colleges, Northwest
Association of Schools and Colleges; Commission on Colleges, Southern Association of Colleges and
Schools; or Accrediting Commission for Senior Colleges and Universities, Western Association of Schools
and Colleges.
Individuals educated in foreign countries must submit documentation that course work was completed
in an institution of higher education that is regionally accredited or recognized by the appropriate
regulatory authority for that country. In addition, applicants educated in foreign countries must meet
each of the Standards that follow.
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Standard III: Program of Study - Knowledge Outcomes
The applicant for certification must complete a program of study (a minimum of 75 semester credit
hours overall, including at least 36 at the graduate level) that includes academic course work sufficient
in depth and breadth to achieve the specified knowledge outcomes.
Implementation:
The program of study must address the knowledge and skills pertinent to the field of speech-language
pathology. The applicant must maintain documentation of course work at both undergraduate and
graduate levels demonstrating that the requirements in this standard have been met. The minimum 75
semester credit hours may include credit earned for course work, clinical practicum, research, or
thesis/dissertation. The minimum of 36 hours of course work at the graduate level must be in speechlanguage pathology. Verification is accomplished by submitting an official transcript showing that the
minimum credit hours have been completed.
Standard III-A: The applicant must have prerequisite knowledge of the biological sciences, physical
sciences, mathematics, and the social/behavioral sciences.
Implementation:
The applicant must demonstrate through transcript credit (which could include course work, advanced
placement, CLEP, or examination of equivalency) for each of the following areas: biological sciences,
physical sciences, mathematics, and the social/behavioral sciences. Appropriate course work in
biological sciences could include, among others, biology, general anatomy and physiology,
neuroanatomy and neurophysiology, and genetics. Course work in physical sciences could include,
among others, physics and chemistry. Course work in behavioral sciences could include, among others,
psychology, sociology, and cultural anthropology. Course work in math could include, among others,
statistics and non-remedial mathematics. The intent of this standard is to require students to have a
broad liberal arts and science background. Courses in biological and physical sciences specifically related
to communication sciences and disorders (CSD) cannot be applied for certification purposes in this
category. Methodology courses, such as methods of teaching mathematics, may not be used to satisfy
the mathematics requirement. In addition to transcript credit, applicants may be required by their
graduate program to provide further evidence of meeting this requirement.
Standard III-B: The applicant must demonstrate knowledge of basic human communication and
swallowing processes, including their biological, neurological, acoustic, psychological, developmental,
and linguistic and cultural bases.
Implementation:
This standard emphasizes the basic human communication processes. The applicant must demonstrate
the ability to integrate information pertaining to normal and abnormal human development across the
life span, including basic communication processes and the impact of cultural and linguistic diversity on
communication. Similar knowledge must also be obtained in swallowing processes and new emerging
areas of practice. Program documentation may include transcript credit and information obtained by
the applicant through clinical experiences, independent studies, and research projects.
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Standard III-C: The applicant must demonstrate knowledge of the nature of speech, language, hearing,
and communication disorders and differences and swallowing disorders, including the etiologies,
characteristics, anatomical/physiological, acoustic, psychological, developmental, and linguistic and
cultural correlates. Specific knowledge must be demonstrated in the following areas:









articulation
fluency
voice and resonance, including respiration and phonation
receptive and expressive language (phonology, morphology, syntax, semantics, and pragmatics) in
speaking, listening, reading, writing, and manual modalities
hearing, including the impact on speech and language
swallowing (oral, pharyngeal, esophageal, and related functions, including oral function for feeding;
orofacial myofunction)
cognitive aspects of communication (attention, memory, sequencing, problem-solving, executive
functioning)
social aspects of communication (including challenging behavior, ineffective social skills, lack of
communication opportunities)
communication modalities (including oral, manual, augmentative, and alternative communication
techniques and assistive technologies)
Implementation:
The applicant must demonstrate the ability to integrate information delineated in this standard.
Program documentation may include transcript credit and information obtained by the applicant
through clinical experiences, independent studies, and research projects. It is expected that course work
addressing the professional knowledge specified in Standard III-C will occur primarily at the graduate
level. The knowledge gained from the graduate program should include an effective balance between
traditional parameters of communication (articulation/phonology, voice, fluency, language, and hearing)
and additional recognized and emerging areas of practice (e.g., swallowing, upper aerodigestive
functions).
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.
Implementation:
The applicant must demonstrate the ability to integrate information about prevention, assessment, and
intervention over the range of differences and disorders specified in Standard III-C above. Program
documentation may include transcript credit and information obtained by the applicant through clinical
experiences, independent studies, and research projects.
Standard III-E: The applicant must demonstrate knowledge of standards of ethical conduct.
Implementation:
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The applicant must demonstrate knowledge of, appreciation for, and ability to interpret the ASHA Code
of Ethics. Program documentation must reflect course work, workshop participation, instructional
module, clinical experiences, and independent projects.
Standard III-F: The applicant must demonstrate knowledge of processes used in research and the
integration of research principles into evidence-based clinical practice.
Implementation:
The applicant must demonstrate comprehension of the principles of basic and applied research and
research design. In addition, the applicant should know how to access sources of research information
and have experience relating research to clinical practice. Program documentation could include
information obtained through class projects, clinical experiences, independent studies, and research
projects.
Standard III-G: The applicant must demonstrate knowledge of contemporary professional issues.
Implementation:
The applicant must demonstrate knowledge of professional issues that affect speech-language
pathology as a profession. Issues typically include professional practice, academic program accreditation
standards, ASHA practice policies and guidelines, and reimbursement procedures. Documentation could
include information obtained through clinical experiences, workshops, and independent studies.
Standard III-H: The applicant must demonstrate knowledge about certification, specialty recognition,
licensure, and other relevant professional credentials.
Implementation:
The applicant must demonstrate knowledge of state and federal regulations and policies related to the
practice of speech-language pathology and credentials for professional practice. Documentation could
include course modules and instructional workshops.
Standard IV: Program of Study-Skills Outcomes
Standard IV-A: The applicant must complete a curriculum of academic and clinical education that
follows an appropriate sequence of learning sufficient to achieve the skills outcomes in Standard IV-G.
Implementation:
The applicant's program of study should follow a systematic knowledge- and skill-building sequence in
which basic course work and practicum precede, insofar as possible, more advanced course work and
practicum.
Standard IV-B: The applicant must possess skill in oral and written or other forms of communication
sufficient for entry into professional practice.
Implementation:
The applicant must demonstrate communication skills sufficient to achieve effective clinical and
professional interaction with clients/patients and relevant others. For oral communication, the applicant
must demonstrate speech and language skills in English, which, at a minimum are consistent with
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ASHA's most current position statement on students and professionals who speak English with accents
and nonstandard dialects. For written communication, the applicant must be able to write and
comprehend technical reports, diagnostic and treatment reports, treatment plans, and professional
correspondence.
Individuals educated in foreign countries must meet the criteria required by the International
Commission of Healthcare Professionals (ICHP) in order to meet this standard.
Standard IV-C: The applicant for certification in speech-language pathology must complete a minimum
for 400 clock hours of supervised clinical experience in the practice of speech-language pathology.
Twenty-five hours must be spent in clinical observation, and 375 hours must be spent in direct
client/patient contact.
Implementation:
Observation hours generally precede direct contact with clients/patients. However, completion of all 25
observation hours is not a prerequisite to begin direct client/patient contact. For certification purposes,
the observation and direct client/patient contact hours must be within the scope of practice of speechlanguage pathology.
For certification purposes, observation experiences must be under the direction of a qualified clinical
supervisor who holds current ASHA certification in the appropriate practice area. Such direction may
occur simultaneously with the student's observation or may be through review and approval of written
reports or summaries submitted by the student. Students may use videotapes of the provision of client
services for observation purposes. The applicant must maintain documentation of time spent in
supervised observation, verified by the program in accordance with Standards III and IV.
Applicants should be assigned practicum only after they have acquired sufficient knowledge bases to
qualify for such experience. Only direct contact with the client or the client's family in assessment,
management, and/or counseling can be counted toward practicum. Although several students may
observe a clinical session at one time, clinical practicum hours should be assigned only to the student
who provides direct services to the client or client's family. Typically, only one student should be
working with a given client. In rare circumstances, it is possible for several students working as a team to
receive credit for the same session depending on the specific responsibilities each student is assigned.
For example, in a diagnostic session, if one student evaluates the client and another interviews the
parents, both students may receive credit for the time each spent in providing the service. However, if
one student works with the client for 30 minutes and another student works with the client for the next
45 minutes, each student receives credit for the time he/she actually provided services-that is, 30 and
45 minutes respectively, not 75 minutes. The applicant must maintain documentation of time spent in
supervised practicum, verified by the program in accordance with Standards III and IV.
Standard IV-D: At least 325 of the 400 clock hours must be completed while the applicant is engaged
in graduate study in a program accredited in speech-language pathology by the Council on Academic
Accreditation in Audiology and Speech-Language Pathology.
Implementation:
A minimum of 325 clock hours of clinical practicum must be completed at the graduate level. The
remaining required hours may have been completed at the undergraduate level, at the discretion of the
graduate program.
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Standard IV-E: Supervision must be provided by individuals who hold the Certificate of Clinical
Competence in the appropriate area of practice. The amount of supervision must be appropriate to
the student's level of knowledge, experience, and competence. Supervision must be sufficient to
ensure the welfare of the client/patient.
Implementation:
Direct supervision must be in real time and must never be less than 25% of the student's total contact
with each client/patient and must take place periodically throughout the practicum. These are minimum
requirements and should be adjusted upward if the student's level of knowledge, experience, and
competence warrants. A supervisor must be available to consult as appropriate for the client's/patient's
disorder with a student providing clinical services as part of the student's clinical education. Supervision
of clinical practicum must include direct observation, guidance, and feedback to permit the student to
monitor, evaluate, and improve performance and to develop clinical competence.
All observation and clinical practicum hours used to meet Standard IV-C must be supervised by
individuals who hold a current CCC in the professional area in which the observation and practicum
hours are being obtained. Only the supervisor who actually observes the student in a clinical session is
permitted to verify the credit given to the student for the clinical practicum hours.
Standard IV-F: Supervised practicum must include experience with client/patient populations across
the life span and from culturally/linguistically diverse backgrounds. Practicum must include
experience with client/patient populations with various types and severities of communication
and/or related disorders, differences, and disabilities.
Implementation:
The applicant must demonstrate direct client/patient clinical experiences in both diagnosis and
treatment with both children and adults from the range of disorders and differences named in Standard
III-C.
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:
1. Evaluation
a. Conduct screening and prevention procedures (including prevention activities).
b. Collect case history information and integrate information from clients/patients, family, caregivers,
teachers, relevant others, and other professionals.
c. Select and administer appropriate evaluation procedures, such as behavioral observations, nonstandardized and standardized tests, and instrumental procedures.
d. Adapt evaluation procedures to meet client/patient needs.
e. Interpret, integrate, and synthesize all information to develop diagnoses and make appropriate
recommendations for intervention.
f. Complete administrative and reporting functions necessary to support evaluation.
g. Refer clients/patients for appropriate services.
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2. Intervention
a. Develop setting-appropriate intervention plans with measurable and achievable goals that meet
clients'/patients' needs. Collaborate with clients/patients and relevant others in the planning process.
b. Implement intervention plans (involve clients/patients and relevant others in the intervention
process).
c. Select or develop and use appropriate materials and instrumentation for prevention and intervention.
d. Measure and evaluate clients'/patients' performance and progress.
e. Modify intervention plans, strategies, materials, or instrumentation as appropriate to meet the needs
of clients/patients.
f. Complete administrative and reporting functions necessary to support intervention.
g. Identify and refer clients/patients for services as appropriate.
3. Interaction and Personal Qualities
a. Communicate effectively, recognizing the needs, values, preferred mode of communication, and
cultural/linguistic background of the client/patient, family, caregivers, and relevant others.
b. Collaborate with other professionals in case management.
c. Provide counseling regarding communication and swallowing disorders to clients/patients, family,
caregivers, and relevant others.
d. Adhere to the ASHA Code of Ethics and behave professionally.
Implementation:
The applicant must document the acquisition of the skills referred to in this Standard applicable across
the nine major areas listed in Standard III-C. Clinical skills may be developed and demonstrated by
means other than direct client/patient contact in clinical practicum experiences, such as academic
course work, labs, simulations, examinations, and completion of independent projects. This
documentation must be maintained and verified by the program director of official designee.
For certification purposes, only direct client/patient contact may be applied toward the required
minimum of 375 clock hours of supervised clinical experience.
Standard V: Assessment
The applicant for certification must demonstrate successful achievement of the knowledge and skills
delineated in Standard III and Standard IV by means of both formative and summative assessment.
Standard V-A: Formative Assessment
The applicant must meet the education program's requirements for demonstrating satisfactory
performance through on-going formative assessment of knowledge and skills.
Implementation:
Formative assessment yields critical information for monitoring an individual's acquisition of knowledge
and skills. Therefore, to ensure that the applicant pursues the outcomes stipulated in Standard III and
Standard IV in a systematic manner, academic and clinical educators must have assessed developing
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knowledge and skills throughout the applicant's program of graduate study. Applicants may also be part
of the process through self-assessment. Applicants and program faculties should use the on-going
assessment to help the applicant achieve requisite knowledge and skills. Thus, assessments should be
followed by implementation of strategies for acquisition of knowledge and skills.
The applicant must adhere to the academic program's formative assessment process and must maintain
records verifying on-going formative assessment. The applicant shall make these records available to the
Council for Clinical Certification upon its request. Documentation of formative assessment may take a
variety of forms, such as checklists of skills records of progress in clinical skill development, portfolios,
and statements of achievement of academic and practicum course objectives, among others.
Standard V-B: Summative Assessment
The applicant must pass the national examination adopted by ASHA for purposes of certification in
speech-language pathology.
Implementation:
Summative assessment is a comprehensive examination of learning outcomes at the culmination of
professional preparation. Evidence of a passing score on the ASHA-approved national examination in
speech-language pathology must be submitted to the National Office by the testing agency
administering the examination. Acceptable exam results are those submitted for initial certification in
speech-language pathology that have been obtained no more than 5 years prior to the submission of the
certification application.
Standard VI: Speech-Language Pathology Clinical Fellowship
After completion of academic course work and practicum (Standard IV), the applicant then must
successfully complete a Speech-Language Pathology Clinical Fellowship (SLPCF).
Implementation:
The Clinical Fellow may be engaged in clinical service delivery or clinical research that fosters the
continued growth and integration of the knowledge, skills, and tasks of clinical practice in speechlanguage pathology consistent with ASHA's current Scope of Practice. At least 80% of the Clinical
Fellow's major responsibilities during the CF experience must be in direct clinical contact
(assessment/diagnosis/evaluation, screening, treatment, report writing, family/client consultation,
and/or counseling) related to the management process of individuals who exhibit communication
difficulties. For example, in a 5-hour work week, at least 4 hours must consist of direct clinical activities;
in a 15-hour work week, at least 12 hours must consist of direct clinical activities; in a 35-hour work
week, at least 28 hours must consist of direct clinical activities.
The SLPCF may not be initiated until completion of the graduate course work and graduate clinical
practicum required for ASHA certification. Fellowships that are completed more than 5 years prior to
submission of the application for certification are not acceptable.
It is the Clinical Fellow's responsibility to identify a mentoring speech-language pathologist (SLP) who
holds a current Certificate of Clinical Competence in Speech-Language Pathology to provide the requisite
on-site and other monitoring activities mandated during the SLPCF experience. Before beginning the
SLPCF, the Clinical Fellow must contact the ASHA National office to verify the mentoring SLP's
certification status. The mentoring SLP must hold ASHA certification throughout the SLPCF period.
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Should the certification status of the mentoring SLP change during the experience, the Clinical Fellow
will be awarded credit only for that portion of time during which the mentoring SLP held certification. It
is, therefore, incumbent on the Fellow to verify the mentoring SLP's status not only at the beginning of
the experience but also at the beginning of each new year.
A family member or individual related in any way to the clinical fellow may not serve as a mentoring SLP.
Standard VI-A: The mentoring speech-language pathologist and Speech-Language Pathology Clinical
Fellow will establish outcomes and performance levels to be achieved during the Speech-Language
Pathology Fellowship (SLPCF), based on the Clinical Fellow's academic experiences, setting-specific
requirements, and professional interests/goals.
Implementation:
The Clinical Fellow and mentoring SLP will determine outcomes and performance levels in a goal-setting
conference within four weeks of initiating the SLPCF. It is the Clinical Fellow's and the mentoring SLP's
responsibility to each retain documentation of agreed-upon outcomes and performance levels. The
mentoring SLP's guidance should be adequate throughout the SLPCF to permit the CF to achieve the
stated outcomes, and to ensure that the Clinical Fellow can function independently by the completion of
the SLPCF. At the conclusion of the experience, the Clinical Fellow will submit the Clinical Fellowship
Report and Rating Form to the Council For Clinical Certification (CFCC). Prior to submitting
documentation to the CFCC, the Clinical Fellow and mentoring SLP should make copies of all forms for
their files.
Standard VI-B: The Clinical Fellow and mentoring SLP must engage in periodic assessment of the
Clinical Fellow's performance, evaluating the Clinical Fellow's progress toward meeting the
established goals and achievement of the clinical skills necessary for independent practice.
Implementation:
Assessment of performance may be both formal and informal means. The Clinical Fellow and mentoring
SLP should keep a written record of assessment processes and recommendations. One means of
assessment must be the Clinical Fellowship Report and Rating Form.
The mentoring SLP must engage in no fewer than 36 supervisory activities during the clinical fellowship
experience. This supervision must include 18 on-site observations of direct client contact at the clinical
fellow's work site (1 hour = 1 on-site observation; a maximum of 6 on-site observations may be accrued
in one day). At least 6 on-site observations must be conducted during each third of the CF experience.
On-site observations must consist of the clinical fellow engaged in screening, evaluation, assessment,
and/or habilitation/rehabilitation activities. Use of real-time, interactive video and audio conferencing
technology is permitted as a form of on-site observation.
Additionally, supervision must also include 18 other monitoring activities. At least six other monitoring
activities must be conducted during each third of the CF experience. Other monitoring activities are
defined as evaluation of reports written by the Clinical Fellow, conferences between the mentoring SLP
and the Clinical Fellow, discussions with professional colleagues of the Fellow, etc., and may be executed
by correspondence, telephone, or reviewing of video and/or audio tapes.
On very rare occasions the CFCC may allow the supervisory process to be conducted in other ways.
However, a request for other supervisory mechanisms must be submitted in written form to the CFCC
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before the CF is initiated. The request must include the reason for the alternative supervision and a
description of the supervision that would be provided. At a minimum, such a request must outline the
type, length, and frequency of the supervision that would be provided.
Standard VI-C: The Speech-Language Pathology Clinical Fellowship (SLPCF) will consist of the
equivalent of 36 weeks of full-time clinical practice.
Implementation:
Full-time clinical practice is defined as a minimum of 35 hours per week in direct client/patient contact,
consultations, record keeping, and administrative duties relevant to a bona fide program of clinical
work. The Clinical Fellowship experience must total no less than 1,260 hours, accumulated within 48
months of the beginning date of the experience.
Professional experience of less than 5 hours per week does not meet the requirement and may not be
counted toward the SLPCF. Similarly, experience of more than 35 hours per week cannot be used to
shorten the SLPCF to less than 36 weeks. NOTE: Clinical Fellows are strongly urged to contact their state
regulatory agency/state licensing board to determine licensure requirements for the Clinical Fellowship.
State licensure requirements may differ from those for ASHA certification. Failure to comply with state
requirements may lead to fellowship experience that is considered invalid for licensure.
Once initiated, the Clinical Fellowship experience must be completed within 4 years (48 months). Clinical
Fellows working less than full-time should be aware that they will need to extend their experience for a
longer period of time to meet the CF requirement of 1,260 hours. If the CF is not completed within 48
months of initiation, the Clinical Fellow will be required to reapply for certification and must meet the
standards in effect at the time of reapplication.
Standard VI-D: The Clinical Fellow must submit evidence of successful completion of the SpeechLanguage Pathology Clinical Fellowship (SLPCF) to the Council For Clinical Certification.
Implementation:
Once the Clinical Fellow has accumulated the requisite 1,260 hours, the SLPCF Report and Rating Form
[PDF], which includes the Clinical Fellowship Skills Inventory (CFSI), must be submitted. This report must
be completed by both the Clinical Fellow and mentoring speech-language pathologist.
Standard VII: Maintenance of Certification
Demonstration of continued professional development is mandated for maintenance of the
Certificate of Clinical Competence in Speech-Language Pathology. The renewal period will be three
years. This standard will apply to all certificate holders, regardless of the date of initial certification.
Implementation:
Individuals who hold the Certificate of Clinical Competence (CCC) in Speech-Language Pathology must
accumulate 30 contact hours of professional development over the 3-year period in order to meet this
standard. Individuals will be subject to a random review of their professional development activities.
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If renewal of certification is not accomplished within the 3-year period, certification will lapse.
Reinstatement of certification will be required, and certification standards in effect at the time of
submission of the reinstatement application must be met.
In preparation, accrual and submission of the professional development activities during the
certification maintenance interval, all activities must be guided by adherence to the ASHA Code of
Ethics.
Continued professional development may be demonstrated through one or more of the following
options:

Accumulation of 3 Continuing Education Units (CEUs) (30 contact hours) from continuing education
providers approved by ASHA. ASHA CEUs may be earned through group activities (e.g., workshops,
conferences), independent study (e.g., course development, research projects, internships,
attendance at educational programs offered by non-ASHA CE providers), and self-study (e.g.,
videotapes, audiotapes, journals).
 Accumulation of 3 CEUs (30 contact hours) from a provider authorized by the International
Association for Continuing Education and Training (IACET).
 Accumulation of 2 semester credit hours (3 quarter-hours) from a college or university that holds
regional accreditation or accreditation from an equivalent nationally recognized or governmental
accreditation authority.
 Accumulation of 30 contact hours from employer-sponsored in-service or other continuing education
activities that contribute to professional development.
The ASHA Clinical Certification Standards define professional development as an instructional activity





where the certificate holder is the learner;
that is related to the science or contemporary practice of speech-language pathology, audiology,
and/or the speech/language/hearing sciences;
that results in the acquisition of new knowledge and skills or the enhancement of current knowledge
and skills necessary for independent practice in any practice setting and area of practice;
where the certificate holder is responsible for determining that the professional development activity
is appropriate, relevant and meaningful to any practice setting and area of practice;
in which the certificate holder's attendance can be documented by a third party such as an employer,
educational institution, or sponsoring organization.
If you were initially certified (or
reinstated):
You'll need 30 hours of professional
development between:
After January 1, 2005
January 1 (of the year following your certification effective
date)
and December 31 (three years from that date)
Example:
Certified anytime in 2009
Example:
First maintenance interval will be between
January 1, 2010 and December 31, 2012.
Next interval begins January 1, 2013.*
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If you were initially certified (or
reinstated):
You'll need 30 hours of professional
development between:
Certified anytime in 2010
First maintenance interval will be between
January 1, 2011 and December 31, 2013.
Next interval begins January 1, 2014.*
* Certification maintenance is an ongoing process; once you successfully complete your current
maintenance interval, another will be assigned for you in which you'll repeat the same certification
maintenance requirements until, for example, you retire and become inactive or no longer desire to
remain certified. Your next maintenance interval is determined by several key factors: 1) timely
completion of your professional development hours, 2) timely completion of your certification
maintenance form, 3) keeping current on your dues every year, and 4) the possibility that you may
request a one-time change of your maintenance interval (causing your next interval to begin sooner
than previously scheduled).
Please note: If certification is not maintained through payment of annual dues/fees and timely
completion of professional development hours, certification will lapse and, should certification be
reinstated, a new interval would be assigned.
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APPENDIX B- ASHA CODE OF ETHICS
Preamble
The preservation of the highest standards of integrity and ethical principles is vital to the responsible
discharge of obligations by speech-language pathologists, audiologists, and speech, language, and
hearing scientists. This Code of Ethics sets forth the fundamental principles and rules considered
essential to this purpose.
Every individual who is (a) a member of the American Speech-Language-Hearing Association, whether
certified or not, (b) a nonmember holding the Certificate of Clinical Competence from the Association,
(c) an applicant for membership or certification, or (d) a Clinical Fellow seeking to fulfill standards for
certification shall abide by this Code of Ethics.
Any violation of the spirit and purpose of this Code shall be considered unethical. Failure to specify any
particular responsibility or practice in this Code of Ethics shall not be construed as denial of the
existence of such responsibilities or practices.
The fundamentals of ethical conduct are described by Principles of Ethics and by Rules of Ethics as they
relate to the responsibility to persons served, the public, speech-language pathologists, audiologists,
and speech, language, and hearing scientists, and to the conduct of research and scholarly activities.
Principles of Ethics, aspirational and inspirational in nature, form the underlying moral basis for the
Code of Ethics. Individuals shall observe these principles as affirmative obligations under all conditions
of professional activity.
Rules of Ethics are specific statements of minimally acceptable professional conduct or of prohibitions
and are applicable to all individuals.
Principle of Ethics I
Individuals shall honor their responsibility to hold paramount the welfare of persons they serve
professionally or who are participants in research and scholarly activities, and they shall treat animals
involved in research in a humane manner.
Rules of Ethics
A. Individuals shall provide all services competently.
B. Individuals shall use every resource, including referral when appropriate, to ensure that high-quality
service is provided.
C. Individuals shall not discriminate in the delivery of professional services or the conduct of research
and scholarly activities on the basis of race or ethnicity, gender, gender identity/gender expression,
age, religion, national origin, sexual orientation, or disability.
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D. Individuals shall not misrepresent the credentials of assistants, technicians, support personnel,
students, Clinical Fellows, or any others under their supervision, and they shall inform those they
serve professionally of the name and professional credentials of persons providing services.
E. Individuals who hold the Certificate of Clinical Competence shall not delegate tasks that require the
unique skills, knowledge, and judgment that are within the scope of their profession to assistants,
technicians, support personnel, or any nonprofessionals over whom they have supervisory
responsibility.
F. Individuals who hold the Certificate of Clinical Competence may delegate tasks related to provision of
clinical services to assistants, technicians, support personnel, or any other persons only if those
services are appropriately supervised, realizing that the responsibility for client welfare remains with
the certified individual.
G. Individuals who hold the Certificate of Clinical Competence may delegate tasks related to provision of
clinical services that require the unique skills, knowledge, and judgment that are within the scope of
practice of their profession to students only if those services are appropriately supervised. The
responsibility for client welfare remains with the certified individual.
H. Individuals shall fully inform the persons they serve of the nature and possible effects of services
rendered and products dispensed, and they shall inform participants in research about the possible
effects of their participation in research conducted.
I.
Individuals shall evaluate the effectiveness of services rendered and of products dispensed, and they
shall provide services or dispense products only when benefit can reasonably be expected.
J.
Individuals shall not guarantee the results of any treatment or procedure, directly or by implication;
however, they may make a reasonable statement of prognosis.
K. Individuals shall not provide clinical services solely by correspondence.
L. Individuals may practice by telecommunication (e.g., telehealth/e-health), where not prohibited by
law.
M. Individuals shall adequately maintain and appropriately secure records of professional services
rendered, research and scholarly activities conducted, and products dispensed, and they shall allow
access to these records only when authorized or when required by law.
N. Individuals shall not reveal, without authorization, any professional or personal information about
identified persons served professionally or identified participants involved in research and scholarly
activities unless doing so is necessary to protect the welfare of the person or of the community or is
otherwise required by law.
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O. Individuals shall not charge for services not rendered, nor shall they misrepresent services rendered,
products dispensed, or research and scholarly activities conducted.
P. Individuals shall enroll and include persons as participants in research or teaching demonstrations
only if their participation is voluntary, without coercion, and with their informed consent.
Q. Individuals whose professional services are adversely affected by substance abuse or other healthrelated conditions shall seek professional assistance and, where appropriate, withdraw from the
affected areas of practice.
R.
Individuals shall not discontinue service to those they are serving without providing reasonable
notice.
Principle of Ethics II
Individuals shall honor their responsibility to achieve and maintain the highest level of professional
competence and performance.
Rules of Ethics
A. Individuals shall engage in the provision of clinical services only when they hold the appropriate
Certificate of Clinical Competence or when they are in the certification process and are supervised by
an individual who holds the appropriate Certificate of Clinical Competence.
B. Individuals shall engage in only those aspects of the professions that are within the scope of their
professional practice and competence, considering their level of education, training, and experience.
C. Individuals shall engage in lifelong learning to maintain and enhance professional competence and
performance.
D. Individuals shall not require or permit their professional staff to provide services or conduct research
activities that exceed the staff member's competence, level of education, training, and experience.
E.
Individuals shall ensure that all equipment used to provide services or to conduct research and
scholarly activities is in proper working order and is properly calibrated.
Principle of Ethics III
Individuals shall honor their responsibility to the public by promoting public understanding of the
professions, by supporting the development of services designed to fulfill the unmet needs of the public,
and by providing accurate information in all communications involving any aspect of the professions,
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including the dissemination of research findings and scholarly activities, and the promotion, marketing,
and advertising of products and services.
Rules of Ethics
A. Individuals shall not misrepresent their credentials, competence, education, training, experience, or
scholarly or research contributions.
B. Individuals shall not participate in professional activities that constitute a conflict of interest.
C. Individuals shall refer those served professionally solely on the basis of the interest of those being
referred and not on any personal interest, financial or otherwise.
D. Individuals shall not misrepresent research, diagnostic information, services rendered, results of
services rendered, products dispensed, or the effects of products dispensed.
E. Individuals shall not defraud or engage in any scheme to defraud in connection with obtaining
payment, reimbursement, or grants for services rendered, research conducted, or products
dispensed.
F. Individuals' statements to the public shall provide accurate information about the nature and
management of communication disorders, about the professions, about professional services, about
products for sale, and about research and scholarly activities.
G. Individuals' statements to the public when advertising, announcing, and marketing their professional
services; reporting research results; and promoting products shall adhere to professional standards
and shall not contain misrepresentations.
Principle of Ethics IV
Individuals shall honor their responsibilities to the professions and their relationships with colleagues,
students, and members of other professions and disciplines.
Rules of Ethics
A. Individuals shall uphold the dignity and autonomy of the professions, maintain harmonious
interprofessional and intraprofessional relationships, and accept the professions' self-imposed
standards.
B. Individuals shall prohibit anyone under their supervision from engaging in any practice that violates
the Code of Ethics.
C. Individuals shall not engage in dishonesty, fraud, deceit, or misrepresentation.
D. Individuals shall not engage in any form of unlawful harassment, including sexual harassment or
power abuse.
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E. Individuals shall not engage in any other form of conduct that adversely reflects on the professions or
on the individual's fitness to serve persons professionally.
F. Individuals shall not engage in sexual activities with clients, students, or research participants over
whom they exercise professional authority or power.
G. Individuals shall assign credit only to those who have contributed to a publication, presentation, or
product. Credit shall be assigned in proportion to the contribution and only with the contributor's
consent.
H. Individuals shall reference the source when using other persons' ideas, research, presentations, or
products in written, oral, or any other media presentation or summary.
I.
Individuals' statements to colleagues about professional services, research results, and products shall
adhere to prevailing professional standards and shall contain no misrepresentations.
J.
Individuals shall not provide professional services without exercising independent professional
judgment, regardless of referral source or prescription.
K. Individuals shall not discriminate in their relationships with colleagues, students, and members of
other professions and disciplines on the basis of race or ethnicity, gender, gender identity/gender
expression, age, religion, national origin, sexual orientation, or disability.
L. Individuals shall not file or encourage others to file complaints that disregard or ignore facts that
would disprove the allegation, nor should the Code of Ethics be used for personal reprisal, as a means
of addressing personal animosity, or as a vehicle for retaliation.
M. Individuals who have reason to believe that the Code of Ethics has been violated shall inform the
Board of Ethics.
N. Individuals shall comply fully with the policies of the Board of Ethics in its consideration and
adjudication of complaints of violations of the Code of Ethics.
American Speech-Language-Hearing Association. (2010). Code of ethics [Ethics]. Available from
www.asha.org/policy. © Copyright 2010 American Speech-Language-Hearing Association.
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APPENDIX C ASHA SCOPE OF PRACTICE IN SPEECH-LANGUAGE PATHOLOGY
Scope of Practice in Speech-Language Pathology
Introduction
The Scope of Practice in Speech-Language Pathology includes a statement of purpose, a framework for
research and clinical practice, qualifications of the speech-language pathologist, professional roles and
activities, and practice settings. The speech-language pathologist is the professional who engages in
clinical services, prevention, advocacy, education, administration, and research in the areas of
communication and swallowing across the life span from infancy through geriatrics. Given the diversity
of the client population, ASHA policy requires that these activities are conducted in a manner that takes
into consideration the impact of culture and linguistic exposure/acquisition and uses the best available
evidence for practice to ensure optimal outcomes for persons with communication and/or swallowing
disorders or differences.
As part of the review process for updating the Scope of Practice in Speech-Language Pathology, the
committee made changes to the previous scope of practice document that reflected recent advances in
knowledge, understanding, and research in the discipline. These changes included acknowledging roles
and responsibilities that were not mentioned in previous iterations of the Scope of Practice (e.g., funding
issues, marketing of services, focus on emergency responsiveness, communication wellness). The
revised document also was framed squarely on two guiding principles: evidence-based practice and
cultural and linguistic diversity.
Statement of Purpose
The purpose of this document is to define the Scope of Practice in Speech-Language Pathology to
1. delineate areas of professional practice for speech-language pathologists;
2. inform others (e.g., health care providers, educators, other professionals, consumers, payers,
regulators, members of the general public) about professional services offered by speech-language
pathologists as qualified providers;
3. support speech-language pathologists in the provision of high-quality, evidence-based services to
individuals with concerns about communication or swallowing;
4. support speech-language pathologists in the conduct of research;
5. provide guidance for educational preparation and professional development of speech-language
pathologists.
This document describes the breadth of professional practice offered within the profession of speechlanguage pathology. Levels of education, experience, skill, and proficiency with respect to the roles and
activities identified within this scope of practice document vary among individual providers. A speechlanguage pathologist typically does not practice in all areas of the field. As the ASHA Code of Ethics
specifies, individuals may practice only in areas in which they are competent (i.e., individuals' scope of
competency), based on their education, training, and experience.
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In addition to this scope of practice document, other ASHA documents provide more specific guidance
for practice areas. Figure 1 illustrates the relationship between the ASHA Code of Ethics, the Scope of
Practice, and specific practice documents. As shown, the ASHA Code of Ethics sets forth the
fundamental principles and rules considered essential to the preservation of the highest standards of
integrity and ethical conduct in the practice of speech-language pathology.
Figure 1. Conceptual Framework of ASHA Practice Documents
Speech-language pathology is a dynamic and continuously developing profession. As such, listing specific
areas within this Scope of Practice does not exclude emerging areas of practice. Further, speechlanguage pathologists may provide additional professional services (e.g., interdisciplinary work in a
health care setting, collaborative service delivery in schools, transdisciplinary practice in early
intervention settings) that are necessary for the well-being of the individual(s) they are serving but are
not addressed in this Scope of Practice. In such instances, it is both ethically and legally incumbent upon
professionals to determine whether they have the knowledge and skills necessary to perform such
services.
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This scope of practice document does not supersede existing state licensure laws or affect the
interpretation or implementation of such laws. It may serve, however, as a model for the development
or modification of licensure laws.
Framework for Research and Clinical Practice
The overall objective of speech-language pathology services is to optimize individuals' ability to
communicate and swallow, thereby improving quality of life. As the population profile of the United
States continues to become increasingly diverse (U.S. Census Bureau, 2005), speech-language
pathologists have a responsibility to be knowledgeable about the impact of these changes on clinical
services and research needs. Speech-language pathologists are committed to the provision of culturally
and linguistically appropriate services and to the consideration of diversity in scientific investigations of
human communication and swallowing. For example, one aspect of providing culturally and linguistically
appropriate services is to determine whether communication difficulties experienced by English
language learners are the result of a communication disorder in the native language or a consequence of
learning a new language.
Additionally, an important characteristic of the practice of speech-language pathology is that, to the
extent possible, clinical decisions are based on best available evidence. ASHA has defined evidencebased practice in speech-language pathology as an approach in which current, high-quality research
evidence is integrated with practitioner expertise and the individual's preferences and values into the
process of clinical decision making (ASHA, 2005). A high-quality basic, applied, and efficacy research
base in communication sciences and disorders and related fields of study is essential to providing
evidence-based clinical practice and quality clinical services. The research base can be enhanced by
increased interaction and communication with researchers across the United States and from other
countries. As our global society is becoming more connected, integrated, and interdependent, speechlanguage pathologists have access to an abundant array of resources, information technology, and
diverse perspectives and influence (e.g., Lombardo, 1997). Increased national and international
interchange of professional knowledge, information, and education in communication sciences and
disorders can be a means to strengthen research collaboration and improve clinical services.
The World Health Organization (WHO) has developed a multipurpose health classification system known
as the International Classification of Functioning, Disability and Health (ICF; WHO, 2001). The purpose of
this classification system is to provide a standard language and framework for the description of
functioning and health. The ICF framework is useful in describing the breadth of the role of the speechlanguage pathologist in the prevention, assessment, and habilitation/rehabilitation, enhancement, and
scientific investigation of communication and swallowing. It consists of two components:
 Health Conditions
 Body Functions and Structures: These involve the anatomy and physiology of the human body.
Relevant examples in speech-language pathology include craniofacial anomaly, vocal fold paralysis,
cerebral palsy, stuttering, and language impairment.
 Activity and Participation: Activity refers to the execution of a task or action. Participation is the
involvement in a life situation. Relevant examples in speech-language pathology include difficulties
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with swallowing safely for independent feeding, participating actively in class, understanding a
medical prescription, and accessing the general education curriculum.
 Contextual Factors
 Environmental Factors: These make up the physical, social, and attitudinal environments in which
people live and conduct their lives. Relevant examples in speech-language pathology include the
role of the communication partner in augmentative and alternative communication, the influence
of classroom acoustics on communication, and the impact of institutional dining environments on
individuals' ability to safely maintain nutrition and hydration.
 Personal Factors: These are the internal influences on an individual's functioning and disability and
are not part of the health condition. These factors may include, but are not limited to, age, gender,
ethnicity, educational level, social background, and profession. Relevant examples in speechlanguage pathology might include a person's background or culture that influences his or her
reaction to a communication or swallowing disorder.
The framework in speech-language pathology encompasses these health conditions and contextual
factors. The health condition component of the ICF can be expressed on a continuum of functioning. On
one end of the continuum is intact functioning. At the opposite end of the continuum is completely
compromised functioning. The contextual factors interact with each other and with the health
conditions and may serve as facilitators or barriers to functioning. Speech-language pathologists may
influence contextual factors through education and advocacy efforts at local, state, and national levels.
Relevant examples in speech-language pathology include a user of an augmentative communication
device needing classroom support services for academic success, or the effects of premorbid literacy
level on rehabilitation in an adult post brain injury. Speech-language pathologists work to improve
quality of life by reducing impairments of body functions and structures, activity limitations,
participation restrictions, and barriers created by contextual factors.
Qualifications
Speech-language pathologists, as defined by ASHA, hold the ASHA Certificate of Clinical Competence in
Speech-Language Pathology (CCC-SLP), which requires a master's, doctoral, or other recognized
postbaccalaureate degree. ASHA-certified speech-language pathologists complete a supervised
postgraduate professional experience and pass a national examination as described in the ASHA
certification standards. Demonstration of continued professional development is mandated for the
maintenance of the CCC-SLP. Where applicable, speech-language pathologists hold other required
credentials (e.g., state licensure, teaching certification).
This document defines the scope of practice for the field of speech-language pathology. Each
practitioner must evaluate his or her own experiences with preservice education, clinical practice,
mentorship and supervision, and continuing professional development. As a whole, these experiences
define the scope of competence for each individual. Speech-language pathologists may engage in only
those aspects of the profession that are within their scope of competence.
As primary care providers for communication and swallowing disorders, speech-language pathologists
are autonomous professionals; that is, their services are not prescribed or supervised by another
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professional. However, individuals frequently benefit from services that include speech-language
pathologist collaborations with other professionals.
Professional Roles and Activities
Speech-language pathologists serve individuals, families, and groups from diverse linguistic and cultural
backgrounds. Services are provided based on applying the best available research evidence, using expert
clinical judgments, and considering clients' individual preferences and values. Speech-language
pathologists address typical and atypical communication and swallowing in the following areas:
 speech sound production
 articulation
 apraxia of speech
 dysarthria
 ataxia
 dyskinesia
 resonance
 hypernasality
 hyponasality
 cul-de-sac resonance
 mixed resonance
 voice
 phonation quality
 pitch
 loudness
 respiration
 fluency
 stuttering
 cluttering
 language (comprehension and expression)
 phonology
 morphology
 syntax
 semantics
 pragmatics (language use, social aspects of communication)
 literacy (reading, writing, spelling)
 prelinguistic communication (e.g., joint attention, intentionality, communicative signaling)
 paralinguistic communication
 cognition
 attention
 memory
 sequencing
 problem solving
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
executive functioning
 feeding and swallowing
 oral, pharyngeal, laryngeal, esophageal
 orofacial myology (including tongue thrust)
 oral-motor functions
Potential etiologies of communication and swallowing disorders include
 neonatal problems (e.g., prematurity, low birth weight, substance exposure);
 developmental disabilities (e.g., specific language impairment, autism spectrum disorder, dyslexia,
learning disabilities, attention deficit disorder);
 auditory problems (e.g., hearing loss or deafness);
 oral anomalies (e.g., cleft lip/palate, dental malocclusion, macroglossia, oral-motor dysfunction);
 respiratory compromise (e.g., bronchopulmonary dysplasia, chronic obstructive pulmonary disease);
 pharyngeal anomalies (e.g., upper airway obstruction, velopharyngeal insufficiency/incompetence);
 laryngeal anomalies (e.g., vocal fold pathology, tracheal stenosis, tracheostomy);
 neurological disease/dysfunction (e.g., traumatic brain injury, cerebral palsy, cerebral vascular
accident, dementia, Parkinson's disease, amyotrophic lateral sclerosis);
 psychiatric disorder (e.g., psychosis, schizophrenia);
 genetic disorders (e.g., Down syndrome, fragile X syndrome, Rett syndrome, velocardiofacial
syndrome).
The professional roles and activities in speech-language pathology include clinical/educational services
(diagnosis, assessment, planning, and treatment), prevention and advocacy, and education,
administration, and research.
Clinical Services
Speech-language pathologists provide clinical services that include the following:
 prevention and pre-referral
 screening
 assessment/evaluation
 consultation
 diagnosis
 treatment, intervention, management
 counseling
 collaboration
 documentation
 referral
Examples of these clinical services include
1. using data to guide clinical decision making and determine the effectiveness of services;
2. making service delivery decisions (e.g., admission/eligibility, frequency, duration, location,
discharge/dismissal) across the lifespan;
3. determining appropriate context(s) for service delivery (e.g., home, school, telepractice, community);
85
4. documenting provision of services in accordance with accepted procedures appropriate for the
practice setting;
5. collaborating with other professionals (e.g., identifying neonates and infants at risk for hearing loss,
participating in palliative care teams, planning lessons with educators, serving on student assistance
teams);
6. screening individuals for hearing loss or middle ear pathology using conventional pure-tone air
conduction methods (including otoscopic inspection), otoacoustic emissions screening, and/or
screening tympanometry;
7. providing intervention and support services for children and adults diagnosed with speech and
language disorders;
8. providing intervention and support services for children and adults diagnosed with auditory
processing disorders;
9. using instrumentation (e.g., videofluoroscopy, electromyography, nasendoscopy, stroboscopy,
endoscopy, nasometry, computer technology) to observe, collect data, and measure parameters of
communication and swallowing or other upper aerodigestive functions;
10. counseling individuals, families, coworkers, educators, and other persons in the community regarding
acceptance, adaptation, and decision making about communication and swallowing;
11. facilitating the process of obtaining funding for equipment and services related to difficulties with
communication and swallowing;
12. serving as case managers, service delivery coordinators, and members of collaborative teams (e.g.,
individualized family service plan and individualized education program teams, transition planning
teams);
13. providing referrals and information to other professionals, agencies, and/or consumer organizations;
14. developing, selecting, and prescribing multimodal augmentative and alternative communication
systems, including unaided strategies (e.g., manual signs, gestures) and aided strategies (e.g., speechgenerating devices, manual communication boards, picture schedules);
15. providing services to individuals with hearing loss and their families/caregivers (e.g., auditory training
for children with cochlear implants and hearing aids; speechreading; speech and language
intervention secondary to hearing loss; visual inspection and listening checks of amplification devices
for the purpose of troubleshooting, including verification of appropriate battery voltage);
16. addressing behaviors (e.g., perseverative or disruptive actions) and environments (e.g., classroom
seating, positioning for swallowing safety or attention, communication opportunities) that affect
communication and swallowing;
17. selecting, fitting, and establishing effective use of prosthetic/adaptive devices for communication and
swallowing (e.g., tracheoesophageal prostheses, speaking valves, electrolarynges; this service does
not include the selection or fitting of sensory devices used by individuals with hearing loss or other
auditory perceptual deficits, which falls within the scope of practice of audiologists; ASHA, 2004);
18. providing services to modify or enhance communication performance (e.g., accent modification,
transgender voice, care and improvement of the professional voice, personal/professional
communication effectiveness).
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Prevention and Advocacy
Speech-language pathologists engage in prevention and advocacy activities related to human
communication and swallowing. Example activities include
1. improving communication wellness by promoting healthy lifestyle practices that can help prevent
communication and swallowing disorders (e.g., cessation of smoking, wearing helmets when bike
riding);
2. presenting primary prevention information to individuals and groups known to be at risk for
communication disorders and other appropriate groups;
3. providing early identification and early intervention services for communication disorders;
4. advocating for individuals and families through community awareness, health literacy, education, and
training programs to promote and facilitate access to full participation in communication, including
the elimination of societal, cultural, and linguistic barriers;
5. advising regulatory and legislative agencies on emergency responsiveness to individuals who have
communication and swallowing disorders or difficulties;
6. promoting and marketing professional services;
7. advocating at the local, state, and national levels for improved administrative and governmental
policies affecting access to services for communication and swallowing;
8. advocating at the local, state, and national levels for funding for research;
9. recruiting potential speech-language pathologists into the profession;
10. participating actively in professional organizations to contribute to best practices in the profession.
Education, Administration, and Research
Speech-language pathologists also serve as educators, administrators, and researchers. Example
activities for these roles include
1. educating the public regarding communication and swallowing;
2. educating and providing in-service training to families, caregivers, and other professionals;
3. educating, supervising, and mentoring current and future speech-language pathologists;
4. educating, supervising, and managing speech-language pathology assistants and other support
personnel;
5. fostering public awareness of communication and swallowing disorders and their treatment;
6. serving as expert witnesses;
7. administering and managing clinical and academic programs;
8. developing policies, operational procedures, and professional standards;
9. conducting basic and applied/translational research related to communication sciences and disorders,
and swallowing.
Practice Settings
Speech-language pathologists provide services in a wide variety of settings, which may include but are
not exclusive to
1. public and private schools;
2. early intervention settings, preschools, and day care centers;
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3. health care settings (e.g., hospitals, medical rehabilitation facilities, long-term care facilities, home
health agencies, clinics, neonatal intensive care units, behavioral/mental health facilities);
4. private practice settings;
5. universities and university clinics;
6. individuals' homes and community residences;
7. supported and competitive employment settings;
8. community, state, and federal agencies and institutions;
9. correctional institutions;
10. research facilities;
11. corporate and industrial settings.
References
American Speech-Language-Hearing Association. (2004). Scope of practice in audiology. Available from
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American Speech-Language-Hearing Association. (2005). Evidence-based practice in communication
disorders [Position statement]. Available from www.asha.org/policy.
Lombardo, T. (1997, Spring). The impact of information technology: Learning, living, and loving in the
future. The Labyrinth: Sharing Information on Learning Technologies. 5(2). Available from
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World Health Organization. (2001). International classification of functioning, disability and health.
Geneva, Switzerland: Author.
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ASHA Cardinal Documents
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speech-language pathology. Available from www.asha.org/policy.
American Speech-Language-Hearing Association. (2005). Standards for the certificate of clinical
competence in speech-language pathology. Available from www.asha.org/about/membershipcertification/handbooks/slp/slp_standards.htm.
General Service Delivery Issues
Admission/Discharge Criteria
American Speech-Language-Hearing Association. (2004). Admission/discharge criteria in speechlanguage pathology [Guidelines]. Available from www.asha.org/policy.
88
Autonomy
American Speech-Language-Hearing Association. (1986). Autonomy of speech-language pathology and
audiology [Relevant paper]. Available from www.asha.org/policy.
Culturally and Linguistically Appropriate Services
American Speech-Language-Hearing Association. (2002). American English dialects [Technical report].
Available from www.asha.org/policy.
American Speech-Language-Hearing Association. (2004). Knowledge and skills needed by speechlanguage pathologists and audiologists to provide culturally and linguistically appropriate services
[Knowledge and skills]. Available from www.asha.org/policy.
Definitions and Terminology
American Speech-Language-Hearing Association. (1982). Language [Relevant paper]. Available from
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American Speech-Language-Hearing Association. (1986). Private practice [Definition]. Available from
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American Speech-Language-Hearing Association. (1993). Definition of communication disorders and
variations [Definition]. Available from www.asha.org/policy.
American Speech-Language-Hearing Association. (1998). Terminology pertaining to fluency and fluency
disorders [Guidelines]. Available from www.asha.org/policy.
Evidence-Based Practice
American Speech-Language-Hearing Association. (2004). Evidence-based practice in communication
disorders: An introduction [Technical report]. Available from www.asha.org/policy.
American Speech-Language-Hearing Association. (2005). Evidence-based practice in communication
disorders: An introduction [Position statement]. Available from www.asha.org/policy.
Private Practice
American Speech-Language-Hearing Association. (1990). Considerations for establishing a private
practice in audiology and/or speech-language pathology [Technical report]. Available from
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American Speech-Language-Hearing Association. (1991). Private practice [Technical report]. Available
from www.asha.org/policy.
American Speech-Language-Hearing Association. (1994). Professional liability and risk management for
the audiology and speech-language pathology professions [Technical report]. Available from
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American Speech-Language-Hearing Association. (2002). Drawing cases for private practice from primary
place of employment [Issues in ethics]. Available from www.asha.org/policy.
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Professional Service Programs
American Speech-Language-Hearing Association. (2005). Quality indicators for professional service
programs in audiology and speech-language pathology [Quality indicators]. Available from
www.asha.org/policy.
Speech-Language Pathology Assistants
American Speech-Language-Hearing Association. (2001). Knowledge and skills for supervisors of speechlanguage pathology assistants [Knowledge and skills]. Available from www.asha.org/policy.
American Speech-Language-Hearing Association. (2004). Guidelines for the training, use, and supervision
of speech-language pathology assistants [Guidelines]. Available from www.asha.org/policy.
American Speech-Language-Hearing Association. (2004). Support personnel [Issues in ethics]. Available
from www.asha.org/policy.
American Speech-Language-Hearing Association. (2004). Training, use, and supervision of support
personnel in speech-language pathology [Position statement]. Available from www.asha.org/policy.
Supervision
American Speech-Language-Hearing Association. (1985). Clinical supervision in speech-language
pathology and audiology [Position statement]. Available from www.asha.org/policy.
American Speech-Language-Hearing Association. (2004). Clinical fellowship supervisor's responsibilities
[Issues in ethics]. Available from www.asha.org/policy.
American Speech-Language-Hearing Association. (2004). Supervision of student clinicians [Issues in
ethics]. Available from www.asha.org/policy.
Clinical Services and Populations
Apraxia of Speech
American Speech-Language-Hearing Association. (2007). Childhood apraxia of speech [Position
statement]. Available from www.asha.org/policy.
American Speech-Language-Hearing Association. (2007). Childhood apraxia of speech [Technical report].
Available from www.asha.org/policy.
Auditory Processing
American Speech-Language-Hearing Association. (1995). Central auditory processing: Current status of
research and implications for clinical practice [Technical report]. Available from www.asha.org/policy.
American Speech-Language-Hearing Association. (2005). (Central) auditory processing disorders
[Technical report]. Available from www.asha.org/policy.
American Speech-Language-Hearing Association. (2005). (Central) auditory processing disorders—the
role of the audiologist [Position statement]. Available from www.asha.org/policy.
Augmentative and Alternative Communication (AAC)
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American Speech-Language-Hearing Association. (1998). Maximizing the provision of appropriate
technology services and devices for students in schools [Technical report]. Available from
www.asha.org/policy.
American Speech-Language-Hearing Association. (2001). Augmentative and alternative communication:
Knowledge and skills for service delivery [Knowledge and skills]. Available from www.asha.org/policy.
American Speech-Language-Hearing Association. (2004). Roles and responsibilities of speech-language
pathologists with respect to augmentative and alternative communication [Position statement].
Available from www.asha.org/policy.
American Speech-Language-Hearing Association. (2004). Roles and responsibilities of speech-language
pathologists with respect to augmentative and alternative communication [Technical report]. Available
from www.asha.org/policy.
Aural Rehabilitation
American Speech-Language-Hearing Association. (2001). Knowledge and skills required for the practice
of audiologic/aural rehabilitation [Knowledge and skills]. Available from www.asha.org/policy.
Autism Spectrum Disorders
American Speech-Language-Hearing Association. (2006). Guidelines for speech-language pathologists in
diagnosis, assessment, and treatment of autism spectrum disorders across the life span [Guidelines].
Available from www.asha.org/policy.
American Speech-Language-Hearing Association. (2006). Knowledge and skills needed by speechlanguage pathologists for diagnosis, assessment, and treatment of autism spectrum disorders across the
life span [Knowledge and skills]. Available from www.asha.org/policy.
American Speech-Language-Hearing Association. (2006). Principles for speech-language pathologists in
diagnosis, assessment, and treatment of autism spectrum disorders across the life span [Technical
report]. Available from www.asha.org/policy.
American Speech-Language-Hearing Association. (2006). Roles and responsibilities of speech-language
pathologists in diagnosis, assessment, and treatment of autism spectrum disorders across the life span
[Position statement]. Available from www.asha.org/policy.
Filipek, P. A., Accardo, P. J., Ashwal, S., Baranek, G. T., Cook, E. H., Dawson, G., et al. (2000). Practice
parameter: Screening and diagnosis of autism—report of the Quality Standards Subcommittee of the
American Academy of Neurology and the Child Neurology Society Neurology, 55, 468–479
Cognitive Aspects of Communication
American Speech-Language-Hearing Association. (1990). Interdisciplinary approaches to brain damage
[Position statement]. Available from www.asha.org/policy.
American Speech-Language-Hearing Association. (1995). Guidelines for the structure and function of an
interdisciplinary team for persons with brain injury [Guidelines]. Available from www.asha.org/policy.
American Speech-Language-Hearing Association. (2003). Evaluating and treating communication and
cognitive disorders: Approaches to referral and collaboration for speech-language pathology and clinical
neuropsychology [Technical report]. Available from www.asha.org/policy.
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American Speech-Language-Hearing Association. (2003). Rehabilitation of children and adults with
cognitive-communication disorders after brain injury [Technical report]. Available from
www.asha.org/policy.
American Speech-Language-Hearing Association. (2005). Knowledge and skills needed by speechlanguage pathologists providing services to individuals with cognitive-communication disorders
[Knowledge and skills]. Available from www.asha.org/policy.
American Speech-Language-Hearing Association. (2005). Roles of speech-language pathologists in the
identification, diagnosis, and treatment of individuals with cognitive-communication disorders: Position
statement. Available from www.asha.org/policy.
Deaf and Hard of Hearing
American Speech-Language-Hearing Association. (2004). Roles of speech-language pathologists and
teachers of children who are deaf and hard of hearing in the development of communicative and
linguistic competence [Guidelines]. Available from www.asha.org/policy.
American Speech-Language-Hearing Association. (2004). Roles of speech-language pathologists and
teachers of children who are deaf and hard of hearing in the development of communicative and
linguistic competence [Position statement]. Available from www.asha.org/policy.
American Speech-Language-Hearing Association. (2004). Roles of speech-language pathologists and
teachers of children who are deaf and hard of hearing in the development of communicative and
linguistic competence [Technical report]. Available from www.asha.org/policy.
Dementia
American Speech-Language-Hearing Association. (2005). The roles of speech-language pathologists
working with dementia-based communication disorders [Position statement]. Available from
www.asha.org/policy.
American Speech-Language-Hearing Association. (2005). The roles of speech-language pathologists
working with dementia-based communication disorders [Technical report]. Available from
www.asha.org/policy.
Early Intervention
American Speech-Language-Hearing Association. Roles and responsibilities of speech-language
pathologists in early intervention (in preparation). [Position statement, Technical report, Guidelines, and
Knowledge and skills].
National Joint Committee on Learning Disabilities (2006). Learning disabilities and young children:
Identification and intervention Available from www.ldonline.org/article/11511?theme=print.
Fluency
American Speech-Language-Hearing Association. (1995). Guidelines for practice in stuttering treatment
[Guidelines]. Available from www.asha.org/policy.
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Hearing Screening
American Speech-Language-Hearing Association. (1997). Guidelines for audiologic screening
[Guidelines]. Available from www.asha.org/policy.
American Speech-Language-Hearing Association. (2004). Clinical practice by certificate holders in the
profession in which they are not certified [Issues in ethics]. Available from www.asha.org/policy.
Language and Literacy
American Speech-Language-Hearing Association. (1981). Language learning disorders [Position
statement]. Available from www.asha.org/policy.
American Speech-Language-Hearing Association and the National Association of School Psychologists
(1987). Identification of children and youths with language learning disorders [Position statement].
Available from www.asha.org/policy.
American Speech-Language-Hearing Association. (2000). Roles and responsibilities of speech-language
pathologists with respect to reading and writing in children and adolescents [Guidelines]. Available from
www.asha.org/policy.
American Speech-Language-Hearing Association. (2000). Roles and responsibilities of speech-language
pathologists with respect to reading and writing in children and adolescents [Position statement].
Available from www.asha.org/policy.
American Speech-Language-Hearing Association. (2000). Roles and responsibilities of speech-language
pathologists with respect to reading and writing in children and adolescents [Technical report]. Available
from www.asha.org/policy.
American Speech-Language-Hearing Association. (2002). Knowledge and skills needed by speechlanguage pathologists with respect to reading and writing in children and adolescents [Knowledge and
skills]. Available from www.asha.org/policy.
Mental Retardation/Developmental Disabilities
American Speech-Language-Hearing Association. (2005). Knowledge and skills needed by speechlanguage pathologists serving persons with mental retardation/developmental disabilities [Knowledge
and skills]. Available from www.asha.org/policy.
American Speech-Language-Hearing Association. (2005). Principles for speech-language pathologists
serving persons with mental retardation/developmental disabilities [Technical report]. Available from
www.asha.org/policy.
American Speech-Language-Hearing Association. (2005). Roles and responsibilities of speech-language
pathologists serving persons withmental retardation/developmental disabilities [Guidelines]. Available
from www.asha.org/policy.
American Speech-Language-Hearing Association. (2005). Roles and responsibilities of speech-language
pathologists serving persons withmental retardation/developmental disabilities [Position statement].
Available from www.asha.org/policy.
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Orofacial Myofunctional Disorders
American Speech-Language-Hearing Association. (1989). Labial-lingual posturing function [Technical
report]. Available from www.asha.org/policy.
American Speech-Language-Hearing Association. (1991). The role of the speech-language pathologist in
assessment and management of oral myofunctional disorders [Position statement]. Available from
www.asha.org/policy.
American Speech-Language-Hearing Association. (1993). Orofacial myofunctional disorders [Knowledge
and skills]. Available from www.asha.org/policy.
Prevention
American Speech-Language-Hearing Association. (1987). Prevention of communication disorders
[Position statement]. Available from www.asha.org/policy.
American Speech-Language-Hearing Association. (1987). Prevention of communication disorders tutorial
[Relevant paper]. Available from www.asha.org/policy.
Severe Disabilities
National Joint Committee for the Communication Needs of Persons With Severe Disabilities. (1991).
Guidelines for meeting the communication needs of persons with severe disabilities. Available from
www.asha.org/docs/html/GL1992-00201.html.
National Joint Committee for the Communication Needs of Persons With Severe Disabilities (2002).
Access to communication services and supports: Concerns regarding the application of restrictive
“eligibility” policies [Technical report]. Available from www.asha.org/policy.
National Joint Committee for the Communication Needs of Persons With Severe Disabilities (2003).
Access to communication services and supports: Concerns regarding the application of restrictive
“eligibility” policies [Position statement]. Available from www.asha.org/policy.
Social Aspects of Communication
American Speech-Language-Hearing Association. (1991). Guidelines for speech-language pathologists
serving persons with language, socio-communicative and/or cognitive-communicative impairments
[Guidelines]. Available from www.asha.org/policy.
Swallowing
American Speech-Language-Hearing Association. (1992). Instrumental diagnostic procedures for
swallowing [Guidelines]. Available from www.asha.org/policy.
American Speech-Language-Hearing Association. (1992). Instrumental diagnostic procedures for
swallowing [Position statement]. Available from www.asha.org/policy.
American Speech-Language-Hearing Association. (2000). Clinical indicators for instrumental assessment
of dysphagia [Guidelines]. Available from www.asha.org/policy.
American Speech-Language-Hearing Association. (2001). Knowledge and skills needed by speechlanguage pathologists providing services to individuals with swallowing and/or feeding disorders
[Knowledge and skills]. Available from www.asha.org/policy.
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American Speech-Language-Hearing Association. (2001). Knowledge and skills for speech-language
pathologists performing endoscopic assessment of swallowing functions [Knowledge and skills].
Available from www.asha.org/policy.
American Speech-Language-Hearing Association. (2001). Roles of speech-language pathologists in
swallowing and feeding disorders [Position statement]. Available from www.asha.org/policy.
American Speech-Language-Hearing Association. (2001). Roles of speech-language pathologists in
swallowing and feeding disorders [Technical report]. Available from www.asha.org/policy.
American Speech-Language-Hearing Association. (2004). Guidelines for speech-language pathologists
performing videofluoroscopic swallowing studies. [Guidelines]. Available from www.asha.org/policy.
American Speech-Language-Hearing Association. (2004). Knowledge and skills needed by speechlanguage pathologists performing videofluoroscopic swallowing studies Available from
www.asha.org/policy.
American Speech-Language-Hearing Association. (2004). Role of the speech-language pathologist in the
performance and interpretation of endoscopic evaluation of swallowing [Guidelines]. Available from
www.asha.org/policy.
American Speech-Language-Hearing Association. (2004). Role of the speech-language pathologist in the
performance and interpretation of endoscopic evaluation of swallowing [Position statement]. Available
from www.asha.org/policy.
American Speech-Language-Hearing Association. (2004). Role of the speech-language pathologist in the
performance and interpretation of endoscopic evaluation of swallowing [Technical report]. Available
from www.asha.org/policy.
American Speech-Language-Hearing Association. (2004). Speech-language pathologists training and
supervising other professionals in the delivery of services to individuals with swallowing and feeding
disorders [Technical report]. Available from www.asha.org/policy.
Voice and Resonance
American Speech-Language-Hearing Association. (1993). Oral and oropharyngeal prostheses
[Guidelines]. Available from www.asha.org/policy.
American Speech-Language-Hearing Association. (1993). Oral and oropharyngeal prostheses [Position
statement]. Available from www.asha.org/policy.
American Speech-Language-Hearing Association. (1993). Use of voice prostheses in tracheotomized
persons with or without ventilatory dependence [Guidelines]. Available from www.asha.org/policy.
American Speech-Language-Hearing Association. (1993). Use of voice prostheses in tracheotomized
persons with or without ventilatory dependence [Position statement]. Available from
www.asha.org/policy.
American Speech-Language-Hearing Association. (1998). The roles of otolaryngologists and speechlanguage pathologists in the performance and interpretation of strobovideolaryngoscopy [Relevant
paper]. Available from www.asha.org/policy.
American Speech-Language-Hearing Association. (2004). Evaluation and treatment for
tracheoesophageal puncture and prosthesis [Technical report]. Available from www.asha.org/policy.
95
American Speech-Language-Hearing Association. (2004). Knowledge and skills for speech-language
pathologists with respect to evaluation and treatment for tracheoesophageal puncture and prosthesis
[Knowledge and skills]. Available from www.asha.org/policy.
American Speech-Language-Hearing Association. (2004). Roles and responsibilities of speech-language
pathologists with respect to evaluation and treatment for tracheoesophageal puncture and prosthesis
[Position statement]. Available from www.asha.org/policy.
American Speech-Language-Hearing Association. (2004). Vocal tract visualization and imaging [Position
statement]. Available from www.asha.org/policy.
American Speech-Language-Hearing Association. (2004). Vocal tract visualization and imaging [Technical
report]. Available from www.asha.org/policy.
American Speech-Language-Hearing Association. (2005). The role of the speech-language pathologist,
the teacher of singing, and the speaking voice trainer in voice habilitation [Technical report]. Available
from www.asha.org/policy.
American Speech-Language-Hearing Association. (2005). The use of voice therapy in the treatment of
dysphonia [Technical report]. Available from www.asha.org/policy.
Health Care Services
Business Practices in Health Care Settings
American Speech-Language-Hearing Association. (2002). Knowledge and skills in business practices
needed by speech-language pathologists in health care settings [Knowledge and skills]. Available from
www.asha.org/policy.
American Speech-Language-Hearing Association. (2004). Knowledge and skills in business practices for
speech-language pathologists who are managers and leaders in health care organizations [Knowledge
and skills]. Available from www.asha.org/policy.
Multiskilling
American Speech-Language-Hearing Association. (1996). Multiskilled personnel [Position statement].
Available from www.asha.org/policy.
American Speech-Language-Hearing Association. (1996). Multiskilled personnel [Technical report].
Available from www.asha.org/policy.
Neonatal Intensive Care Unit
American Speech-Language-Hearing Association. (2004). Knowledge and skills needed by speechlanguage pathologists providing services to infants and families in the NICU environment [Knowledge
and skills]. Available from www.asha.org/policy.
American Speech-Language-Hearing Association. (2004). Roles and responsibilities of speech-language
pathologists in the neonatal intensive care unit [Guidelines]. Available from www.asha.org/policy.
American Speech-Language-Hearing Association. (2004). Roles and responsibilities of speech-language
pathologists in the neonatal intensive care unit [Position statement]. Available from
www.asha.org/policy.
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American Speech-Language-Hearing Association. (2004). Roles and responsibilities of speech-language
pathologists in the neonatal intensive care unit [Technical report]. Available from www.asha.org/policy.
Sedation and Anesthetics
American Speech-Language-Hearing Association. (1992). Sedation and topical anesthetics in audiology
and speech-language pathology [Technical report]. Available from www.asha.org/policy.
Telepractice
American Speech-Language-Hearing Association. (2004). Speech-language pathologists providing clinical
services via telepractice [Position statement]. Available from www.asha.org/policy.
American Speech-Language-Hearing Association. (2004). Speech-language pathologists providing clinical
services via telepractice [Technical report]. Available from www.asha.org/policy.
American Speech-Language-Hearing Association. (2005). Knowledge and skills needed by speechlanguage pathologists providing clinical services via telepractice [Technical report]. Available from
www.asha.org/policy.
School Services
Collaboration
American Speech-Language-Hearing Association. (1991). A model for collaborative service delivery for
students with language-learning disorders in the public schools [Relevant paper]. Available from
www.asha.org/policy.
Evaluation
American Speech-Language-Hearing Association. (1987). Considerations for developing and selecting
standardized assessment and intervention materials [Technical report]. Available from
www.asha.org/policy.
Facilities
American Speech-Language-Hearing Association. (2003). Appropriate school facilities for students with
speech-language-hearing disorders [Technical report]. Available from www.asha.org/policy.
Inclusive Practices
American Speech-Language-Hearing Association. (1996). Inclusive practices for children and youths with
communication disorders [Position statement]. Available from www.asha.org/policy.
Roles and Responsibilities for School-Based Practitioners
American Speech-Language-Hearing Association. (1999). Guidelines for the roles and responsibilities of
the school-based speech-language pathologist [Guidelines]. Available from www.asha.org/policy.
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“Under the Direction of” Rule
American Speech-Language-Hearing Association. (2004). Medicaid guidance for speech-language
pathology services: Addressing the “under the direction of” rule [Position statement]. Available from
www.asha.org/policy.
American Speech-Language-Hearing Association. (2004). Medicaid guidance for speech-language
pathology services: Addressing the “under the direction of” rule [Technical report]. Available from
www.asha.org/policy.
American Speech-Language-Hearing Association. (2005). Medicaid guidance for speech-language
pathology services: Addressing the “under the direction of” rule [Guidelines]. Available from
www.asha.org/policy.
American Speech-Language-Hearing Association. (2005). Medicaid guidance for speech-language
pathology services: Addressing the “under the direction of” rule [Knowledge and skills]. Available from
www.asha.org/policy.
Workload
American Speech-Language-Hearing Association. (2002). Workload analysis approach for establishing
speech-language caseload standards in the schools [Guidelines]. Available from www.asha.org/policy.
American Speech-Language-Hearing Association. (2002). Workload analysis approach for establishing
speech-language caseload standards in the schools [Position statement]. Available from
www.asha.org/policy.
American Speech-Language-Hearing Association. (2002). Workload analysis approach for establishing
speech-language caseload standards in the schools [Technical report]. Available from
www.asha.org/policy.
American Speech-Language-Hearing Association. (2007). Scope of practice in speech-language pathology
[Scope of Practice]. Available from www.asha.org/policy. © Copyright 2007 American Speech-LanguageHearing Association.
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APPENDIX D
Eligibility Requirements and Essential Functions
Council of Academic Programs in Communication Sciences and Disorders (2007)
In order to acquire the knowledge and skills requisite to the practice of speech-language
pathology to function in a broad variety of clinical situations, and to render a wide spectrum of
patient care, individuals must have skills and attributes in five areas: communication, motor,
intellectual-cognitive sensory-observational, and behavioral-social. These skills enable a student
to meet graduate and professional requirements as measured by state licensure and national
certification. Many of these skills can be learned and developed during the course of the graduate
program through coursework and clinical experience. The starred items (*), however, are skills
that are more inherent and should be present when a student begins the program.
COMMUNICATION
A student must possess adequate communication skills to:
• Communicate proficiently in both oral and written English language. (Language to be
determined by program.)*
• Possess reading and writing skills sufficient to meet curricular and clinical demands.*
• Perceive and demonstrate appropriate non-verbal communication for culture and
context.*
• Modify communication style to meet the communication needs of clients, caregivers,
and other persons served. *
• Communicate professionally and intelligibly with patients, colleagues, other
healthcare professionals, and community or professional groups.
• Communicate professionally, effectively, and legibly on patient documentation,
reports, and scholarly papers required as a part of course work and professional
practice.
• Convey information accurately with relevance and cultural sensitivity.
MOTOR
A student most posses adequate motor skills to:
• Sustain necessary physical activity level in required classroom and clinical
activities.*
• Respond quickly to provide a safe environment for clients in emergency situations
including fire, choking, etc.*
• Access transportation to clinical and academic placements.*
• Participate in classroom and clinical activities for the defined workday.*
• Efficiently manipulate testing and treatment environment and materials without
violation of testing protocol and with best therapeutic practice.
• Manipulate patient-utilized equipment (e.g. durable medical equipment to include
AAC devices, hearing aids, etc) in a safe manner.
• Access technology for clinical management (i.e. billing, charting, therapy programs,
etc.).
INTELLECTUAL / COGNITIVE
A student must possess adequate intellectual and cognitive skills to:
• Comprehend, retain, integrate, synthesize, infer, evaluate and apply written and
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verbal information sufficient to meet curricular and clinical demands.*
• Identify significant findings from history, evaluation, and data to formulate a
diagnosis and develop a treatment plan.
• Solve problems, reason, and make sound clinical judgments in patient assessment,
diagnostic and therapeutic plan and implementation.
• Self evaluate, identify, and communicate limits of one’s own knowledge and skill to
appropriate professional level and be able to identify and utilize resources in order to
increase knowledge.
• Utilize detailed written and verbal instruction in order to make unique and dependent
decisions.
SENSORY/OBSERVATIONAL
A student must possess adequate sensory skills of vision, hearing, tactile, and smell to:
• Visually and auditorily identify normal and disordered (fluency, articulation, voice,
resonance, respiration characteristics, oral and written language in the areas of
semantics, pragmatics, syntax, morphology and phonology, hearing and balance
disorders, swallowing cognition, social interaction related to communication).
• Identify the need for alternative modalities of communication.
• Visualize and identify anatomic structures.
• Visualize and discriminate imaging findings.
• Identify and discriminate findings on imaging studies.
• Discriminate text, numbers, tables, and graphs associated with diagnostic instruments
and tests.
• Recognize when a client’s family does or does not understand the clinician’s written
and or verbal communication.
BEHAVIORAL/ SOCIAL
A student must possess adequate behavioral and social attributes to:
• Display mature empathetic and effective professional relationships by exhibiting
compassion, integrity, and concern for others.*
• Recognize and show respect for individuals with disabilities and for individuals of
different ages, genders, race, religions, sexual orientation, and cultural and
socioeconomic backgrounds.*
• Conduct oneself in an ethical and legal manner, upholding the ASHA Code of Ethics
and university and federal privacy policies.*
• Maintain general good physical and mental health and self care in order not to
jeopardize the health and safety of self and others in the academic and clinical
setting.*
• Adapt to changing and demanding environments (which includes maintaining both
professional demeanor and emotional health).
• Manage the use of time effectively to complete professional and technical tasks
within realistic time constraints.
• Accept appropriate suggestions and constructive criticism and respond by
modification of behaviors.
• Dress appropriately and professionally.
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APPENDIX E
Students and Professionals Who Speak English With Accents and
Nonstandard Dialects: Issues and Recommendations
Position Statement
It is the position of the American Speech-Language-Hearing Association (ASHA) that students and
professionals in communication sciences and disorders who speak with accents and/or dialects can
effectively provide speech, language, and audiological services to persons with communication disorders
as long as they have the expected level of knowledge in normal and disordered communication, the
expected level of diagnostic and clinical case management skills, and if modeling is necessary, are able
to model the target phoneme, grammatical feature, or other aspect of speech and language that
characterizes the client's particular problem. All individuals speak with an accent and/or dialect; thus,
the nonacceptance of individuals into higher education programs or into the professions solely on the
basis of the presence of an accent or dialect is discriminatory. Members of ASHA must not discriminate
against persons who speak with an accent and/or dialect in educational programs, employment, or
service delivery, and should encourage an understanding of linguistic differences among consumers and
the general population.
Reference: American Speech-Language-Hearing Association. (1998). Students and professionals who
speak English with accents and nonstandard dialects: issues and recommendations [Position Statement].
Available from www.asha.org/policy.
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APPENDIX F –
Chapman CSD Affiliated Site Locations
ABC Unified School District
16700 Norwalk Blvd.
Cerritos, CA 90703
Anaheim City School District
501 Crescent Way
Anaheim, CA 92803
Anaheim Union High School
3699 N. Holly Avenue
Baldwin Park, CA 91706
Baldwin Park Unified School District
3699 N. Holly Avenue
Baldwin Park, CA 91706
Brea Olinda Unified School District
1 Civic Center Circle, Level II
Brea, CA 92821
Capistrano Unified School District
33122 Valle Road
San Juan Capistrano, CA 92675
Capistrano, Lisa Bland, CCC-SLP
2544 Calle Jade
San Clemente, CA 92673
Capistrano, Tracy Kerins, CCC-SLP
34591 Calle Rosita
Capistrano Beach, CA 92624-1432
Capistrano, Claire Marsden, MA, CCC-SLP
1121 Packers Circle #54
Tustin, CA 92780
Capistrano, Susan Merriner, CCC-SLP
450 Camino Alondra
San Clemente, CA 92672
Centralia Elementary School District
6625 La Palma Avenue
102
Buena Park, CA 90620
Chino Valley Unified School District
5130 Riverside Drive
Chino, CA 91710
Claremont Unified School District
170 W. San Jose Avenue, Suite 201
Claremont, CA 91711
Corona-Norco Unified School District
2820 Clark Avenue
Norco, CA 92860
East Whittier City School District
14535 E. Whittier Blvd, Whittier, CA 90605
Etiwanda School District
12400 Banyan
Etiwanda, Ca. 91739
Fontana Unified School District
9680 Citrus Avenue
Fontana, California 92335
Fountain Valley School District
1055 Slater Avenue
Fountain Valley, CA 92708
Fullerton Joint Union High School District
1051 West Bastanchury Road
Fullerton, CA 92833
Fullerton School District
1401 West Valencia Drive
Fullerton, CA 92833
Garden Grove Unified School District
10331 Stanford Avenue
Garden Grove, CA 92840
Hacienda-La Puente Unified School District
15959 East Gale Avenue,
City of Industry, CA 91745
Irvine Unified School District
103
5050 Barranca Parkway
Irvine, CA 92604
Laguna Beach Unified School District
550 Blumont Street
Laguna Beach, CA 92651
Long Beach Unified School District
1515 Hughes Way
Long Beach, CA 90810
Los Alamitos Unified School District
10293 Bloomfield Street
Los Alamitos, CA 90720
Los Angeles Unified School District
333 South Beaudry Ave
Los Angeles, CA 90017
Magnolia School District
2705 West Orange Avenue
Anaheim, CA 92804
Newport-Mesa Unified School District
2985 Bear Street
Costa Mesa, CA 92626
Orange County Department of Education
200 Kalmus Dr.
Costa Mesa, CA 92628
Orange Unified School District
1401 North Handy Street
Orange, CA 92867
Palm Springs Unified School District
980 East Tahquitz Canyon Way
Palm Springs, California 92262
Placentia - Yorba Linda Unified School District
1301 E. Orangethrope Avenue
Placentia, CA 92870
Pomona Unified School District
800 South Garey Avenue
Pomona, CA 91766
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Saddleback Valley Unified School District
25631 Peter Hartman Way
Mission Viejo, CA 92691
San Bernardino City School District
777 North F Street
San Bernardino, CA 92410
Santa Ana Unified School District
1601 East Chestnut Avenue
Santa Ana, CA 92704-6322
Tustin Unified School District
300 South C Street
Tustin, CA 92780-3695
Upland School District
390 North Euclid Avenue
Upland, CA 91786
Walnut Valley Unified School District
880 S. Lemon Avenue
Walnut, CA 91789
Westminster School District
15151 Temple Street
Westminster, CA 92683
Whittier Union High School District
8036 Ocean View Avenue
Whittier, CA 90602
Anaheim Hills Speech & Language Center
160 S Old Springs Road, Suite #100
Anaheim, CA 92808
Assistive Technology Exchange Center (ATEC)
1601 East St. Andrew Place
Santa Ana, CA 92705
Brock Tropea, MA, CCC-SLP
3900 Birch Street, Suite 103
Newport Beach, CA 92660
Casa Colina Centers for Rehabilitation
105
255 East Bonita Avenue
Pomona, CA 91769-6001
Childhood Language Center of Orange County
801 French Street
Santa Ana, CA 92701-3717
Children’s Learning Connection
1651 East 4th Street, Suite #150
Santa Ana, CA 92701
Children’s Hospital of Orange County (CHOC)
455 S. Main Street
Orange, CA 92868-3874
Coastal Speech Therapy
1929 Main Street #103
Irvine, CA 92614
Cornerstone Therapies
18700 Beach Blvd Suite 120
Huntington Beach, CA 92648
Expressions Speech-Language Pathology Services, Inc.
12062 Valley View Street, Suite 137
Garden Grove, CA 92845
Health South Tustin Rehabilitation Hospital
14851 Yorba Street
Tustin, CA 92780
Hoag Memorial Hospital Presbyterian
One Hoag Drive
Newport Beach, CA 92658-6100
Island Therapies
1400 Quail St, Ste 252
Newport Beach, CA 92660
Kaiser Permanente
393 E. Walnut Street, 7th Floor
Pasadena, CA 91188
Life Spirit Speech
26284 Oso Road, Suite 114
San Juan Capistrano, CA. 92675
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Long Beach Memorial Hospital dba Miller Children's Hospital
2801 Atlantic Avenue
Long Beach, CA 90806
Los Angeles Speech and Language Therapy Center, Inc.
5761 Buckingham Parkway
Culver City, CA 90230
Lucid Speech & Language Clinic, Inc
25102 Jefferson Avenue, Suite D
Murrieta, CA 92562
Margaret Perkins, M.A., CCC-SLP
918 Marguerite Lane
Carlsbad, CA 92011
Mission Hospital
27700 Medical Center Road
Mission Viejo, CA 92691-6426
New Hope Therapies
12966 Euclid Street Suite #550
Garden Grove, CA 92840
Newport Language and Speech Centers
23361 Madero, Suite 200
Mission Viejo, CA 92691
Olive Crest Academies
2190 N. Canal Street
Orange, CA 92865
Oralingua School for the Hearing Impaired
7056 South Washington Avenue
Whittier, CA 90602
Pomona Valley Hospital Medical Center
1770 North Orange Grove Avenue # 201
Pomona, CA 91767-3027
Precision Rehabilitation
3294 East Spring Street
Long Beach, CA 90806
Prentice School
107
18341 Lassen Drive
Santa Ana, CA 92705
Presbyterian Intercommunity Hospital
12401 Washington Blvd.
Whittier, CA 90602
Progress Speech & Language
303 West Lincoln Avenue, Suite 140,
Anaheim, CA 92805
Providence Speech and Hearing Center
1301 Providence Avenue
Orange, CA 92868
Rehab Alliance
22995 Mill Creek Drive, Suite A
Laguna Hills, CA 92653
Riverside Community Hospital
4445 Magnolia Ave
Riverside, CA 92501
Signum Speech Therapy
161 Fashion Lane, Suite 116
Tustin, CA 92780
South Coast Therapy, Inc.
11105 Knott Avenue, Suite A
Cypress, CA 90630
South County Pediatric Speech
26400 La Alameda, Suite 107
Mission Viejo, CA 92691
Speech and Language Development Center
8699 Holder Street
Buena Park, CA 90620
Speech Language Pathology Services
161 Fashion Lane, Suite 112,
Tustin CA, 92780
Speech-Pathology Associates
4010 Barranca Pkwy, Suite 220
Irvine, CA 92604
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St. Joseph Hospital of Orange County
1100 West Stewart Drive
Orange, CA 92868
St. Jude Medical Center
101 E. Valencia Mesa Drive
Fullerton, CA 92835
Sunrise Senior Living
12291 S. Newport Avenue
Santa Ana, CA 92705
Susan Meyers Fosnot, Ph.D., C.C.C. Slp, Inc.
21208 Costanso Street Suite 2
Woodland Hills, CA 91364
Winways
7732 E. Santiago Canyon Road
Orange, CA 92869
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