GRADUATE ADVISING GUIDE
FOR THE
SPEECH-LANGUAGE PATHOLOGY PROGRAM
DEPARTMENT OF SPECIAL EDUCATION
EASTERN MICHIGAN UNIVERSITY
Graduate program accredited by the Council on Academic Accreditation,
of the American Speech-Language-Hearing Association
(Through May 2017)
Contents of this Handbook are subject to revision at any time. The Speech-Language Pathology Program reserves
the right to change courses, policies, program elements, services, and personnel as required.
September 2015
Appendices
APPENDIX A
APPENDIX B
APPENDIX C
APPENDIX D
APPENDIX E
APPENDIX F
APPENDIX G
APPENDIX H
APPENDIX I
APPENDIX J
APPENDIX K
APPENDIX L
APPENDIX M
APPENDIX N
APPENDIX O
APPENDIX P
ASHA Code of Ethics
MSHA Code of Ethics
Professionalism
Requirements for the Certificate of Clinical Competence
Graduate Students without a BA/BS in SLP
Guidelines for Independent Study
Student Organizations/Professional Organizations
Policy on Human Subjects Research
Policy on Academic Integrity/Authorship
Financial Aid/ Scholarships Assistantships
Internship Applications
School Practice/Internship Information
Program of Study
Scope of Practice
Licensure Information
CALIPSO Information
Contents of the Handbook are subject to revision at any time. The Speech-Language
Pathology Program reserves the right to change courses, policies, program elements,
services, and personnel as required.
Revised 9/01/2015
Dear Fellow Student,
Welcome to Eastern Michigan University's program in Speech-Language Pathology! You have
selected a challenging, yet very rewarding field. This handbook is designed to serve as a guide for graduate
studies. It contains important information regarding required courses, clinical clock hour requirements,
information on clinics and internships, and much more! Once accepted into the program, you will be
assigned to an advisor who will help you plan a program of study (POS) and will answer any questions you
may have.
NSSLHA, or the National Student Speech, Language, Hearing Association, is both a local and a
national organization. The local NSSLHA organization at EMU is here to serve you in many ways. For
example, we will keep you informed about requirements for graduation. We frequently schedule
professionals in Speech Pathology and in allied professions to present lectures pertaining to topics in SpeechLanguage Pathology. Our organization makes outreach to the campus and community through various
philanthropic events. Many fund raising activities occur throughout the year to help improve our program and
to contribute to scholarship funds. Also, at the end of each academic year, a spring party brings students and
faculty together to bid a fond farewell to all graduating “graduate” students! Visit us at:
www.emich.edu/nsslha/.
Both the local and national NSSLHA are affiliates of ASHA, the American-Speech-LanguageHearing-Association (www.asha.org). ASHA is the professional organization for speech-language
pathologists, audiologists, and speech and hearing scientists. As a member of the national NSSLHA, you will
receive your choice of ASHA's professional journals. As an added benefit, when you are ready for ASHA
certification upon completion of your Master's degree, your certification fee will be significantly reduced.
While all students are encouraged to join the national NSSLHA, it is strongly recommended that graduate
students become members. For more information go to the NSSLHA website at: //www.nsslha.org/nsslha/.
Another related professional organization is the Michigan Speech-Language-Hearing Association
(MSHA)(www.michiganspeechhearing.org). MSHA also supports student attendance at the annual convention
in March by providing registration at a reduced price for student members in exchange for their assistance
at the conference. Joining your state association and working with professionals is an excellent way
to network and find out about employment opportunities.
We are happy that you are part of our program! If you have any questions, please feel free to ask your
NSSLHA officers, your academic advisor, or the program coordinator. We hope that you will consider
joining both the local and national NSSLHA and additionally MSHA. Applications can be obtained in the
student room next to the Clinic office or from a NSSLHA officer. Check the NSSLHA bulletin board outside
the clinic classroom for more information.
Sincerely,
Your NSSLHA Officers,
NSSLHA Faculty Advisor, Denise Kowalski
Program Coordinator, Sarah Ginsberg
Handbook Editor, Bill Cupples
Revised, September 2015
EASTERN MICHIGAN UNIVERSITY
DEPARTMENT OF SPECIAL EDUCATION
DEPARTMENT MISSION STATEMENT
The mission of the Department of Special Education is to create an exemplary educational
environment to facilitate the acquisition of knowledge and skills and to encourage the intellectual
curiosity and creativity of its students. Students will be prepared as professionals who deliver
habilitative/rehabilitative service to persons with special needs and their families. Graduates of the
Department of Special Education will provide leadership for the profession in the 21st century.
BELIEF STATEMENT
We believe that:
Teaching is our primary responsibility,
Teaching should be enjoyable,
Teaching should be conducted with dignity and respect for ourselves and others,
Teaching should be responsive to real life needs,
Teaching should be socially responsible, and
Teaching should contribute to the body of knowledge.
We must strive for excellence and excellence is a goal, not an accomplishment.
Communication is the essence of productive student-faculty relationships and is central to the
teaching-learning process.
Individual rights and mutual respect are necessary in the educational process.
Learning is an ongoing, evolutionary process, which is life long, and teaching provides direction,
not a destination.
We further believe that it is our responsibility to:
Prepare graduates who can be creative visionaries for the future,
Prepare graduates to be responsive to real life needs,
Prepare graduates to utilize state-of-the-art technical skills and knowledge, and,
Prepare graduates to engage in professional practices which are ethically and morally defensible.
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EASTERN MICHIGAN UNIVERSITY
SPEECH-LANGUAGE PATHOLOGY PROGRAM/AREA
PROGRAM MISSION STATEMENT (adopted 9/29/06)
The mission of the EMU Speech-Language Pathology program is to provide a full complement of
exceptional clinical and academic experiences for students. These experiences will prepare
students to provide clinical services that improve the life quality of those with communication
disorders and those with whom they interact in a diverse and democratic society.
PROGRAM VISION STATEMENT (adopted 9/29/06)
The EMU Speech-Language Pathology Program is recognized as a center
of excellence in speech-language pathology and as a regional resource
for professional expertise.
The Speech Language Pathology Program has its own web page at:
www.emich.edu/coe/sped/slp
Information contained in this handbook plus additional information may be found
on the website. To verify the accuracy of information, please consult your
academic advisor or the program coordinator.
INTRODUCTION
Each student entering the graduate program will be expected to complete a minimum of 54
graduate credit hours. Specific hour requirements and content may vary depending on the individual
student's undergraduate degree program and background. The graduate program at Eastern
Michigan University currently offers 23 graduate level courses totaling 63 credit hours. Typically
students take 60 graduate credit hours. Specific courses will be outlined in the Program of Study,
which the student completes with his/her advisor within the first month of beginning the program.
The student is also assured that all academic requirements will have been fulfilled for the Certificate
of Clinical Competence in Speech-Language Pathology (CCC-SLP), granted by the American
Speech-Language-Hearing Association (ASHA). This is in effect because the graduate program at
EMU is accredited by the Council on Academic Accreditation (CAA) of ASHA (through May of
2017). After receiving the Master's degree, the graduate must pass a national examination and
complete an experience as a Clinical Fellow (CF), which involves nine months of supervised, full
time employment, to receive the CCC-SLP.
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Program Faculty
Sheila Bentrum, M.A., Eastern Michigan University
Audrey Bernard, M.A., Eastern Michigan University
Bill Cupples, Ph.D., Northwestern University
Sarah M. Ginsberg, Ed.D., Eastern Michigan University
Ana Claudia Harten, Ph.D., University of Texas-Austin
Wanda Kent, Ph.D., Wayne State University
Denise Kowalski, M.A., Eastern Michigan University
Lidia Lee, Ph.D., Indiana University
Christine Scott, Ph.D., Wichita State University
Lizbeth Stevens, Ph.D., Wayne State University
Program Objectives (Revised - 10/13/04)
The goals and objectives for this program area are stated in terms of the skills and knowledge
students are expected to have when they have completed a Bachelor of Arts program and have
earned a Master of Arts degree. Upon completion of the requirements for the Master's degree in
Speech-Language Pathology, the student will:
 Have comprehensive knowledge of the normal anatomical and physiological bases of
speech, language and hearing
 Have comprehensive knowledge of the etiological factors, characteristics and
prevention of speech, language, swallowing and hearing disorders and
communication differences
 Have comprehensive knowledge of commonly used evaluation instruments
appropriate to a broad spectrum of communication disorder classifications
 Have comprehensive knowledge of habilitative, rehabilitative and educational
methodologies appropriate to a broad spectrum of communication disorders
 Have knowledge of differential diagnoses of communication disorders of adults and
diagnostic and assessment processes associated with children
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 Be able to establish appropriate habilitative, rehabilitative and educational goals
 Be able to plan habilitative, rehabilitative and educational programs reflecting
evidence-based practice for the broad spectrum of communication disorders
 Be able to implement an individualized habilitative, rehabilitative or educational
program
 Be able to evaluate therapeutic and educational programming effectiveness in
achieving established goals
 Have established an interest in continuing education in the study of speech, language
and hearing disorders
 Have developed recognition of the contributing roles of other professionals in the
evaluation and treatment of individuals with a broad spectrum of communication
disorders
 Have developed an awareness and responsiveness to the ethics of the profession as
established and defined by ASHA
 Have knowledge of local, state and federal laws and regulations which impinge on the
delivery of services for communication disorders and special education
MASTER OF ARTS PROGRAM
SPEECH-LANGUAGE PATHOLOGY
All graduate students follow the same curriculum, with the exception of internships, which
are selected based on the student’s individual interests. All students complete two internships, one
with children and one with adults. Students who wish to work in healthcare settings may choose to
complete both internships in healthcare; those students wishing to work in schools may complete
their pediatric internship in the schools and their adult internship in a health care setting. For
example, students interested in adults typically elect SPSI 687 and 688, with a focus on providing
treatment in a health care setting. Students pursuing a teaching endorsement as a teacher of the
speech and language impaired (TSLI) through the Michigan Department of Education complete
SPSI 687 and 689. At EMU SPSI 689 is the required course for “student teaching” as an SLP in the
public schools. Students interested in working in the schools but not pursuing teacher certification
may complete SPSI 687 and 688, one internship of which is in a school setting. (See Appendix L on
School Practice and Internships for more specific information.)
All students admitted to the program who are taking 500-600 level courses must consult a graduate
advisor in speech-language pathology to complete a program of study within the first month of
enrollment in the program (See Appendix O). Students without undergraduate degrees in SpeechLanguage Pathology are conditionally admitted into the graduate program until they have completed
the undergraduate deficiencies with a B- or better.
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Admission Requirements
The applicant seeking admission to the Master of Arts degree program must:
A.
be admitted to the Graduate School.
B.
achieve acceptable scores on the Graduate Record Examination (GRE),
minimally 146 on Verbal and 140 on Quantitative (old scores-minimum of 400 on
each); 3.5 on Writing
C.
have an overall GPA of 3.0 for consideration.
D.
submit two letters of recommendation attesting to his or her academic and
interpersonal abilities. Such letters could come from former professors, employers,
supervisors or other people with a knowledge of the student’s abilities.
E.
international students must have acceptable scores on the internet based Test of
English as a Foreign Language (TOEFL iBT), and/or the International English
Language Testing System (IELTS). (Consult the program coordinator for current
minimal passing requirements for admission).
F.
successfully pass a speech and hearing screening, administered in the speech clinic
(typically at the beginning of every term), indicating adequate hearing and English
pronunciation to provide therapy to individuals with communication disorders.
When the number of applicants exceeds program capacity, a specific formula will be applied
to make selections. Preference will be given on the basis of major grade point average (GPA),
overall GPA, and GRE scores.
Program Requirements
The program requirements for attaining a Master's degree in speech-language pathology
exceed the minimum requirements of the Graduate School in that:
A.
only six semester hours of graduate transfer credit will be accepted;
B.
all candidates must meet the clinical practica and academic requirements for certification of
the American Speech-Language-Hearing Association (ASHA) prior to receiving their
degrees;
C.
all candidates must complete a minimum of 54 semester hours of approved graduate credit.
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Continuation in the Program
To be allowed to continue in the graduate program, a student must:
A. receive a grade of B- or better in any major academic graduate course and a B or better in a
clinical practicum course (i.e., SPSI 528 and 538). Courses in which a lower grade is
achieved (i.e., less than a B- in an academic course or less than a B in SPSI 528 or 538) must
be repeated. ONLY ONE FAILED COURSE MAY BE REPEATED. [This means that a
student may receive below a B- in an academic course and retake it OR receive below a B in
a clinic course and retake it.] Once a student has failed a second course (or for the second
time as in a retake), he or she may not continue in the program.
Failure in any course will prevent a student from enrolling in clinical practica courses: SPSI
528, 538, 687, 688, or 698. The failed course must be repeated at the next opportunity.
During the semester in which a course is repeated a student may enroll in only two additional
courses within the program in consultation with the academic advisor. See guidelines, which
follow under “E.” Students may not exceed specified number of hours before passing clinic.
For purposes of financial aid, the student is responsible for choosing electives outside of the
program to complete the required academic load required by financial aid. Note that 8 credit
hours (for fall and/or winter) is considered full time for graduate students; however, students
should check their financial aid package as the requirements may vary depending upon the
source.
B.
maintain an overall graduate GPA of 3.0 or better.
C.
complete any incompletes (I) within one year of issuance of the I. Note that a grade of
incomplete is given in a course when a student has completed at least fifty percent of the
course requirements with a grade of B or better.
D.
demonstrate behaviors which indicate reasonable stability, maturity, understanding, and
aptitude as judged necessary for predicted success as a speech-language pathologist.
E.
Students with undergraduate degrees in Speech-Language Pathology must complete SPSI
528 with a grade of B or better within the first 25 hours of the graduate program. Students
without undergraduate degrees in SLP who are completing undergraduate deficiencies as a
part of the graduate program must complete SPSI 528 with a grade of B or better within the
first 52 hours of the graduate program.
Support Team
Students experiencing academic or clinical difficulties may be referred to the Support Team
of the SLI area (see Appendix for description of the support team). Candidates recommended for
dismissal from the SLP program may appeal to a faculty committee. The committee will consider
GPA, faculty recommendations, and demonstrated competence in academic and clinical work.
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Academic Probation
The Graduate School places students, whose graduate GPA drops below 3.0, on academic
probation. These students are allowed a maximum of two terms to raise their overall GPA to 3.0.
Students should notify their advisors immediately should they be placed on probation.
Termination from the Program
Students who fail to comply with the Continuation Criteria as stated above, will be notified in
writing of their termination from the program. Students so notified have the right to appeal such
termination through normal University channels. In some cases, a student may be required to meet
with the full faculty for discussion of academic progress and continuation in the program. Students
who have been dismissed from the program are not eligible to re-apply at a future date.
Exit Criteria
To be eligible for graduation and receipt of the Master's degree, the student must:
A.
either complete a capstone experience in SPSI 694, Professional Issues in SpeechLanguage Pathology, in their last semester of the program, or a masters thesis. A copy of
the Grand Rounds presentation will be submitted to the 694 instructor. Electronic copies
are acceptable.
B.
complete required course work, clinical practica and internships as described.
C.
submit a completed ASHA application to the advisor.
D.
submit copies of all clinical practica logs to the advisor and complete a final log, which
totals all hours (See Appendix Q). [Note: students should submit these semester logs
regularly to the advisor every term as they accrue hours].
E.
submit a completed KASA form which includes specific activities completed in classes
within the program
Curriculum
FOR GRADUATE STUDENTS WHO DO NOT HAVE AN UNDERGRADUATE MAJOR IN
SPEECH-LANGUAGE PATHOLOGY:
Students who seek admission to the graduate program in speech-language pathology may
elect either a combined healthcare/teacher certification track or the standard course of study. Note
that if a student wishes to obtain teacher certification, it may extend the length of the program from
that required for the speech-language pathology coursework alone. All those who do not have
undergraduate degrees in Speech-Language Pathology complete the undergraduate coursework
deficiencies before receiving degree status entry into the graduate program. Students must consult a
graduate advisor in Speech-Language Pathology before enrolling in major courses. Students may not
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elect courses in the program area at any level for self-improvement without explicit permission of
the program coordinator.
Admission Requirements
The applicant seeking admission to the Master of Arts degree program in Speech-Language
Pathology who does not have an undergraduate degree in speech-language pathology must:
A.
be degree admitted to the Graduate School and the academic program
B.
achieve acceptable scores on the Graduate Record Examination (GRE) (see above)
C.
have a 3.0 grade point average in the undergraduate major and an overall GPA of 3.0 from
other institutions
D.
submit two letters of recommendation attesting to his or her academic and interpersonal
abilities. Such letters could come from former professors, employers, supervisors or other
people with a knowledge of the student’s abilities.
E.
international students must have English language proficiency in speaking, listening, reading,
and writing as determined by acceptable scores on the internet based Test of English as a
Foreign Language (TOEFL iBT), and/or the International English Language Testing System
(IELTS). (Consult the program coordinator for current minimal passing requirements for
admission).
F
students having self-improvement status (i.e., not program admitted) may not enroll in major
coursework at either the graduate or undergraduate level
G.
successfully pass a speech and hearing screening, administered in the speech clinic (typically
at the beginning of every term), indicating adequate hearing and English pronunciation to
provide therapy to individuals with communication disorders.
The requirements for a graduate degree in Speech-Language Pathology include requirements
for certification by the American Speech-Language-Hearing Association and may include
requirements for teacher certification in the state of Michigan. All of the courses listed below must
be taken as deficiency courses. None of these courses may be applied to the graduate program in
Speech-Language Pathology. Courses must be taken in the proper sequence.
SPSI 332
SPSI 334
SPSI 336
SPSI 337
SPHI 392
SPGN 251
Acoustic Phonetics: Speech Science
Applied Phonetics
Physiologic Phonetics: Anatomy and Physiology
Language Acquisition
Introduction to Audiology
Education of Exceptional Children (or SPGN 510, the graduate equivalent)
2
2
3
3
2
3
3
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While only the above prerequisite/deficiency courses, totaling 15 hours, are required to be taken,
students who have a limited background in assessment may be advised to take SPGN 390,
Measurement & Diagnosis in Special Education, (3 cr). Also, students who wish to enhance their
familiarity with different technology applications may elect SPSI 481, Adaptive Technology, (3 cr)
as an additional elective course. Both these courses are required for undergraduate SLI majors at
EMU. Students lacking statistics and basic science courses as undergraduates may need to take
Statistics and Biology and/or another physical science course (e.g., Physics) to meet ASHA
requirements. Students should check with their advisors.
STUDENTS WHO ENTER THE PROGRAM WITHOUT A TEACHING CERTIFICATE
AND WHO WISH TO OBTAIN ONE MUST COMPLETE THE EDUCATION COURSES
APPROPRIATE TO THE CERTIFICATE DESIRED AS SPECIFIED IN THE
UNDERGRADUATE CATALOG.
All undergraduate records and transfer graduate courses will be evaluated by the graduate
advisor and/or the certification officer to determine course equivalencies. If equivalent courses are
found in the student's record, the above requirements may be reduced. Students should provide
evidence that they have completed a math or statistics course and a biology and physical science
course as an undergraduate. (Required for ASHA certification).
The graduate courses, which follow in the next section, should be taken in addition to the
aforementioned undergraduate prerequisites.
FOR GRADUATE STUDENTS WHO HAVE AN UNDERGRADUATE MAJOR IN
SPEECH-LANGUAGE PATHOLOGY:
The following courses are offered to students for completion of the 60 hour Master's degree program
and are considered to be a standard program of study. Students will also have to meet the ASHA
certification requirements of a math course, a biology course, and a physical science course (e.g.,
physics, chemistry, etc.) at the undergraduate level. Students who transfer from other universities
should consult their academic advisor concerning equivalencies.
Required Graduate Courses in Speech-Language Pathology
SPSI 508
SPSI 516
SPSI 540
SPSI 543
SPSI 552
SPSI 554
SPSI 555
SPSI 568
Multicultural/Multilingual Issues in SLP
Introduction to Research in Speech-Language
Pathology
Phonological and Articulation Disorders
Clinical Methods in Speech-Language Pathology
Voice
Fluency Disorders
Neuroanatomy and Physiology for the SpeechLanguage Pathologist
Diagnostic Methods: Assessment of Speech and
2
3
3
3
3
3
2
3
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SPSI 578
SPSI 607
SPSI 612
SPSI 614
SPSI 618
SPSI 620
SPSI 622
SPSI 624
SPSI 625
SPSI 694
Practicum
SPSI 528
SPSI 538
SPSI 687*
SPSI 688*
SPSI 689*
Language Disorders in Children
Diagnosis and Treatment of Audiometric
Disorders
Early Intervention for Speech and Language
Impaired Children
Motor Speech Disorders
Aphasia
Language Disorders in School-Age Children
Consulting and Interviewing in Speech Pathology
Augmentative Communication
Acquired Neurogenic Cognitive-Communication
Disorders
Dysphagia
Professional Issues in Speech-Language
Pathology
Clinical Practice in Speech-Language Pathology I
Clinical Practice in Speech-Language Pathology
II
Clinical Internship in Speech-Language
Pathology I
Clinical Internship in speech-Language Pathology
II
Public School Internship in Speech-Language
Pathology
TOTAL
3
3
2
3
3
2
3
3
2
2
3
3
3
3
3
60 credits
*Note: Students take any two of three internships (SPSI 687,688, 689)
Students take either SPSI 687 and 688 (for two internships in healthcare or for an adult health care internship
and a second in a school); OR students take SPSI 687 (for an adult health care internship) and 689 (for a school
internship which counts toward teacher certification/endorsement).
Appendix O gives the “Program of Study” form, which students complete with their advisors upon
entry into the program. The student and advisor will plan together tentatively the courses to be taken
and the order in which they are taken. Please note that students may not self advise and must meet
with an advisor every semester before registering for their next series of classes to ensure that they
are on track.
As a part of their coursework students are required to demonstrate that they have had appropriate
formative and summative assessments as they progress through the program. The formative
assessment begins with students meeting the admission requirements to the program. Students will
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begin the assessment process in SPSI 516, Introduction to Research in Speech-Language Pathology.
Students will receive a form to track their acquisition of “knowledge and skills” (i.e., the KASA
form) as they progress through the program (See APPENDIX M). Part of the summative assessment
occurs as part of SPSI 694, Professional Issues in Speech-Language Pathology.
Research
Students may have opportunities to participate in research either through an independent study with
a faculty member or by volunteering to assist faculty engaged in ongoing research projects. Any
student who is considering pursuing a doctorate in communication disorders would benefit from
engaging in a research project at the masters level. One option is doing a thesis as an alternative to
electing SPSI 694. Students would take an independent study for 2 credit hours under the
mentorship of a faculty advisor who will assist them with their thesis work. The speech-language
pathology program at EMU in 2006, 2007, and 2009 has had students who were recipients of the
competitive national SPARC Award (Students Preparing for Academic & Research Careers) from
ASHA. See www.asha.org/students/awards.htm for more information. Within the Special Education
Department students may apply to be selected as a Brehm scholar, an award for outstanding students
who pursue a line of research during their studies here at EMU. See Appendix J for information on
scholarships including the Brehm.
Time Limitations
Graduate credit earned more than six (6) years prior to the date on which the degree is to be
granted may not be applied to meet graduate requirements. The six (6) years begin with enrollment
in the first course to be applied to the graduate program. Requests for extensions of this time period
may be made through the Graduate School. If a student holds a first Master's degree, six graduate
credits may be applied to the program of study if approved by the graduate coordinator.
Clinical Practicum and Internships
Students will complete four semesters of clinical practica. Two semesters will be on-campus in the
Speech and Hearing Clinic enrolled in SPSI 528, Clinic I, and SPSI 538, Clinic II. A grade of B or
better must be achieved in these courses or they must be repeated. They may be repeated only once.
Withdrawal from a clinical practicum due to poor performance will trigger a review by the SLI
faculty. A student enrolled in SPSI 528 or 538 may withdraw only once from any and all Clinical
Practica courses due to poor performance.
All graduate students in the SLI program must take and pass the Clinical Readiness Test (CRT) prior
to the semester they plan to register for SPSI 528 or 538. There are two CRT tests, one for students
entering SPSI 528 and a second for those electing SPSI 538. The purpose of these tests is to insure
that students have the appropriate theoretical foundation for beginning clinical practicum. The CRT
can only be taken twice and a score of 85% or better is required. The CRT is given on the 2nd
Monday in February and March for the Spring/Summer semester; in June and July for the Fall
semester; and in October and November for the Winter Semester. Scheduled dates/times will be
posted on the bulletin board outside the COE Clinical Suites (135 Porter). A study guide is available
in the Clinic office.
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Upon successful completion of SPSI 528 and 538 with a grade of B or better students may apply for
the two semesters of off-campus clinical internships.
Students pursuing employment in health-care settings will register for SPSI 687 and SPSI 688.
Students who wish to work in the public schools but are not pursuing a teaching credential will also
register for SPSI 687 and 688 but will do one internship in a school; students who have taken
education courses leading toward teacher certification will register for SPSI 687 and 689
A student enrolled in SPSI 687, 688, and/or 689 may withdraw from any and all internships only
once due to poor performance.
Clinical Practicum Clock Hour Requirements
Prior to beginning clinical practicum students shall provide observation logs documenting that they
have completed at least 25 hours of supervised clinical observation. At least 50 hours of clinical
practice must be completed in each of three types of clinical settings, with the EMU Speech and
Hearing Clinic being one of those settings. A minimum of 375 hours of supervised clinical practice
must be obtained prior to graduation, with no more than 50 hours obtained at the undergraduate
level. ASHA requires clinical experience of sufficient and breadth and depth to represent the range
of the scope of practice of the profession (see Appendix P for scope of practice).
Forms for tracking clinical hours are found in Appendix Q. These are also available on the SLP
program area website under “Resources.” You should submit copies of your clinical hours every
term (as accrued) to your advisor. The form entitled “Semester Log of Clinical Practicum Clock
Hours” should be used. Students should give a copy of the completed log to their advisor each term,
keeping the original for their records.
To assure that you are achieving a balance of hours in a variety of areas across the lifespan (as
indicated in Standard III-C) please review your semester logs. The ASHA standard requires you to
demonstrate knowledge in the following nine areas: (1) articulation, (2) fluency, (3) voice and
resonance (including respiration and phonation), (4) receptive and expressive language, (5) hearing
(including the impact on speech and language), (6) swallowing (oral, pharyngeal, esophageal, and
related functions, including oral function for feeding; orofacial myofunction), (7) cognitive aspects
of communication (attention, memory, sequencing, problem-solving, executive functioning), (8)
social aspects of communication (including challenging behavior, ineffective social skills, lack of
communication opportunities), and (9) communication modalities (including oral, manual,
augmentative, and alternative communication techniques and assistive technologies).
Although there are no longer any specific minimum hour requirements by ASHA, the EMU speechlanguage pathology program encourages students to obtain diverse experience in the evaluation and
treatment of speech, language, and swallowing disorders in both children and adults.
**Note that in hearing, one hour of hearing screenings across the lifespan is required, and
auditory rehabilitation clinical experiences are also recommended. Students are advised to pursue
this screening experience during their internships and are advised not to wait until their final term as
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failing to fulfill this requirement may result in a delay in processing of the student’s ASHA
application.
Public School Internship
All students seeking school placements should complete a Program Area Application. A
teaching endorsement is not required in order to request a school internship. The completed
internship form should be turned in to the School Internship coordinator, Dr. Gorenflo, by the due
date (see below). Only those students who already have teacher certification or are seeking it need
to complete a second application for a Public School Internship (SPSI 689 or special section of SPSI
687/688) as well. Both of these forms should be turned in to 128 Porter. Deadlines are as follows:
Fall internship
January 15 of that calendar year
Winter internship
June 15 of the previous calendar year
Examples:
School Internship Fall 2012,
School Internship Winter 2013,
application due January 15, 2012
application due June 15, 2012
Students who are not electing teacher certification must submit a 1-2 page resume with this
internship application. Such students shall elect SPSI 687 and/or 688 depending upon whether this
is a first or second internship. SPSI 618 must be taken before students may elect a school internship.
Useful resources relative to school practice may be found on the E-Reserves for 689-Stevens. The
password is “689.” Students doing school internships are advised to download or purchase:
Michigan Speech-Language Guidelines: Suggestions for Eligibility, Service Delivery, and Exit
Criteria, Revised. (2006). M. Staskowski (Ed). East Lansing, MI: Michigan Speech-LanguageHearing Association. Available through MSHA, at www.michiganspeechhearing.org
Healthcare Internship
Students enrolling in SPSI 687 or 688 must submit an application to the Healthcare
Internship Coordinator, Dr. Bill Cupples. Deadlines are as follows:
Fall internship
Winter internship
Spring-Summer internship
April 1
October 1
February 1
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13
Revised, September 2015
Internship Information
Internship application forms for both school internships and health care internships are
available in the Clinical Suites in the room 135C-15 in the cabinet with all the forms. Samples of the
forms are provided in Appendix K.
Public School Internships for students seeking teacher certification are 60 days, Typically
they are 12 weeks, 5 days per week, and are considered full time. Alternative arrangements must be
approved in advance by the University Public School Coordinator (currently Dr. Gorenflo). Lengths
of internships may vary. Internships for students w/o teaching certification may range from 12
through 15 weeks.
Healthcare Internships are a minimum of 10 weeks in length but may be 15 weeks, 5 days per
week. Alternative arrangements must be made in advance of the start of the internship with the
University Hospital Coordinator (currently Dr. Cupples).
Priority is given to providing students with clinical experiences, which support their
academic, clinical and career interests.
STUDENTS MAY NOT CONTACT PERSONS INDEPENDENTLY TO DISCUSS OR
ARRANGE AN INTERNSHIP PLACEMENT.
Students wishing to complete an internship outside of a 50-mile radius from EMU must petition
the Coordinator of the Program, Dr. Ginsberg, in writing. These requests are approved only
when a student can document that completing a local internship presents an extreme hardship or
that there are special circumstances dictating a distance placement.
STUDENTS MUST OBTAIN ALL OF THEIR CLINICAL CLOCK HOURS WHILE
THEY ARE A REGISTERED STUDENT AT EMU.
Liability Insurance. Students may need to purchase professional liability insurance to cover their
“practice” in off campus internship settings (both health care and schools). Check with your faculty
coordinator for information. One source, which provides professional liability insurance for
students, is:
Marsh Consumer Connexions
a service of Seabury & Smith Inc.
12421 Meredith Drive
Urbandale IA 50398
1 800 503 9230
Advising
Graduate students are assigned to a specific advisor and MUST MEET with that advisor
upon admission to the SLP program to arrange a program of study (POS) (See Appendix O). NO
STUDENT MAY ENROLL IN COURSES WITHOUT HAVING AN ADVISOR'S APPROVAL.
The student’s program of study should be completed within the first month.
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14
Revised, September 2015
Some courses have specific prerequisites and must be taken in a prescribed order (e.g., SPSI
555 must be taken before SPSI 612, 614, 624). The sequence of other courses may be recommended.
The student’s POS will provide a roadmap for course registration. Students should seek advice from
their advisor if changes need to be made.
Students should consult with their advisor each term before registering for classes and
turn in copies of their clinical hours to their advisor. These hours can be tallied by the advisor to
assist the student in tracking progress toward the required hours across diverse ages and practice
areas.
Complaints
Students who have concerns about coursework or clinic experiences are encouraged to
discuss them privately with the instructor, their academic advisor, or the clinical supervisor first.
General issues, criticism, comments, and/or suggestions about the program or clinic operations may
be submitted anonymously to the program area coordinator. Alternatively, students may contact the
program area coordinator for a meeting to discuss these issues. Students are encouraged to
demonstrate professionalism in such matters.
If a student has unresolved concerns, he/she should communicate these to the Coordinator for
the Speech-Language Pathology Program (currently Dr. Ginsberg). If issues are not addressed to the
student’s satisfaction, he/she may then approach the head of the Department of Special Education,
Dr. Phil Smith. There are procedures within the College of Education (COE) for academic issues and
the students may use these resources, once they have followed the chain of command. Students may
also seek assistance the department with problems related to University policies, procedures, and/or
decisions through the university Ombudsman’s office. For particulars see: www.emich.edu/ombuds.
The program coordinator takes all concerns and suggestions seriously and uses them in
making decisions about how to improve the program. Students have an opportunity every semester
to provide feedback relative to specific courses and practica through individual course evaluations,
which maintain student’ anonymity. Additionally students will complete exit surveys in SPSI 694 at
the end of their course of study, to provide suggestions for program improvement. These comments
are valued and respected by the program area faculty.
ASHA Procedures for Complaints against Graduate Education Programs
A complaint about any accredited program may be submitted by any student, instructional
staff member, speech-language pathologist, audiologist, and/or member of the public. ASHA
stipulates specific criteria for complaints against graduate education programs. According to
ASHA’s guidelines, for a complaint to be considered by the CAA, it must:
“(a). be against an accredited education program or program in Candidacy status in speech-language
pathology and/or audiology,
(b). relate to the Standards for Accreditation of Graduate Education Programs in Audiology and
Speech-Language Pathology, and specify where possible the relevant standards, and
Page
15
Revised, September 2015
(c). include verification and documentation (e.g., copies of grievance processes, communications
verifying completion of processes, etc.) if the complaint is from a student or faculty/instructional
staff member at that institution, that the complainant exhausted all relevant institutional grievance
and review mechanisms before submitting a complaint to the CAA, if relevant to the complaint.”
ASHA requires complainants to clearly describe the nature of the complaint and its
relationship to the accreditation standards, and provide supporting data for the charge. According to
ASHA, the burden of proof rests with the complainant. All written testimony must include the
complainant's name, address, and telephone contact information and the complainant's relationship
to the program in order for the Accreditation Office to verify and communicate with the source of
the complaint.
In order to be accepted, all complaints must be signed and submitted in writing to the Chair,
Council on Academic Accreditation in Audiology and Speech-Language Pathology, American
Speech Language-Hearing Association, 2200 Research Boulevard #310, Rockville, Maryland 20850.
ASHA will not accept complaints placed by e-mail or facsimile. For further details covering
determination of jurisdiction, complaint evaluation, and time lines, please see:
http://www.asha.org/academic/accreditation/accredmanual/section8.htm
Graduation Information: What to do & When
You must apply for graduation within the first two weeks of the semester in which you will
complete the requirements for the degree. Effective fall 2011, the application to graduate will be
available online through a student's emich account with fee payment (~ $95) to the student’s
account. The Graduate School website “Current Students/ What Do I Do Next?” explains the new
process for graduation:
http://gradschool.emich.edu/student/student_subdir/current_stud/whatdoIdo/whatdoIdo_subdir/recor
ds/rec_subdir/rec_page15.html
The Office of Records and Registration will compare your program of study and any changes made
to that document by way of emails from your advisor to Records. Any differences will be noted and
a graduation audit form will be sent to you and your department advisor. The advisor verifies
completion and signs off on your program. You will receive a letter from the Office of Records and
Registration indicating you have met program requirements. This letter may be used with an
employer to verify that a diploma is forthcoming. A degree-posted transcript and your diploma will
be mailed to you six to ten weeks after the end of the semester.
EMU holds two commencement ceremonies annually, one in December and one in April.
Students who anticipate graduating at the end of the spring/summer term (August) may elect to
participate (“walk”) in the April graduation ceremony. Your degree, however, will not be conferred
until August. Your name and graduation date (August) will appear in the December commencement
program.
Please also check the information on the EMU website at the following URL for all the particulars
relative to graduation:
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Revised, September 2015
www.emich.edu/registrar/graduation/
PRAXIS INFORMATION
All students who seek certification by ASHA must take and pass the praxis examination, PRAXIS
II—Speech-Language Pathology (#0330). See www.ets.org for details. It is recommended that
students take the exam either during their last semester of graduate studies or immediately after
graduation. All EMU students taking the examination should have their scores sent to both ASHA
and EMU, as we track scores. The ASHA Institution code is #1201. The code for Eastern Michigan
is # 0142. Students who will be working/residing in Michigan and intend to apply for the
“EDUCATIONAL LIMITED SPEECH-LANGUAGE PATHOLOGIST LICENSE” should also have their
scores sent to the Michigan Board of Speech-Language Pathology (i.e., the licensure board) (#7430).
The
Speech-Language
Pathology
test
(0330)
is
a
two
hour
exam
and
consists
of
120
multiple‐
choice
questions
and
covers
seven
major
areas,
in
the
following
proportions:
•
Basic
Human
Communication
Processes
(17%)
•
Phonological
and
Language
Disorders
(19%)
•
Speech
Disorders
(13%)
•
Neurogenic
Disorders
(19%)
•
Audiology/Hearing
(5%)
•
Clinical
Management
(19%)
•
Professional
Issues/Psychometrics/Research
(8%)
PASS RATES. The vast majority of our students pass the examination on the first try. The passing
score is 600 or above. Students are well prepared by their academic instruction to succeed. Our
average pass rate over the three past academic years is 88% and includes retakes. The percent of
individuals who succeeded on their first try exceeds 90%.
The clinical materials room contains some materials for praxis review which students may want to
check out including an audiocassette tape series and a text with sample questions. Additional
commercial resources are available and are printed below. Their inclusion here should not be
construed as an endorsement:
1. “SLP Exam” website provides sample test (free) and tips (free) on taking praxis in addition
to a subscription service for test preparation for a fee:
http://nespaexam.com/randtxt/randtxt.html
2. ETS. (n.d.) Speech-Language Pathology Study Guide (0330)(e Book). Price=$22.95
www.ets.org Students should check out the ETS website for additional information on the
praxis which includes specific information about the test and strategies. This is the official
website of the test maker.
3. [Author] (2010). Praxis II Speech-Language Pathology (0330) Exam Flashcard Study
System & Praxis II Test Practice Questions & Review for the Praxis II: Subject Assessments.
Mometrix Media LLC Publishers. Price= $39.99
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17
Revised, September 2015
4. Roseberry-McKibbin, C. & Hegde, M.N. (2010). An Advanced Review of Speech-Language
Pathology. Pro-Ed Publishers. Paperback price= $100. (older editions available- 1999, 2006).
5.
Ruscello, D. (2010). Mosby's Review Questions for the Speech-Language Pathology PRAXIS
Examination. Mosby/Elsevier Publisher. Price: $69.95.
6. From Delmar Cengage learning Under Medical books:
How to Prepare for the Praxis Examination in Speech-Language Pathology
Kay T. Payne, Ph.D.; ISBN 13: 9780769301600 ; ISBN 10: 0769301606 ©2001
This updated second edition of How to Prepare for the NESPA, reflects the new title of the
examination (Praxis) and once again provides students and clinicians with the only test
preparation manual. Price: $45.95
7. Computer Practice Module For Praxis Exam In Speech-Language Pathology CD-ROM
Kay T. Payne, Ph.D.; Abraham Tishman, M.S.E.E. (also from Delmar Cengage learning)
ISBN 13: 9780769301211; ISBN 10: 0769301215 ©2000
This computer practice module CD-ROM contains a data bank of 150 multiple-choice
questions which simulate the actual Praxis Examination. A total of 27 exercises may be
selected to simulate the Praxis. Price: $45.95
8. A handy resource for practicing for the Praxis exam is the free website, Quizlet, at
http://www.quizlet.com. You can make flashcards for review and search the site for
flashcards already created by fellow graduate students for Praxis review. Quizlet apps are
available for iPads and iPhones.
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18
Revised, September 2015
IMPORTANT THINGS TO REMEMBER
1. Read this manual carefully. YOU ARE RESPONSIBLE FOR ITS CONTENTS. If you have
any questions, ask your academic advisor.
2. Students selecting teacher certification/endorsement must apply and be accepted to the
College of Education.
3. Students electing not to receive teacher certification must also satisfy the entrance
requirements for the College of Education.
4. Students seeking teacher certification with an endorsement in speech pathology must take the
Michigan Basic Skills test, the Michigan Test for Teacher Certification in their area e.g.
elementary or secondary education, and the test for Speech-Language Impaired.
5. Students must pass the clinical readiness test with a score of 85% or better prior to enrolling
in SPSI 528 and SPSI 538.
6. Applications for graduate (SLP) special education student teaching (SPSI 689) must be
submitted to Dr. Gorenflo, the Public School Coordinator, by the following deadlines:
1. Fall semester
2. Winter semester
January 15
June 15
7. Applications for all school placements/internships must also be submitted to Dr. Gorenflo by
these same deadlines. (Note: if you are not getting a teaching endorsement, you only
complete a single application w/attached resume).
8. Applications for healthcare internships must be submitted to Dr. Cupples, the Healthcare
Coordinator, by the following deadlines:
1. Spring semester
2. Fall semester
3. Winter semester
February 1
April 1
October 1
9. Graduate students are required to submit copies of their clinic logs to their advisors as they
hours are earned. (see Appendix Q)
10. Graduate students are required to submit a completed ASHA application to their advisors
with a final log of all completed clinical hours and obtain signatures from the Program
Coordinator and/or her designee to be cleared for graduation.
11. Students should download Michigan Licensure Application and review before graduation.
Since obtaining a temporary license requires individuals to be fingerprinted and have
background checks, to avoid delay in commencing employment, students are encouraged to
review the requirements in advance.
Page
19
APPENDIX A
ASHA Code of Ethics
Last Revised March 10, 2010
Available online at:
http://www.asha.org/policy/ET2010-00309.htm?LangType=1033
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, speechlanguage 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.
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.
O. Individuals shall not charge for services not rendered, nor shall they misrepresent
services rendered, products dispensed, or research and scholarly activities conducted.
P. Individuals shall enroll and include persons as participants in research or teaching
demonstrations only if their participation is voluntary, without coercion, and with their
informed consent.
Q. Individuals whose professional services are adversely affected by substance abuse or
other health-related conditions shall seek professional assistance and, where appropriate,
withdraw from the affected areas of practice.
R. Individuals shall not discontinue service to those they are serving without providing
reasonable notice.
Principle of Ethics II
Individuals shall honor their responsibility to achieve and maintain the highest level of
professional competence and performance.
Rules of Ethics
A. Individuals shall engage in the provision of clinical services only when they hold the
appropriate Certificate of Clinical Competence or when they are in the certification
process and are supervised by an individual who holds the appropriate Certificate of
Clinical Competence.
B. Individuals shall engage in only those aspects of the professions that are within the
scope of their professional practice and competence, considering their level of education,
training, and experience.
C. Individuals shall engage in lifelong learning to maintain and enhance professional
competence and performance.
D. Individuals shall not require or permit their professional staff to provide services or
conduct research activities that exceed the staff member's competence, level of education,
training, and experience.
E. Individuals shall ensure that all equipment used to provide services or to conduct
research and scholarly activities is in proper working order and is properly calibrated.
Principle of Ethics III
Individuals shall honor their responsibility to the public by promoting public
understanding of the professions, by supporting the development of services designed to
fulfill the unmet needs of the public, and by providing accurate information in all
communications involving any aspect of the professions, 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.
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.
APPENDIX B
MSHA CODE OF ETHICS
http://www.michiganspeechhearing.org/code_of_ethics.php
Preamble
The preservation of the highest standards of integrity and ethical principles is vital to the
successful discharge of the responsibilities of all members. This Code of Ethics has been
promulgated by the Association in an effort to highlight the fundamental rules and is considered
essential to this basic purpose. The failure to specify any particular responsibility or practice in
the Code of Ethics should not be construed as denial of the existence of other responsibilities or
practices that are equally important. Any act that is in violation of the spirit and purpose of this
Code of Ethics shall be unethical practice. It is the responsibility of each member to advise the
Ethics and Standards Committee of instances of violation of the principles incorporated in the
Code.
SECTION A. Client Relationships
The ethical responsibilities of the member require that the welfare of persons served
professionally be considered paramount.
1. The member who engages in paid professional clinical work must possess appropriate
qualifications.
1. The member may provide only those services for which proper training has been
received, i.e., necessary course work and supervised practicum.
2. The member who has not completed professional preparation must not provide
language, speech or hearing services except in a supervised clinical practicum
situation as a part of a training program.
3. The member who utilizes paraprofessionals must directly supervise their
activities.
2. The member must follow acceptable patterns of professional conduct in relationships
with the people served.
1. Results of any language, speech or hearing consultation or therapeutic procedure
must not be guaranteed. Although a reasonable statement of prognosis and/or
progress may be made, any guarantee of any sort, expressed or implied, oral or
written, is unethical.
2. A member who is receiving a salary or fee for providing services to a person or
group of persons may not receive an additional fee for alternative or
supplemental services unless authorized to do so by his/her primary employer.
3. Diagnosis, treatment or re-evaluation of individual language, speech or hearing
disorders must not be done by correspondence or by telephone. This does not
preclude follow-up correspondence of individuals previously seen, nor does it
preclude providing the person served professionally with general information of
an educational nature.
4. Confidential information obtained from individuals served professionally must
not be revealed without written permission of the client.
5. Persons served professionally must not be exploited
1. by accepting them for professional language, speech or hearing services
which for any reason are contraindicated;
2. by continuing treatment unnecessarily;
3. by charging exorbitant feees.
3. The member must use every reasonable resource available, including referral to other
specialists as needed, to effect as great improvement as possible in the persons served.
4. The member must take every precaution to avoid injury to each person served
professionally.
SECTION B. Professional Relationships
The duties of individual members related to other professional workers are many.
1. Each individual member should seek participation in open and significant professional
discussion of all theoretical and practical issues but avoid personal invective directed
toward professional colleagues or members of allied professionals.
2. Each member should establish harmonious relations with members of other professions.
Others should be informed concerning the services that can be rendered by members of
the speech and hearing profession and, in turn, information should be sought from
members of related professions. Each member should strive to increase knowledge within
the field of speech and hearing.
SECTION C. Other Responsibilities
The member has other special responsibilities.
1. Each individual member must guard against conflicts of professional interest.
1. Compensation, in any form, must not be accepted from a manufacturer or a
dealer in prosthetic or other devices for recommending any particular product.
2. Individuals may announce and/or may make known professional clinical services
in a manner consistent with professional standards established in the state of
Michigan for medical, dental, psychological and related professions. Services for
which an individual has not received professional training may not be stated or
offered. Individuals may announce and/or make known consultative services in
published listings under the categories for which adequate professional training
has been completed and in a manner consistent with professional standards
established in the state of Michigan for medical, dental, psychological and related
professions.
3. Individuals must not engage in commercial activities that conflict with
responsibilities to the persons served professionally or to colleagues.
4. Individuals who dispense products to persons served professionally shall observe
the following standards:
1. Products associated with professional practice must be dispensed to the
person served as a part of a program of comprehensive habilitative care.
2. Fees established for professional services must be independent of
whether a product is dispensed.
3. Persons served must be provided freedom of choice for the source of
services and products.
4. Price information about professional services rendered and products
dispensed must be disclosed by providing to or posting for persons a
complete schedule of fees and charges in advance of rendering services,
with differentiation between fees for professional services and charges
for products dispensed.
5. A program to assure the effective use of the product dispensed must be
provided to the client.
2.
3.
4.
5.
6. The individual dispensing such products must comply with the
requirements of the state of Michigan for dispensing such products.
Individuals should help in the education of the public regarding language, speech and
hearing problems and other matters within their area of professional competence.
It is incumbent upon the member to make every reasonable effort to be certain that public
information materials are accurate and complete in their reference to professional
services and facilities.
Each member should seek to provide and expand services to persons with language,
speech and hearing handicaps, and to assist in establishing high professional standards for
such programs.
Individuals must not discriminate on the basis of national origin, religion, sex or color in
their professional relationships with colleagues or clients.
SECTION D. Specialized Codes
The adherence to this code by the membership does not prohibit the development of specialized
Codes of Ethics related to specific areas of professional activity.
SECTION E. Revision of the Code of Ethics
The Code of Ethics of the Michigan Speech-Language-Hearing Association may be amended by
a 2/3 vote of the membership present at a regular Association Business meeting. The proposed
amendments shall be announced to each member in writing at least 30 days prior to such a
meeting. Proposed amendments/changes may be submitted by the Executive Council or by any
member in good standing.
Revised December 2010
APPENDIX C
PROFESSIONALISM
How we conduct ourselves as professionals is influenced by the code of conduct
outlined within our professional ethics statements. Ethical guidelines provide the
broad brush strokes of the underlying principles which frame our behavior. However,
it is one thing to say that we will uphold such principles and quite another to actually
do so. How do these principles translate into our day to day behavior? What is
expected of us as practicing professionals? Based upon the code of ethics, Dr.
Michael Chial, has developed a set of suggested specific behaviors which adhere to
the code. How do we measure up? Do we walk the talk?
The following are excerpts from Conveying Expectations about Professional
Behavior by Michael Chial (Audiology Today, Vol. 10 (4), 1998, reprinted with
permission):
Only three learned professions were recognized as such at the beginning of this
century; law, medicine, and theology. For good or ill, ours is an age in which
occupations ranging from aroma therapy to zymometry claim to be “professions” and
their proponents, “professionals.” It can be argued that whether an occupation rises
to the status of a profession is less a function of claims of importance than of
underlying principles and values of practitioners. It also can be argued that
professionalism (referring to “ the manner, spirit and methods of a profession” ) is
more about doing than about being.
Education and training in speech-language pathology and audiology necessarily
emphasize scientific and technical knowledge, as well as clinical skills. Proper
preparation also requires attention to the behaviors that distinguish professionals
from amateurs and from dilettantes. These behaviors may not be taught, but they
certainly can be learned. Perhaps too often we assume that formal statements of
ethics and the actions of more experienced models are sufficient indicators of
professional behaviors. As a result students may be unclear about what is expected
of them and when they will be accountable for those expectations. One solution is to
state—in direct, behavioral terms—what is expected.
The following attempts to do so as simply as possible. It is not intended as rant and
cant, but rather as a set of behavioral aspirations. Some of us may have fallen short
of some of these aspirations at some time or others. That is less important than our
efforts to do the right thing the
Professionalism
Speech-language pathology and audiology are professional disciplines. Professions
require certain behaviors of their practitioners. Professional behaviors (which may or
may not directly involve other people) have to do with professional tasks and
responsibilities, with the individuals served by the profession, and with relations with
other professionals. Included among professional tasks are education and training.
The following conveys expectations about the behaviors of THOSE WHO SEEK TO
JOIN THE PROFESSION.
1. You show up.
2. You show up on time.
15. You do what you say you will do. By the time
you said you would do it. To the extent you said you
would do it. And to the degree you said you would
do it.
3. You show up prepared.
4. You show up in a frame of mind appropriate to
the professional task.
5. You show up properly attired.
6. You accept the idea that “on time,” “prepared,”
“appropriate,” and “properly” are defined by the
situations, by the nature of the task or by another
person.
7. You accept that your first duty is to the ultimate
welfare of the persons served by your professions,
and that “ultimate welfare” is a complex mix of
desires, wants, needs, abilities and capacities.
8. You recognize that professional duties and
situations are about completing tasks and about
solving problems in ways that benefit others, either
immediately or in the long term are called upon to
behave as a professional, you are not the patient, the
customer, the star, or the victim.
16. You take active responsibility for expanding the
limits of your knowledge, understanding, and skill.
17. You vigorously seek and tell the truth, including
those truths that may be less than flattering to you.
18. You accept directions (including correction)
from those who are more knowledgeable or more
experienced. You provide direction (including
correction) to those who are less knowledgeable or
less experienced.
19. You value the resources required to perform
professional duties, tasks, and problem solving,
including your time and that of others.
20. You accord respect to the values, interests and
opinions of others that may differ from your own, as
long as they are not objectively harmful to the
persons served.
9. You place the importance of professional duties,
tasks and problem solving above your own
convenience.
21. You accept the fact that others may establish
objectives for you. While you may not always agree
with those goals, or may not fully understand them,
you will pursue them as long as they are not
objectively harmful to the persons served.
10. You strive to work effectively with others for
the benefit of the persons served. This means you
pursue professional duties, tasks, and problem
solving in ways that make it easier (not harder) for
others to accomplish their work.
22. When you attempt a task for the second time,
you do it better than you did it the first time. You
revise the ways you approach professional duties,
tasks, and problem solving in consideration of peer
judgments of best practices.
11. You properly credit others for their work.
23. You accept the imperfections of the world in
ways that do not compromise the interests of those
you serve, or your own pursuit of excellence.
12. You sign your work.
13. You take responsibility for your actions, your
reactions, and your inactions. This means you do
not avoid responsibility by offering excuses, by
blaming others, by emotional display, or by
helplessness.
14. You do not accept professional duties or tasks
for which you are personally or professionally
unprepared.
24. You based your opinions, actions and relations
with others upon sound empirical evidence, and
upon examined personal values consistent with the
above.
25. You expect all of the above from other
professionals.
APPENDIX D
Requirements for the Certificate of Clinical Competence
A.
Academic: The academic program in Speech-Language Pathology at
Eastern Michigan University is accredited by the Counsel for
Academic Accreditation (CAA) of the American Speech-LanguageHearing Association. This guarantees the student that all academic
requirements for the Certificate of Clinical Competence (CCC) are
automatically fulfilled upon receipt of the Master's degree.
B.
Clinical: The minimum requirements described below have been
determined by the CAA. These must be obtained while the student is
enrolled in an academic program and must have been supervised by a
person holding the CCC.
C.
National Certification Examination: During the final year of the
graduate program, students are urged to take the National
Examination (Praxis). The final semester of study is preferable.
Students can apply online. (PRAXIS II—Speech-Language
Pathology, #0330) (see www.ets.org for details). Students should have
their exam scores sent to EMU (code: # 0142) in addition to ASHA
(code: #1201) and to the Michigan Licensure Board of SpeechLanguage Pathology if remaining in Michigan to work (code:#7430)
D.
Clinical Fellowship (CF): A CF experience is required for
graduates seeking the Certificate of Clinical Competence. Students
may obtain information from www.asha.org
CLINICAL CLOCK HOUR REQUIREMENTS FOR ASHA
CERTIFICATION
TOTAL: 400 hours
ASHA requires at least 325 must be earned at the graduate level. Twentyfive hours must be spent in clinical observation, and 375 hours must be spent
in direct client/patient contact. Hours may be counted for meetings w/
parents/spouses/patient relative to intervention. Hours may be counted also
for AAC programming of a device if (and only if) the client/patient is
Last Updated January 2013
directly involved in the activity. No indirect hours of any kind my be
counted. Furthermore, there is no limit to the number of hours, which may
be counted or the nature of meetings when the client/family are participants.
Suggested breakdown of Hours by degree level:
75 undergraduate or graduate hrs.
325 graduate hrs.(minimal number required at this level; it may be more)
Suggested breakdown of Hours by category:
25 hours-Observation
375 hours-Direct client/patient contact
ASHA no longer monitors categories of clinical practicum experience
with a set number of hours in each category. However, diverse experiences
are suggested with considerations of various ages and cultural/linguistic
background in addition to diverse types and severity of communication
and/or swallowing disorders. ASHA suggests that hours be spread across
the “Big Nine”: (1) articulation, (2) fluency, (3) voice and resonance
(including respiration and phonation), (4) receptive and expressive language,
(5) hearing (including the impact on speech and language), (6) swallowing
(oral, pharyngeal, esophageal, and related functions, including oral function
for feeding; orofacial myofunction), (7) cognitive aspects of communication
(attention, memory, sequencing, problem-solving, executive functioning),
(8) social aspects of communication (including challenging behavior,
ineffective social skills, lack of communication opportunities), and (9)
communication modalities (including oral, manual, augmentative, and
alternative communication techniques and assistive technologies).
EMU POLICY ON CLINICAL HOURS (updated winter 2011)
Although there are no longer any specific minimum hour requirements by
ASHA, the EMU speech-language pathology program encourages students
to obtain diverse experience in the evaluation and treatment of speech,
language, and swallowing disorders in both children and adults. There are
no minimum numbers of hours that a student must complete in speech and
language assessment and treatment. However, in hearing, EMU’s
Last Updated January 2013
program policy is that one hour of hearing screenings across the
lifespan is required, and auditory rehabilitation clinical experiences are also
recommended. Students are advised to pursue this screening experience
during their internships and are advised not to wait until their final term as
failing to fulfill this requirement may result in a delay in processing of the
student’s ASHA application.
The following breakdown of hours provides a suggested (but not required)
example of balanced clinical preparation. Note that while this is not a
requirement, students should try to review their logs of hours to be aware of
lack of experience in a specific area.
Previous policy- no longer required- but which demonstrates a balance of practicum
experiences across ages and disorders:
Evaluation of speech* and language** disorders:

20 hours speech in children

20 hours speech in adults

20 hours language in children

20 hours language in adults
Treatment of speech and language disorders:

20 hours speech in children

20 hours speech in adults

20 hours language in children

20 hours language in adults
NOTE: *Speech hours may be distributed across articulation, fluency, voice, phonological and swallowing
disorders; **Language hours may include ‘communication modalities’ as well as cognitive and social
aspects of communication.
Last Updated January 2013
APPENDIX E
Graduate Students Without a BA/BS in SLP
FOR GRADUATE STUDENTS WHO DO NOT HAVE AN
UNDERGRADUATE MAJOR IN SPEECH-LANGUAGE PATHOLOGY
Students who seek admission to the graduate program in speech-language
pathology may elect either a combined healthcare/teacher certification track
or the standard course of study. Note that if a student wishes to obtain
teacher certification, it may extend the length of the program from that
required for the speech-language pathology coursework alone. All those who
do not have undergraduate degrees in Speech-Language Pathology complete
the undergraduate coursework deficiencies before receiving degree status
entry into the graduate program. Students must consult a graduate advisor in
Speech-Language Pathology before enrolling in major courses. Students
may not elect courses in the program area at any level for self-improvement
without explicit permission of the program coordinator.
Admission Requirements
The applicant seeking admission to the Master of Arts degree program in
Speech-Language Pathology who does not have an undergraduate degree in
speech-language pathology must:
A.
be degree admitted to the Graduate School and the academic program
B.
achieve acceptable scores on the Graduate Record Examination
(GRE)
C.
have a 3.0 grade point average in the undergraduate major and an
overall GPA of 3.0 from other institutions
D.
submit two letters of recommendation attesting to his or her academic
and interpersonal abilities. Such letters could come from former
professors, employers, supervisors or other people with a knowledge
of the student’s abilities.
E.
international students must have acceptable scores on the internet
based Test of English as a Foreign Language (TOEFL iBT), and/or
the International English Language Testing System (IELTS). (Consult
Revised January 2013
the program coordinator for current minimal passing requirements for
admission).
F
students having self-improvement status may not enroll in major
coursework.
G.
successfully pass a speech and hearing screening, administered in the
speech clinic (typically at the beginning of every term), indicating
adequate hearing and English pronunciation to provide therapy to
individuals with communication disorders.
The requirements for a graduate degree in Speech-Language
Pathology include requirements for certification by the American SpeechLanguage-Hearing Association. All of the courses listed below must be
taken as deficiency courses. None of these courses may be applied to the
graduate program in Speech-Language Pathology.
Courses must be taken in the proper sequence.
SPSI 332
SPSI 334
SPSI 336
SPSI 337
SPHI 392
SPGN 251
equivalent)
Acoustic Phonetics: Speech Science
Applied Phonetics
Physiologic Phonetics: Anatomy and Physiology
Language Acquisition
Introduction to Audiology
Education of Exceptional Children (or SPGN 510, the graduate
3
2
2
3
3
2
TOTAL= 12 hrs
While only the above prerequisite/deficiency courses, totaling 18 hours,
are required to be taken, students who have a limited background in
assessment and/or statistics may be advised to take SPGN 390, Measurement
& Diagnosis in Special Education, (3 cr). Also, students who wish to
enhance their familiarity with different technology applications may elect
SPSI 481, Adaptive Technology, (3 cr) as an additional elective course. Both
these courses are required for undergraduate SLI majors at EMU.
In addition to the 7 courses above, students lacking basic science courses as
undergraduates may need additionally to take Biology and/or another
Revised January 2013
physical science to meet ASHA requirements. The physical science course
may be in Chemistry or Physics. A math course is also required for ASHA
as well as additionally a course in Statistics. Students should check with
their advisors.
STUDENTS WHO ENTER THE PROGRAM WITHOUT A TEACHING
CERTIFICATE AND WHO WISH TO OBTAIN ONE MUST COMPLETE
THE EDUCATION COURSES APPROPRIATE TO THE CERTIFICATE
DESIRED AS SPECIFIED IN THE UNDERGRADUATE CATALOG.
Students who already hold teaching certification may obtain an endorsement
as a teacher of the speech and language impaired (TSLI) upon program
completion. See Appendix L for additional information.
All undergraduate records and transfer graduate courses will be
evaluated by the graduate advisor and/or the certification officer to
determine course equivalencies. If equivalent courses are found in the
student's record, the above requirements may be reduced. Students should
provide evidence that they have completed a math or statistics course and a
biology course as an undergraduate. (Required for ASHA certification).
The graduate courses which follow on the next page should be taken in
addition to the aforementioned undergraduate prerequisites. Note that
Students take two of three internships (*SPSI 687,688, 689).
Students take either SPSI 687 and 688 (for two internships in healthcare or
for an adult health care internship and a second in a school); OR students
take SPSI 687 (for an adult health care internship) and 689 (for a school
internship which counts toward teacher certification/endorsement).
Revised January 2013
Required Graduate Courses in Speech-Language Pathology (60 credits)
SPSI 508
SPSI 516
SPSI 540
SPSI 543
SPSI 552
SPSI 554
SPSI 555
SPSI 568
SPSI 578
SPSI 607
SPSI 612
SPSI 614
SPSI 618
SPSI 620
SPSI 622
SPSI 624
SPSI 625
SPSI 694
Practicum:
SPSI 528
SPSI 538
SPSI 687*
SPSI 688*
SPSI 689*
Revised January 2013
Multicultural/Multilingual Issues in SLP
Introduction to Research in Speech-Language
Pathology
Phonological and Articulation Disorders
Clinical Methods in Speech-Language
Pathology
Voice
Fluency Disorders
Neuroanatomy and Physiology for the SpeechLanguage Pathologist
Diagnostic Methods: Assessment of Speech
and Language Disorders in Children
Diagnosis and Treatment of Audiometric
Disorders
Early Intervention for Speech and Language
Impaired Children
Motor Speech Disorders
Aphasia
Language Disorders in School-Age Children
Consulting and Interviewing in Speech
Pathology
Augmentative Communication
Acquired Neurogenic CognitiveCommunication Disorders
Dysphagia
Professional Issues in Speech-Language
Pathology
Clinical Practice in Speech-Language
Pathology I
Clinical Practice in Speech-Language
Pathology II
Clinical Internship in Speech-Language
Pathology I
Clinical Internship in speech-Language
Pathology II
Public School Internship in Speech-Language
Pathology
2
3
3
3
3
3
2
3
3
3
2
3
3
2
3
3
2
2
3
3
3
3
3
APPENDIX F
Guidelines for Independent Study
Due to class offerings and/or individual interests, students may elect
to pursue an independent study. Since there are currently no electives within
the graduate SLP program, such coursework would be in addition to the
requirements on the program of study. A student may choose to do this with
permission of his/her advisor.
In certain unusual circumstances such an independent study may be
substituted for a required course. This may be done only with the permission
of the academic advisor and the program director.
Once permission is secured for any independent study, the student
should follow the guidelines listed below.
1.
Select an area of study related to the field of Speech-Language
Pathology and Audiology in which you are personally interested and
motivated. Any SLP faculty member may serve as your supervisor.
In some instances, faculty members from other areas of special
education or from other institutions may serve as supervisors; but only
with permission from the SLP faculty. Students may also choose
independent study as an option to pursue research under the guidance
of a faculty member.
2.
With the permission of the faculty member who is providing the
guidance for the independent study, students may elect one, two, or
three credit hours. Generally 2 credits are chosen for the masters’
thesis (which may substitute for the capstone course, SPSI 694) in the
student’s Program of Study.
3.
Any contacts outside the department must have prior faculty
supervisor approval. Correspondence outside the department must be
sent over with the signature of the faculty supervisor on University
letterhead.
Last Updated January 2013
APPENDIX G
Student Organizations
National Student Speech-Language-Hearing Association-Local
Membership in the EMU NSSLHA chapter is encouraged. Benefits
include a variety of professional activities such as sponsored conferences as
well as various social events at reduced rates. NSSLHA is the official
student input mechanism for the academic and clinical program. For
information contact Denise Kowalski, advisor, and/or visit the website at:
www.emich.edu/nsslha/
National Student Speech-Language-Hearing Association- National
Membership at the national level during the year in which the student
receives the Master's degree and applies for full membership in the
American Speech-Language-Hearing Association (ASHA) (www.asha.org)
provides the graduates with reduced rates for membership, certification fees
and registration at national conferences. In addition, membership in the
national chapter of NSSLHA (www.nsslha.org) allows electronic access to
ALL publications of the American Speech-Language Hearing Association:
The American Journal of Speech-Language Pathology;
A Journal of Clinical Practice
The American Journal of Audiology;
A Journal of Clinical Practice
The Journal of Speech and Hearing Research
Language, Speech, and Hearing Services in the Schools
Students are also eligible to join any of the 18 ASHA special interest groups
for an additional fee of $10 per SIG. Electronic division newsletters as well
as special presentations at the ASHA conventions, which are discounted for
division members.
Last updated January 2013
Michigan Speech-Language-Hearing Association (MSHA)
This is a state-level professional organization in which student
memberships are available. Membership provides the student with regular
and special publications as well as reduced registration fees at state
conferences. A related organization is the Michigan Speech-LanguageHearing Foundation (MSHF) which supports student scholarships. Visit the
MSHA website at www.michiganspeechhearing.org for more information.
Local/County speech-Language-Hearing Associations:
Many regional areas have professional associations, which are
comprised of either school SLPs or those in healthcare. These groups often
have low membership fees and provide reasonably priced presenters for
which continuing education units are available. Students are encouraged to
explore joining/attending such groups.
www.wcsla.org
www.ocslha.com
Wayne County Speech and Hearing Association
Oakland County Speech and Hearing Association
www.misd.net/SEConsult/SLIConsult.htm
Site of Macomb Intermediate School District, SLI Consultant
In Washtenaw county- SPEAK (Speech-language pathologists Education All
Kids) provides national speakers/presenters at a reduced fee. Therese Sutton
heads the group:
http://washtenawspeak.groupsite.com/main/summary
Last updated January 2013
APPENDIX H
Policy on Human Subjects Research
SLP students, faculty and staff who undertake research involving human
subjects must first submit their proposals and applications for consideration
to the Eastern Michigan University Human Subjects Review Committee
(HSRC). The HSRC is responsible for safeguarding individuals who serve
as subjects in research, experimental procedures in instruction and other
related activities. The HSRC has established college or departmental
committees which assist as necessary, or when research is student initiated.
The HSRC may exempt, approve, require modification of, or disapprove any
research activity.
Effective January 2011, ALL human subjects requests will be processed
through Digital Commons. All students, staff, and faculty will now use the
University Approval Request form found on the Human Subjects/ORD
website:
http://commons.emich.edu/coehs/
GRADUATE AND UNDERGRADUATE STUDENT researchers
conducting minimal risk undergraduate or graduate theses/projects (doctoral
non-dissertation research) should submit them to the appropriate collegelevel committee. Upload materials as follows and submit one paper copy to
College of Education (http://commons.emich.edu/coehs/), 206 Porter.
At this site there is a link back to ORD for obtaining the forms and a link to
a PDF that explains how to post materials to the Digital Commons site. The
ORD website also has these Digital Commons links and if you go to Digital
Commons itself, you will also find these links.
Students must have faculty approval/sign-off before uploading the materials.
The application form is long but it covers all areas required by the Federal
government. Not all sections need to be completed for every study
Visit the Office of Research Development for additional information:
http://ord.emich.edu/
Last updated January 2013
APPENDIX I
Academic Integrity Policies
University-Wide Policy: Academic dishonesty, including all forms of
cheating and/or plagiarism, will not be tolerated in this class. Penalties for
an act of academic dishonesty may range from receiving a failing grade for a
particular assignment to receiving a failing grade for the entire course. In
addition, you may be referred to the Office of Student Judicial Services for
discipline that can result in either a suspension or permanent dismissal. The
Student Conduct Code contains detailed definitions of what constitutes
academic dishonesty, but if you are not sure about whether something you’re
doing would be considered academic dishonesty, consult with the instructor.
Department of Special Education Policy: The Department of Special
Education is committed to academic integrity as a means to promote ethical
development, personal accountability, and an exceptional learning
environment. Therefore, within the Department of Special Education, an act
of academic dishonesty may result in failure of the assignment at issue,
removal from a field experience, practicum, student teaching or internship
site, failure of the course, or, dismissed from the program. An allegation
that a student has committed an act of academic dishonesty will be handled
by the faculty member, in consultation with the student’s Program Area and
the Department Head. Pursuant to the University policy governing acts of
academic dishonesty, if the student denies the allegation, the faculty member
may refer the case to the Office of Student Judicial Services for an
investigation and formal findings before assigning the academic penalty.
Policy on Authorship
Undertaking research in communication disorders may benefit
individuals with speech, language and hearing disorders as well as the
community at large. Because authorship provides a mechanism for
recognizing the contributions of individuals and the institutions supporting
these efforts, it has become an important concern to the research community.
This policy sets out the SLP Program's guidelines for determining authorship
in cooperative research efforts among faculty, staff and students. While
these guidelines do not preclude individual agreements, they may serve in
their absence.
Last Updated January 2011
A.
As soon as possible the individual(s) should specify in writing the
contribution of each person to avoid ambiguity and facilitate
understanding.
B.
Requirements for senior authorship include:
1) proposing and developing the topic to be investigated,
2) developing the basic research design and methodology,
3) writing the original report.
In the event that more than one individual participates in the above
activities, the actual writing of the manuscript will determine senior
authorship.
C.
Data collection may be challenging; however, it requires less
originality since the major decisions have already been made.
Therefore, when data collection is the major contribution, junior
authorship is appropriate recognition.
D.
Certain contributions are not regarded as sufficient for authorship.
However, the senior author may decide to formally acknowledge the
contribution. Examples include:
1) general statements made in classroom lectures which
stimulated the student to develop the topic,
2) reading the paper to make editorial comments and to
identify errors,
3) completing a highly circumscribed function such as data
reduction,
4) answering specific questions about a technical area, such
as how to calibrate a specific apparatus.
E.
In situations where more than two authors are involved the senior
author decides on order of authorship based on the quality and
quantity of the junior authors' contributions.
If a conflict over credit should arise, it must be brought to the
attention of the SLP Program Coordinator who will designate two
faculty members from the SLP Program to decide the issue based on
the above criteria and their own professional judgment.
F.
Last Updated January 2011
APPENDIX J
FINANCIAL AID/ SCHOLARSHIPS/ ASSISTANTSHIPS
Financial Aid.
For Information on Financial Aid through the University visit the Graduate school information on line
at:
www.gradschool.emich.edu/student/student_subdir/finasst_gradassist/finasst.html
For general university information about financial aid please visit: http://www.emich.edu/serviceemu/
Scholarships.
Scholarships are available both from the university and the department.
For information about university/graduate school scholarships go to:
http://www.emich.edu/graduate/admissions/financialassistance/scholarships.php
Scholarships through the Department of Special Education, some of which are designated for speechlanguage pathology students only, are described online at:
http://www.emich.edu/coe/scholarships/index.html
Use the pull down menu to look at each scholarship’s specific requirements. (these are also briefly
described on the application which is available online with each scholarship). It is recommended that
students request consideration for any/all scholarships for which hey are eligible to improve their
chances of receiving one. The application for scholarships is the same for ALL except the Delores
Sodderquist Brehm Endowed Scholarship.
Typically, the applications come out in November and are due on or before January 31 of
the new year, during the first month of the winter term. For example, applications
available in November 2012 are due January 31, 2013. The scholarships are awarded for
the following academic year. This means that new students admitted to the program in
September may apply for a scholarship after their first semester. Students admitted to the
program in January ordinarily will have to wait for the following year. Students are
encouraged to apply for scholarships for which they are eligible. For some (but not all)
financial need may be a consideration. However, students are not required to complete a
university scholarship form (which addresses financial aid) for the Department
scholarships. Typically students will need a letter of recommendation from a faculty
member to accompany their scholarship application. Check the individual scholarship
requirements online and download an application there. (See 2013 application which
follows).
Revised January 2013
Outside scholarships.
Scholarships are also available through other professional organizations such as the Michigan
SpeechLanguage-Hearing Foundation (MSHF) and the Michigan Speech-Language-Hearing
Association (MSHA) (www.michiganspeechhearing.org) and AMBUCS (www.ambucs.org).
Students who are interested in research and teaching careers may also apply for some grants through the
American Speech-Language-Hearing Foundation (accessible through www.asha.org). So far three
EMU students have been awarded these SPARC awards (Students Pursuing Academic and Research
Careers) which entail a willingness of the student to engage in research with a faculty member.
Applications for these awards are due in June.
The Council of Academic Program in Communication Science and Disorders (CAPCSD) provides two
types of scholarships annually, one for to support graduate students doing research and one to promote
student leadership. These are due in February. For more information go to:
http://www.capcsd.org/resources/scholarships.php
Increasingly various companies which hire SLPs offer financial incentives such as scholarships and/or
loan forgiveness to students. Private scholarships are also available from a variety of companies which
provide SLP services. For example, two national companies which hire SLPs for positions in schools,
Progressus Therapy and EBS offer scholarships. For more information check out their websites at:
www.progressustherapy.com
http://ebshealthcare.com
ASSISTANTSHIPS AT EMU
Helpful tips on how to apply for a Graduate Assistantship:
1) Go to the following website:
www.gradschool.emich.edu/ga_hiringinfo/ga_hiringinfo.html
2) Fill out an application for a Graduate Assistantship using the Financial Assistance Application
for Graduate Students Form. This form can be found online at:
http://www.gradschool.emich.edu/student/student_subdir/finasst_gradassist/finasst/finasst_subdi
r/grad_assist/gradassist.html
3) The finished application should be submitted to the Graduate School in Boone Hall by Feb. 15
for the fall semester, March 15 for the spring semester, April 15 for the summer semester, Oct.
15 for the winter semester, or until departmental positions are filled.
4) Following approval of the application, G.A. applicants are suggested to obtain copies of their
application from the Graduate School and seek out positions on campus by networking with
departmental offices. (Note that open positions are now posted online; however, not every
Revised January 2013
department may necessarily post.) The Graduate School will not send the application to selected
departments unless it is specifically requested by the department.
5) Typically the department will contact the applicant to set up an interview if departmental
positions are available.
For more information regarding Graduate Assistantships, go to:
http://www.emich.edu/graduate/students/ga/index.php
**Please note that the process for applying for graduate assistantships is
being changed to become more “student friendly” so that students need
only complete one application on line. Check with the graduate school
for the latest information.
Revised January 2013
Eastern Michigan University
Department of Special Education
~~~~~~~~
INSTRUCTIONS
FOR
SCHOLARSHIP APPLICATIONS
~~~~~~~~
Students seeking scholarships in the Department of Special Education should
complete the Department of Special Education scholarship application form
and submit it to the front desk staff in 128 Porter by January 31, 2013*.
If you have any questions regarding departmental scholarships, please contact:
Jennifer Desiderio
(Chair)
125 Porter
487-3302
jdesider@emich.edu
Myung Koh
122 Porter
487-2739
mkoh@emich.edu
Rhonda Kraai
128H Porter
487-2740
rkraai@emich.edu
Alicia Li
128M Porter
487-2748
tli@emich.edu
Christine Scott
123 Porter
487-2782
cscott40@emich.edu
David Winters
128P Porter
487-2803
dwinter1@emich.edu
~~~~~~~~
* You will not likely find out if you are awarded a scholarship
until early- to mid-summer.
Students who are not awarded scholarships are not notified.
Desktop\Documents\Scholarships\Forms and Info
Office Use Only
EMU GPA
Eastern Michigan University
Department of Special Education
SCHOLARSHIP APPLICATION
Credit Hrs.
RETURN THIS APPLICATION TO DEPARTMENT OF SPECIAL EDUCATION OFFICE, 128 PORTER
_
Last Name
First Name
E
Student Number
Social Security Number
Date
_
Local Address
City
State
Zip
_
Permanent Address
City
State
Zip
_
mail Address
Telephone (Home)
Sophomore
Junior
ETelephone (Cell)
Senior
Graduate
SEM-T
Anticipated Graduation Date
Major(s)
Minor(s)
Are you an international student? Yes
No
Country of Citizenship
Signature of Student:
Your application will not be considered without the following requirements:
Personal/Professional Statement
• Attach an essay which supports your application by describing the following:
— Your background
— Service to the college, university, and/or community
— Skills
* volunteer opportunities
— Talents
* organization memberships
— Personal/professional goals
* leadership positions
— Commitment to the field of special education
* conference presentations
•
•
Be aware that certain scholarships (Lake, Thorne) have specific additional requirements for the
written statement.
Please limit to three pages, double-spaced, with font no smaller than Times New Roman 12
(NOTE: Times New Roman 12 was used to write this section!).
Letter(s) of Recommendation
• Most scholarships require only one. When submitting only one recommendation letter, the letter
must come from a current faculty member in the Department of Special Education.
•
If you are applying for the Lowery Scholarship, please submit three (3) letters of recommendation,
one of which must be from a current faculty member in the Department of Special Education.
Desktop\Documents\Scholarships\Forms and Info
Authorization Form for Need Analysis Statement in Financial Aid Office
If you are applying for a scholarship where financial need is a criterion, the Department of Special Education
Scholarship Committee needs to review the submitted IRS form and any other financial aid forms on record
with the University. Your authorization is required for such consideration. Please sign and date ONE of the
statements below:
I hereby agree to allow the College of Education Scholarship committee to review any forms attached hereto
or in my folder at the Financial Aid Office.
(Name)
(Date)
The College of Education Scholarship Committee is not authorized to review any of the forms in my folder at
the Financial Aid Office.
(Name)
(Date)
If awarded a scholarship from the Department of Special Education, it may be credited to your account
for Summer ’13, Fall ’13, and/or Winter ’14.
Please check the box(es) for the semester(s) in which you would like to use the award. If you check
more than one box, the monies will be divided by the number of semesters you indicate.

Summer ’13

Fall ‘13

Winter ’14
Desktop\Documents\Scholarships\Forms and Info
Eastern Michigan University
Department of Special Education
DEPARTMENTAL SCHOLARSHIPS
The following scholarships are available to students majoring in Special Education. Since some scholarships
state very specific requirements, be sure to read each description carefully. Please specify the scholarship(s)
for which you are applying by checking the box(es) below.
Remember, you must submit this application form to
the Department of Special Education (128 Porter) by January 31, 2013.
1.
Martha Horton Ramsey Scholarship (multiple awards)
–
–
2.
Bessie Fox Uniqueness Scholarship (multiple awards)
–
–
3.
–
Available to undergraduate or graduate students majoring in Special Education,
specializing in EI
Minimum GPA of 3.0 is required
James G. Lowery Scholarship (one awarded)
–
–
–
–
–
8.
Available to undergraduate students majoring in Special Education
Minimum GPA of 2.5 is required
Jill Robinson Donnellan Scholarship (one or two awarded)
–
7.
Available to undergraduate or graduate students majoring in Special Education
Those enrolled in student teaching are encouraged to apply
Preference given to those with financial need, as determined by the Office of Financial Aid
Barbara Arnold Thomas Memorial Scholarship (multiple awards)
–
–
6.
Available to undergraduate students majoring in Special Education
Academic performance is a criteria
Participation in departmental activities is a criteria
James D. and Helene C. Reader Scholarship (multiple awards)
–
–
–
5.
Available to undergraduate or graduate students majoring in Special Education
Academic performance is a criteria
Charles M. and Lucy A. Elliot Scholarship (multiple awards)
–
–
–
4.
Available to undergraduate or graduate students majoring in Special Education
Academic performance is a criteria
Available to a Senior undergraduate student majoring in Speech-Language Pathology
Minimum GPA of 3.0 is required
Participation in the National Student Speech and Hearing Association and/or other
professional activity
THREE (3) written references
Written statement explaining how the scholarship would be used if awarded
Angelloci Family Scholarship (one awarded)
–
–
–
–
Available to a graduate student majoring in Speech-Language Pathology
Minimum GPA of 3.2 is required
Must show financial need, as determined by the Office of Financial Aid
Preference given to a student who received their undergraduate degree from EMU
9.
Marylyn E. Lake Scholarship (multiple awards)
–
–
–
–
–
10.
Bearline Wallace Brooks Scholarship (one award)
–
11.
–
–
–
Available to a Junior or Senior undergraduate student admitted to the Hearing Impairment
program
Minimum GPA of 3.0 is required
Demonstrated commitment to the field of Hearing Impaired education through activities,
service, memberships, and affiliations
1-2 page essay on how the scholarship will make a difference to the applicant
Anne Thorne Scholarship in Speech/Language Pathology (one awarded)
–
–
–
–
15.
Available to an undergraduate or graduate student from China or Taiwan
Minimum GPA of 2.5 is required (and must be maintained)
Duration of scholarship cannot exceed 4 years (if undergraduate) or 2 years (if graduate)
Anne Thorne Scholarship in Hearing Impaired Education (one awarded)
–
14.
Available to an undergraduate or graduate student majoring in Special Education
Minimum GPA of 2.5 is required
Preference to applicants who graduated from a public school
Preference to students who contribute to the diversity of the campus
May Tuan Wu Ting Scholarship (one awarded)
–
–
–
13.
Available to an undergraduate or graduate student majoring in Special Education,
specializing in EI
Nora W. Martin Scholarship (one awarded)
–
–
–
–
12.
Available to undergraduate or graduate students majoring in Special Education
Preference is given to students majoring in the area of CI
Minimum GPA of 3.0 is required
Letter of recommendation describing involvement in campus/community activities by someone
familiar with the applicant’s academic work and/or campus and/or community involvement
Written statement demonstrating commitment to the field of special education, delineating the
reasons the student is pursuing a degree in Special Education
Available to a graduate student admitted to the Speech-Language Pathology program
Minimum undergraduate GPA of 3.0 is required (prior to entering the graduate program)
Demonstrated commitment to the field of Speech-Language Pathology through activities,
service, memberships, and affiliations
1-2 page essay on how the scholarship will make a difference to the applicant
Halmhuber/Navarre Graduate Fellowship (one or two awarded)
–
–
–
Available to Master’s or Specialist degree student in Special Education
Must be enrolled in high incidence areas, specifically EI, CI, or LD
Applicant must have completed at least half of the program in which they are enrolled
(approx. 15-18 credits)
IMPORTANT NOTE:
If you would like to apply for the Delores Soderquist Brehm Scholarship,
you must complete a separate application—
online at http://www.emich.edu/brehm/apply.html .
Please take careful note of the detailed application requirements and applicant responsibilities.
APPENDIX K
INTERNSHIP APPLICATIONS
(found in the cabinet
in Room 135C-15)
(for SPSI 687, SPSI 688, SPSI 689)
Eastern Michigan University
Dept. of Special Education
Speech-Language Impaired
Healthcare Internship Application
Directions:
1. You MUST complete this form and turn in to Dr. Cupples' mailbox in the Dept. of Special
Education no later than the following dates:
Winter Internship
October 1
Spring/Summer Internship
February 1
Fall Internship
April 1
NOTE: Students should not contact any facility about the possibility of an internship. The
Coordinator of Healthcare Placements arranges all healthcare placements for students.
Eligibility:
Graduate students who have completed all prerequisites. No exceptions. Please indicate
courses taken on the next page.
Transportation:
You are responsible for your own transportation. Cars will be needed and bus service is
generally not available. Please do not assume internship locations will be close by your home.
Requests for specific geographic locations will only be considered under special circumstances.
Requests:
Please share requests for specific types of clinical experience, such as acute care or aphasia on
the next page. Requests for geographic locations are of lowest priority.
Requirements:
You must complete one internship with adults and one with children. The pediatric internship
may be either in the schools or in a healthcare setting.
ASHA Graduate Clinical Practicum Requirements
(400 Clock Hours)
1. 375 clock hours of clinical practicum required
a. 325, if you already have 50 at the undergraduate level, are required at graduate level
b. If you have no undergraduate clock hours then 375 are required at the graduate level
c. 25 clock hours of clinical observation are required
2. Though ASHA no longer monitors categories of clinical practicum experience, it remains EMU
policy that students will obtain a variety of hours of assessment and treatment experience in
each of the following:
• Speech and Dysphagia in children and adults
• Language and Communication Assessment in children and adults
• Audiology screening in children and adults
• Aural rehabilitation in children and adults
3. Students must be onsite at each internship for a minimum of 300 hours and 10 weeks. The
300 hours includes observation times, meetings with supervisors and other staff, file review,
planning time, staff and team meetings, time completing assessment and treatment
documentation, and time spent with patients and families. The ASHA clinical practicum hours
can include only hours spent in direct contact providing consultation, screenings, assessment
and diagnosis, and treatment to patients and families.
Semester- CIRCLE ONE:
Fall, Year:
_
Winter, Year:
I am applying for- CIRCLE ONE:
Adult Healthcare
Internship
Pediatric Healthcare
Internship
_
Spring/Summer, Year:
_
Either
NAME
STUDENT #
ADDRESS
HOME PHONE.
_
,
,
_
(at time of internship)
WORK PHONE
.'-------
YOUR EMAIL ADDRESS
_
PREVIOUS INTERNSHIP LOCATIONS
(If this is first internship, do you plan to complete one in the schools?)_
_
_
CLASSES COMPLETED: (Please indicate when you have or will take each class)
APHASIA
NEUROGENIC COMM. DISORDERS
DYSPHAGIA
ASHA HOURS
(count both undergraduate and graduate hours together)
Children
Speech
Language
Language
I am most concerned about acquiring hours in the areas of
I have no concerns about completing the required hours in the areas of
I have the following schedule limitations:
I am most interested in the following clinical areas or contexts:
_
_
_
_
EASTERN MICHIGAN UNIVERSITY
Department of Special Ed ucation
Speech Language Impaired
APPLICATION FOR INTERNSHIP IN PUBLIC SCHOOLS
INSTRUCTIONS:
Complete and return this form to the Special Education office secretary (128 Porter)
no later than JUNE 15, for those applying for WINTER semester, and no later
than JANUARY 15, for those applying for FALL semester. Each application will
be date stamped in order ofreturn to the Secretary.
ELIGIBILITY:
Graduate students who have completed all prerequisites. NO EXCEPTIONS.
PRIORITY:
First priority will be offered to students who are in their last semester of graduate
study. All applications will be given due consideration, however, if limits are
imposed on the number which can be accommodated in a given semester, the
priority system will be in effect.
TRANSPORTATION:
You are responsible for your own transportation. Cars will be needed. Bus service is
not available.
REGISTRATION:
You must register for SPSI 689 if you are getting a teaching endorsement and you
must also com plete an application for "Graduate Special Education Student
Teaching" available in 128 Po rter.
OR
You must register for SPSI 687 or 688 if you will !!Q! be getting a teaching
endorsement. You do not have to complete an application for student teaching
because you are not student teaching.
You m ust submit a 1-2 page word-processed resume with this applica tion.
All students will need: I ) current TB verification (good for one year)
2) proof of liability insurance
3) Criminal History check results or fingerprint
.
SEMESTER FOR WHICH YOU ARE APPLING:
NAME:
PREFERRED PHONE: l (
CITY:
l
I IWINTER I IYEAR I
l
)
CU RRENT MAILING ADDRESS:
l FALL
PREFERRED E-MAIL:
l
I
l
l
STATE:
CITY OR AREA IN WHICH YOU WILL LIVE DURING INTERNSHIP
l l
ZIP
PREFERRED SCHOOL DISTRICTJ_WILL ACCOMMODATE YOUR REQU EST INASM UCH AS POSSIBLE)
1•t CHOICE:
I
.
J
2"d CHOICE:
l
.
OTHER SPECIA L CONSIDE RATIONS ( POPLUATION, PART-TIME, ETC. AN D RATIONALE_l
TURN IN THIS FORM BY: JUNE 15TH for WINTER placement. JANUARY b -TH for FALL placemen t
LATE applications are not guaranteed placement.
Revised 2/2/07
APPENDIX L
STUDENT TEACHING & SCHOOL INTERNSHIP
INFORMATION IN SLI - Undergraduates & Graduates
Information for those seeking Teacher Certification:
1. Undergraduate SLI students at EMU first do student teaching in general ed for 6
credit hours, part time, which is typically for two full days plus 3 half-days per week
for one semester. The Course is EDUC 499. Permission for registration is obtained in
Room 206 Porter.
2. SLI students at the graduate level seeking a teaching endorsement complete a second
student teaching experience which involves working with an SLP in a school setting
for 10 weeks, 5 days per week (or for 12+ weeks for 4 days per week). It must total
50 days of ‘teaching’. The Course is SPSI 689 for 3 credits.
3. Unlike internships in health care settings which may require a minimum number of
‘clock hours’ of Tx or Dx. school placements require minimally 50 days. Students
may elect to spend more days in a placement, but not fewer than 50 days.
4. Students seeking teaching certification through the Michigan Department of
Education with an endorsement as a “Teacher of the Speech and Language Impaired’
are required to take the Michigan Test for Teacher Certification in SLI (Test Code
57). [Visit website at: www.mttc.nesinc.com for specific information on test
registration, etc.] Students should defer taking this ‘Speech’ exam until they are at the
end of their Masters program and have completed the bulk of their coursework in
Communication Disorders. Students should not take the test as undergraduates. Note:
This exam is in addition to the Praxis exam, which all graduate SLI students should
take for ASHA certification.
5. Undergraduate students who are in the ‘elementary’ certification track, should take
the Elementary test (Test Code 83) close to their completion of education
requirements at the undergraduate level. If students are not in a planned program and
have a Language Arts minor, for example, they may elect to also take the Language
Arts test during the end of their undergraduate coursework. This would eventually
permit them to teach grades 7 & 8 in their minor content area. The Elementary test
permits students to teach grades K-5. However, for students whose undergraduate
major is ‘speech and language impairment’ (which requires a Masters degree to
complete), students are not qualified to teach (either at the elementary or junior high
level) when they finish their undergraduate degree. They must complete the Masters
degree in SLI in order to finish the teaching credentialing process. Test information is
available in Room 206 Porter or on line at www.mttc.nesinc.com.
6. Students should complete an Application for the Initial Endorsement in Special
Education and application for their Teaching Certificate (Check w/ Amy Eastman if any
questions). Graduate students who have completed their coursework for endorsement and
who have taken and passed the appropriate MTTC(s) need to follow these steps:
www.emich.edu/coe/sped
left: Departments Home
middle: Special Education
left: Resources
MOECS
Step-by-step guide for online application – Students need to complete this form on
line
Request for audit – Students need to complete this form and send to Amy Eastman
(aeastma1@emich.edu)
*This form also instructs SEM-T students to bring in their CPR and First Aid
cards to have both sides copied.
Civil Criminal Conviction Form – Students need to complete this form and send to
Amy Eastman (in Teacher Ed- Room 206 Porter).
Students need to submit their CPR and First Aid cards to Front Desk staff (in 128 Porter)
for this final process of recommendation for endorsement. Front Desk Staff needs to take
the original cards and make 2 copies of both the front and back sides of the cards.
These cards will be initialed, dated, and a copy put in the student’s file. Your original
cards along with the second copy will be returned to you-the student.
Information for those seeking to work in the schools who are not obtaining teacher
certification:
8. Within the state of Michigan, individuals providing speech and language services
to children with communication disorders are no longer required to hold a
teaching certificate (with an endorsement in ‘speech’). Individuals who hold the
Certificate of Clinical Competence in speech from ASHA (CCC-SLP) may also
be employed in the schools. Students who graduate without a teaching
endorsement may be hired by school districts and complete their CF year within
the schools. Note that it is the school district’s obligation to seek a ‘waiver’ for
such graduates from the Michigan Department of Education, Office of Special
Education and Early Intervention Services (OSE-EIS) in these cases.
9. All graduate students in the SLI area when electing a school placement must
complete an application from in the clinic office and follow the instructions on the
form. Students who are not obtaining teaching credentials should enroll for either
SPSI 687 or SPSI 688, depending upon whether this constitutes their first or
second internship. Only those individuals who will receive a teaching credential
may elect SPSI 689. Students planning to student teach (for endorsement) and
who enroll for SPSI 689 should also meet student teaching application deadlines
and turn in a second application to 128 Porter.
General Information for all:
1. Individuals planning to move from Michigan to another state should check to
determine the requirements for practice in the schools in that state. Each state has
its own requirements. No two are the same. Many states require some type of
teaching credential or ‘teacher certification’ in order to work in the schools.
2. Effective January 13, 2009 all SLPs within the state of Michigan are required to
become licensed (under Act No. 524, Public Acts of 2008). Students who are
graduating will need to apply as well. The bill provides for a temporary license
for SLPs working on their CF. The licensure packet is available online at
Michigan’s Department of Licensing and Regulatory Affairs (LARA):
http://www.mi.gov/lara/0,4601,7-154-27417_27529_53664---,00.html
All individuals will be required to apply for licensure in order to practice in any
setting in Michigan. This information is covered in the professional issues class,
SPSI 694. Those electing thesis credit should consult their advisors and/or Dr.
Stevens for further information. See Appendix R for additional information.
From: Lizbeth Stevens, Ph.D., CCC-SLP
Associate Professor & Coordinator: Student Teaching for SLP students
Re:
Qualifications of persons serving children with speech and language impairments
in the Michigan Public Schools
Date: January 25, 2006 (revision of earlier memo of June 25, 2004)
Currently individuals can provide services to children with speech and language
impairments within Michigan public schools if they meet either of two conditions:
(1) individuals holding a teaching certificate with an endorsement in the area of
speech and language impaired may provide services (under Rule 340.1796,
Michigan Revised Administrative Rules for Special Education, November 2002);
(2) individuals who meet ASHA requirements (i.e., a Masters degree and Certificate
of Clinical Competence) may also provide services to children; these individuals
are not required to hold a teaching certificate (under Rule 340.1792, Michigan
Revised Administrative Rules for Special Education, November 2002).
In a memo dated March 14, 2001, from Jacquelyn J. Thompson, Ph.D., State Director of
Special Education,
“Pursuant to Section 1237 of Public Act 451 (2000), an individual without a teaching
certificate who possesses a master’s degree and the Certificate of Clinical
Competence (CCC) from the American Speech-Language-Hearing Association
(ASHA), is authorized to provide speech and language services to students with
disabilities. This means that schools may now hire a speech and language pathologist
without a teaching certificate…. It is noted, however, that a teaching certificate and
endorsement in Speech and Language Impaired is still required of classroom teachers
for the severely language impaired, as defined in Rule 340.1756, or any other teaching
assignment.”
Note that this citation of the law is incorrect. It is instead Act 451 of 1976, and the
amendment is Act 387 of 2000, Michigan Compiled Laws (MCL) 380.1237.
Students who have recently graduated with a Masters degree in speech-language pathology
from accredited institutions but who do not yet have CCC and are pursuing their Clinical
Fellowship (CF) may not be automatically hired by a school district. The Michigan
Department of Education’s (MDE) interpretation of PA 451 requires that the school district
wishing to hire new graduates pursuing their CCC must first obtain a waiver from the MDE,
Office of Special Education (OSE).
The Revised Administrative Rules are available on the Michigan Department of
Education Website: http://www.michigan.gov/mde .
Please contact me by phone (734-487-3300) or email (Lizbeth.Stevens@emich.edu) if
you have further questions.
SPEECH-LANGUAGE PATHOLOGY GRADUATE PROGRAM OF STUDY
Department of Special Education
Eastern Michigan University
Student
Name:
St.
#:
Address:
E-mail:
Advisor:
Phone:
Required Courses
Academic
Course Title
Credits
SPSI 508
Multicultural/Multilingual SLP
2
SPSI 516
Introduction to Research in Speech-Language Pathology
3
SPSI 540
Phonological and Articulation Disorders
3
SPSI 543
Clinical Methods in Speech-Language Pathology
3
SPSI 552
Voice
3
SPSI 554
Fluency Disorders
3
SPSI 555
Neuroanatomy
2
SPSI 568
Diagnostic Methods
3
SPSI 578
Audiometric Testing
3
SPSI 607
Infant/Preschool Language Disorders
3
SPSI 612
Motor Speech Disorders
2
SPSI 614
Aphasia
3
SPSI 618
School Age Language Disorders
3
SPSI 620
Consulting and Interviewing
2
SPSI 622
Augmentative Communication
3
SPSI 624
Neurogenic Communication Disorders
3
SPSI 625
SPSI 694*
Dysphagia
Professional Issues in Speech Pathology
2
2
SPSI 528
Clinical Practicum I
3
SPSI 538
Clinical Practicum II
3
SPSI 687
Clinical Internship (I) ¹
3
SPSI 688
Clinical Internship (II) /School Internship ²
3
SPSI 689
Public School Intern. (Student Teaching) ³
3
Practicum
Semester
Planned
Taken
Planned
Taken
Deficiency Courses
Elective Courses
SPAI 635
SPGN 692*
Language & Communication in Autism Spectrum Dis.
Thesis (replaces SPSI 694)
Total Hours (minimum 60 hours)
3
2
¹ first healthcare or non-teacher cert. internship
² second healthcare or non-teacher cert. internship
³ teacher-cert internship
Student Signature
Date
Advisor Signature
Program Effective Date
Scope of Practice in Speech-Language
Pathology
Ad Hoc Committee on the Scope of Practice in Speech-Language Pathology
Reference this material as: American Speech-Language-Hearing Association. (2007). Scope of Practice in
Speech-Language Pathology [Scope of Practice]. Available from www.asha.org/policy.
Index terms: scope of practice
DOI: 10.1044/policy.SP2007-00283
© Copyright 2007 American Speech-Language-Hearing Association. All rights reserved.
Disclaimer: The American Speech-Language-Hearing Association disclaims any liability to any party for the accuracy, completeness, or
availability of these documents, or for any damages arising out of the use of the documents and any information they contain.
Scope of Practice in Speech-Language Pathology
About This
Document
Scope of Practice
This scope of practice document is an official policy of the American SpeechLanguage-Hearing Association (ASHA) defining the breadth of practice within
the profession of speech-language pathology. This document was developed by
the ASHA Ad Hoc Committee on the Scope of Practice in Speech-Language
Pathology. Committee members were Kenn Apel (chair), Theresa E. Bartolotta,
Adam A. Brickell, Lynne E. Hewitt, Ann W. Kummer, Luis F. Riquelme, Jennifer
B. Watson, Carole Zangari, Brian B. Shulman (vice president for professional
practices in speech-language pathology), Lemmietta McNeilly (ex officio), and
Diane R. Paul (consultant). This document was approved by the ASHA Legislative
Council on September 4, 2007 (LC 09-07).
****
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 SpeechLanguage 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 SpeechLanguage 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.
1
Scope of Practice in Speech-Language Pathology
Scope of Practice
Figure 1. Conceptual Framework of ASHA Practice Documents
This document describes the breadth of professional practice offered within the
profession of speech-language pathology. Levels of education, experience, skill,
and proficiency with respect to the roles and activities identified within this scope
of practice document vary among individual providers. A speech-language
pathologist typically does not practice in all areas of the field. As the ASHA Code
of Ethics specifies, individuals may practice only in areas in which they are
competent (i.e., individuals' scope of competency), based on their education,
training, and experience.
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.
Speech-language pathology is a dynamic and continuously developing profession.
As such, listing specific areas within this Scope of Practice does not exclude
emerging areas of practice. Further, speech-language pathologists may provide
additional professional services (e.g., interdisciplinary work in a health care
setting, collaborative service delivery in schools, transdisciplinary practice in early
intervention settings) that are necessary for the well-being of the individual(s) they
2
Scope of Practice in Speech-Language Pathology
Scope of Practice
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.
This scope of practice document does not supersede existing state licensure laws
or affect the interpretation or implementation of such laws. It may serve, however,
as a model for the development or modification of licensure laws.
Framework for
Research and
Clinical Practice
The overall objective of speech-language pathology services is to optimize
individuals' ability to communicate and swallow, thereby improving quality of life.
As the population profile of the United States continues to become increasingly
diverse (U.S. Census Bureau, 2005), speech-language pathologists have a
responsibility to be knowledgeable about the impact of these changes on clinical
services and research needs. Speech-language pathologists are committed to the
provision of culturally and linguistically appropriate services and to the
consideration of diversity in scientific investigations of human communication and
swallowing. For example, one aspect of providing culturally and linguistically
appropriate services is to determine whether communication difficulties
experienced by English language learners are the result of a communication
disorder in the native language or a consequence of learning a new language.
Additionally, an important characteristic of the practice of speech-language
pathology is that, to the extent possible, clinical decisions are based on best
available evidence. ASHA has defined evidence-based practice in speechlanguage 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 highquality basic, applied, and efficacy research base in communication sciences and
disorders and related fields of study is essential to providing evidence-based
clinical practice and quality clinical services. The research base can be enhanced
by increased interaction and communication with researchers across the United
States and from other countries. As our global society is becoming more connected,
integrated, and interdependent, speech-language pathologists have access to an
abundant array of resources, information technology, and diverse perspectives and
influence (e.g., Lombardo, 1997). Increased national and international interchange
of professional knowledge, information, and education in communication sciences
and disorders can be a means to strengthen research collaboration and improve
clinical services.
The World Health Organization (WHO) has developed a multipurpose health
classification system known as the International Classification of Functioning,
Disability and Health (ICF; WHO, 2001). The purpose of this classification system
is to provide a standard language and framework for the description of functioning
and health. The ICF framework is useful in describing the breadth of the role of
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Scope of Practice in Speech-Language Pathology
Scope of Practice
the speech-language pathologist in the prevention, assessment, and habilitation/
rehabilitation, enhancement, and scientific investigation of communication and
swallowing. It consists of two components:
•Health Conditions
• Body Functions and Structures: These involve the anatomy and physiology
of the human body. Relevant examples in speech-language pathology
include craniofacial anomaly, vocal fold paralysis, cerebral palsy,
stuttering, and language impairment.
•Activity and Participation: Activity refers to the execution of a task or
action. Participation is the involvement in a life situation. Relevant
examples in speech-language pathology include difficulties with
swallowing safely for independent feeding, participating actively in class,
understanding a medical prescription, and accessing the general education
curriculum.
•Contextual Factors
• Environmental Factors: These make up the physical, social, and attitudinal
environments in which people live and conduct their lives. Relevant
examples in speech-language pathology include the role of the
communication partner in augmentative and alternative communication,
the influence of classroom acoustics on communication, and the impact of
institutional dining environments on individuals' ability to safely maintain
nutrition and hydration.
•Personal Factors: These are the internal influences on an individual's
functioning and disability and are not part of the health condition. These
factors may include, but are not limited to, age, gender, ethnicity,
educational level, social background, and profession. Relevant examples
in speech-language pathology might include a person's background or
culture that influences his or her reaction to a communication or
swallowing disorder.
The framework in speech-language pathology encompasses these health
conditions and contextual factors. The health condition component of the ICF can
be expressed on a continuum of functioning. On one end of the continuum is intact
functioning. At the opposite end of the continuum is completely compromised
functioning. The contextual factors interact with each other and with the health
conditions and may serve as facilitators or barriers to functioning. Speechlanguage pathologists may influence contextual factors through education and
advocacy efforts at local, state, and national levels. Relevant examples in speechlanguage 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. Speechlanguage 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. ASHAcertified 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
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Scope of Practice in Speech-Language Pathology
Scope of Practice
mandated for the maintenance of the CCC-SLP. Where applicable, speechlanguage 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, speechlanguage pathologists are autonomous professionals; that is, their services are not
prescribed or supervised by another 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
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Scope of Practice in Speech-Language Pathology
Scope of Practice
•cognition
•attention
•memory
•sequencing
•problem solving
•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, oralmotor 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;
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Scope of Practice in Speech-Language Pathology
Scope of Practice
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);
4.documenting provision of services in accordance with accepted procedures
appropriate for the practice setting;
5.collaborating with other professionals (e.g., identifying neonates and infants
at risk for hearing loss, participating in palliative care teams, planning lessons
with educators, serving on student assistance teams);
6.screening individuals for hearing loss or middle ear pathology using
conventional pure-tone air conduction methods (including otoscopic
inspection), otoacoustic emissions screening, and/or screening tympanometry;
7. providing intervention and support services for children and adults diagnosed
with speech and language disorders;
8. providing intervention and support services for children and adults diagnosed
with auditory processing disorders;
9.using instrumentation (e.g., videofluoroscopy, electromyography,
nasendoscopy, stroboscopy, endoscopy, nasometry, computer technology) to
observe, collect data, and measure parameters of communication and
swallowing or other upper aerodigestive functions;
10.counseling individuals, families, coworkers, educators, and other persons in
the community regarding acceptance, adaptation, and decision making about
communication and swallowing;
11. facilitating the process of obtaining funding for equipment and services related
to difficulties with communication and swallowing;
12.serving as case managers, service delivery coordinators, and members of
collaborative teams (e.g., individualized family service plan and
individualized education program teams, transition planning teams);
13.providing referrals and information to other professionals, agencies, and/or
consumer organizations;
14.developing, selecting, and prescribing multimodal augmentative and
alternative communication systems, including unaided strategies (e.g., manual
signs, gestures) and aided strategies (e.g., speech-generating devices, manual
communication boards, picture schedules);
15.providing services to individuals with hearing loss and their families/
caregivers (e.g., auditory training for children with cochlear implants and
hearing aids; speechreading; speech and language intervention secondary to
hearing loss; visual inspection and listening checks of amplification devices
for the purpose of troubleshooting, including verification of appropriate
battery voltage);
16.addressing behaviors (e.g., perseverative or disruptive actions) and
environments (e.g., classroom seating, positioning for swallowing safety or
attention, communication opportunities) that affect communication and
swallowing;
17. selecting, fitting, and establishing effective use of prosthetic/adaptive devices
for communication and swallowing (e.g., tracheoesophageal prostheses,
speaking valves, electrolarynges; this service does not include the selection or
fitting of sensory devices used by individuals with hearing loss or other
auditory perceptual deficits, which falls within the scope of practice of
audiologists; ASHA, 2004);
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Scope of Practice in Speech-Language Pathology
Scope of Practice
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).
Prevention and
Advocacy
Education,
Administration, and
Research
Practice Settings
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.
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.
Speech-language pathologists provide services in a wide variety of settings, which
may include but are not exclusive to
1.public and private schools;
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Scope of Practice in Speech-Language Pathology
Scope of Practice
2.early intervention settings, preschools, and day care centers;
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
Resources
American Speech-Language-Hearing Association. (2004). Scope of practice in audiology.
Available from www.asha.org/policy.
American Speech-Language-Hearing Association. (2005). Evidence-based practice in
communication disorders [Position statement]. Available from www.asha.org/policy.
Lombardo, T. (1997, Spring). The impact of information technology: Learning, living, and
loving in the future. The Labyrinth: Sharing Information on Learning Technologies. 5
(2). Available from www.mcli.dist.maricopa.edu/LF/Spr97/spr97L8.html.
U.S. Census Bureau. (2005). Population profile of the United States: Dynamic version. Race
and Hispanic origin in 2005. Available from www.census.gov.
World Health Organization. (2001). International classification of functioning, disability
and health. Geneva, Switzerland: Author.
ASHA Cardinal Documents
American Speech-Language-Hearing Association. (2003). Code of ethics (Revised).
Available from www.asha.org/policy.
American Speech-Language-Hearing Association. (2004). Preferred practice patterns for
the profession of speech-language pathology. Available from www.asha.org/policy.
American Speech-Language-Hearing Association. (2005). Standards for the certificate of
clinical competence in speech-language pathology. Available from www.asha.org/
about/membership-certification/handbooks/slp/slp_standards.htm.
General Service Delivery Issues
Admission/Discharge Criteria
American Speech-Language-Hearing Association. (2004). Admission/discharge criteria in
speech-language pathology [Guidelines]. Available from www.asha.org/policy.
Autonomy
American Speech-Language-Hearing Association. (1986). Autonomy of speech-language
pathology and audiology [Relevant paper]. Available from www.asha.org/policy.
Culturally and Linguistically Appropriate Services
American Speech-Language-Hearing Association. (2002). American English dialects
[Technical report]. Available from www.asha.org/policy.
American Speech-Language-Hearing Association. (2004). Knowledge and skills needed by
speech-language pathologists and audiologists to provide culturally and linguistically
appropriate services [Knowledge and skills]. Available from www.asha.org/policy.
Definitions and Terminology
American Speech-Language-Hearing Association. (1982). Language [Relevant paper].
Available from www.asha.org/policy.
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Scope of Practice in Speech-Language Pathology
Scope of Practice
American Speech-Language-Hearing Association. (1986). Private practice [Definition].
Available from www.asha.org/policy.
American Speech-Language-Hearing Association. (1993). Definition of communication
disorders and variations [Definition]. Available from www.asha.org/policy.
American Speech-Language-Hearing Association. (1998). Terminology pertaining to
fluency and fluency disorders [Guidelines]. Available from www.asha.org/policy.
Evidence-Based Practice
American Speech-Language-Hearing Association. (2004). Evidence-based practice in
communication disorders: An introduction [Technical report]. Available from
www.asha.org/policy.
American Speech-Language-Hearing Association. (2005). Evidence-based practice in
communication disorders: An introduction [Position statement]. Available from
www.asha.org/policy.
Private Practice
American Speech-Language-Hearing Association. (1990). Considerations for establishing
a private practice in audiology and/or speech-language pathology [Technical report].
Available from www.asha.org/policy.
American Speech-Language-Hearing Association. (1991). Private practice [Technical
report]. Available from www.asha.org/policy.
American Speech-Language-Hearing Association. (1994). Professional liability and risk
management for the audiology and speech-language pathology professions
[Technical report]. Available from www.asha.org/policy.
American Speech-Language-Hearing Association. (2002). Drawing cases for private
practice from primary place of employment [Issues in ethics]. Available from
www.asha.org/policy.
Professional Service Programs
American Speech-Language-Hearing Association. (2005). Quality indicators for
professional service programs in audiology and speech-language pathology [Quality
indicators]. Available from www.asha.org/policy.
Speech-Language Pathology Assistants
American Speech-Language-Hearing Association. (2001). Knowledge and skills for
supervisors of speech-language pathology assistants [Knowledge and skills]. Available
from www.asha.org/policy.
American Speech-Language-Hearing Association. (2004). Guidelines for the training, use,
and supervision of speech-language pathology assistants [Guidelines]. Available from
www.asha.org/policy.
American Speech-Language-Hearing Association. (2004). Support personnel [Issues in
ethics]. Available from www.asha.org/policy.
American Speech-Language-Hearing Association. (2004). Training, use, and supervision
of support personnel in speech-language pathology [Position statement]. Available from
www.asha.org/policy.
Supervision
American Speech-Language-Hearing Association. (1985). Clinical supervision in speechlanguage 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.
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Scope of Practice in Speech-Language Pathology
Scope of Practice
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)
American Speech-Language-Hearing Association. (1998). Maximizing the provision of
appropriate technology services and devices for students in schools [Technical report].
Available from www.asha.org/policy.
American Speech-Language-Hearing Association. (2001). Augmentative and alternative
communication: Knowledge and skills for service delivery [Knowledge and skills].
Available from www.asha.org/policy.
American Speech-Language-Hearing Association. (2004). Roles and responsibilities of
speech-language pathologists with respect to augmentative and alternative
communication [Position statement]. Available from www.asha.org/policy.
American Speech-Language-Hearing Association. (2004). Roles and responsibilities of
speech-language pathologists with respect to augmentative and alternative
communication [Technical report]. Available from www.asha.org/policy.
Aural Rehabilitation
American Speech-Language-Hearing Association. (2001). Knowledge and skills required
for the practice of audiologic/aural rehabilitation [Knowledge and skills]. Available
from www.asha.org/policy.
Autism Spectrum Disorders
American Speech-Language-Hearing Association. (2006). Guidelines for speech-language
pathologists in diagnosis, assessment, and treatment of autism spectrum disorders
across the life span [Guidelines]. Available from www.asha.org/policy.
American Speech-Language-Hearing Association. (2006). Knowledge and skills needed by
speech-language pathologists for diagnosis, assessment, and treatment of autism
spectrum disorders across the life span [Knowledge and skills]. Available from
www.asha.org/policy.
American Speech-Language-Hearing Association. (2006). Principles for speech-language
pathologists in diagnosis, assessment, and treatment of autism spectrum disorders
across the life span [Technical report]. Available from www.asha.org/policy.
American Speech-Language-Hearing Association. (2006). Roles and responsibilities of
speech-language pathologists in diagnosis, assessment, and treatment of autism
spectrum disorders across the life span [Position statement]. Available from
www.asha.org/policy.
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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.
American Speech-Language-Hearing Association. (2003). Rehabilitation of children and
adults with cognitive-communication disorders after brain injury [Technical report].
Available from www.asha.org/policy.
American Speech-Language-Hearing Association. (2005). Knowledge and skills needed by
speech-language pathologists providing services to individuals with cognitivecommunication 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 speechlanguage pathologists in early intervention (in preparation). [Position statement,
Technical report, Guidelines, and Knowledge and skills].
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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.
Hearing Screening
American Speech-Language-Hearing Association. (1997). Guidelines for audiologic
screening [Guidelines]. Available from www.asha.org/policy.
American Speech-Language-Hearing Association. (2004). Clinical practice by certificate
holders in the profession in which they are not certified [Issues in ethics]. Available from
www.asha.org/policy.
Language and Literacy
American Speech-Language-Hearing Association. (1981). Language learning disorders
[Position statement]. Available from www.asha.org/policy.
American Speech-Language-Hearing Association and the National Association of School
Psychologists (1987). Identification of children and youths with language learning
disorders [Position statement]. Available from www.asha.org/policy.
American Speech-Language-Hearing Association. (2000). Roles and responsibilities of
speech-language pathologists with respect to reading and writing in children and
adolescents [Guidelines]. Available from www.asha.org/policy.
American Speech-Language-Hearing Association. (2000). Roles and responsibilities of
speech-language pathologists with respect to reading and writing in children and
adolescents [Position statement]. Available from www.asha.org/policy.
American Speech-Language-Hearing Association. (2000). Roles and responsibilities of
speech-language pathologists with respect to reading and writing in children and
adolescents [Technical report]. Available from www.asha.org/policy.
American Speech-Language-Hearing Association. (2002). Knowledge and skills needed by
speech-language pathologists with respect to reading and writing in children and
adolescents [Knowledge and skills]. Available from www.asha.org/policy.
Mental Retardation/Developmental Disabilities
American Speech-Language-Hearing Association. (2005). Knowledge and skills needed by
speech-language pathologists serving persons with mental retardation/developmental
disabilities [Knowledge and skills]. Available from www.asha.org/policy.
American Speech-Language-Hearing Association. (2005). Principles for speech-language
pathologists serving persons with mental retardation/developmental disabilities
[Technical report]. Available from www.asha.org/policy.
American Speech-Language-Hearing Association. (2005). Roles and responsibilities of
speech-language pathologists serving persons withmental retardation/developmental
disabilities [Guidelines]. Available from www.asha.org/policy.
American Speech-Language-Hearing Association. (2005). Roles and responsibilities of
speech-language pathologists serving persons withmental retardation/developmental
disabilities [Position statement]. Available from www.asha.org/policy.
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.
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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/NJC/njcguidelines.
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 cognitivecommunicative impairments [Guidelines]. Available from www.asha.org/policy.
Swallowing
American Speech-Language-Hearing Association. (1992). Instrumental diagnostic
procedures for swallowing [Guidelines]. Available from www.asha.org/policy.
American Speech-Language-Hearing Association. (1992). Instrumental diagnostic
procedures for swallowing [Position statement]. Available from www.asha.org/policy.
American Speech-Language-Hearing Association. (2000). Clinical indicators for
instrumental assessment of dysphagia [Guidelines]. Available from www.asha.org/
policy.
American Speech-Language-Hearing Association. (2001). Knowledge and skills needed by
speech-language pathologists providing services to individuals with swallowing and/or
feeding disorders [Knowledge and skills]. Available from www.asha.org/policy.
American Speech-Language-Hearing Association. (2001). Knowledge and skills for
speech-language pathologists performing endoscopic assessment of swallowing
functions [Knowledge and skills]. Available from www.asha.org/policy.
American Speech-Language-Hearing Association. (2001). Roles of speech-language
pathologists in swallowing and feeding disorders [Position statement]. Available from
www.asha.org/policy.
American Speech-Language-Hearing Association. (2001). Roles of speech-language
pathologists in swallowing and feeding disorders [Technical report]. Available from
www.asha.org/policy.
American Speech-Language-Hearing Association. (2004). Guidelines for speech-language
pathologists performing videofluoroscopic swallowing studies. [Guidelines]. Available
from www.asha.org/policy.
American Speech-Language-Hearing Association. (2004). Knowledge and skills needed by
speech-language pathologists performing videofluoroscopic swallowing studies
Available from www.asha.org/policy.
14
Scope of Practice in Speech-Language Pathology
Scope of Practice
American Speech-Language-Hearing Association. (2004). Role of the speech-language
pathologist in the performance and interpretation of endoscopic evaluation of
swallowing [Guidelines]. Available from www.asha.org/policy.
American Speech-Language-Hearing Association. (2004). Role of the speech-language
pathologist in the performance and interpretation of endoscopic evaluation of
swallowing [Position statement]. Available from www.asha.org/policy.
American Speech-Language-Hearing Association. (2004). Role of the speech-language
pathologist in the performance and interpretation of endoscopic evaluation of
swallowing [Technical report]. Available from www.asha.org/policy.
American Speech-Language-Hearing Association. (2004). Speech-language pathologists
training and supervising other professionals in the delivery of services to individuals
with swallowing and feeding disorders [Technical report]. Available from
www.asha.org/policy.
Voice and Resonance
American Speech-Language-Hearing Association. (1993). Oral and oropharyngeal
prostheses [Guidelines]. Available from www.asha.org/policy.
American Speech-Language-Hearing Association. (1993). Oral and oropharyngeal
prostheses [Position statement]. Available from www.asha.org/policy.
American Speech-Language-Hearing Association. (1993). Use of voice prostheses in
tracheotomized persons with or without ventilatory dependence [Guidelines]. Available
from www.asha.org/policy.
American Speech-Language-Hearing Association. (1993). Use of voice prostheses in
tracheotomized persons with or without ventilatory dependence [Position statement].
Available from www.asha.org/policy.
American Speech-Language-Hearing Association. (1998). The roles of otolaryngologists
and speech-language pathologists in the performance and interpretation of
strobovideolaryngoscopy [Relevant paper]. Available from www.asha.org/policy.
American Speech-Language-Hearing Association. (2004). Evaluation and treatment for
tracheoesophageal puncture and prosthesis [Technical report]. Available from
www.asha.org/policy.
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.
15
Scope of Practice in Speech-Language Pathology
Scope of Practice
American Speech-Language-Hearing Association. (2004). Knowledge and skills in business
practices for speech-language pathologists who are managers and leaders in health
care organizations [Knowledge and skills]. Available from www.asha.org/policy.
Multiskilling
American Speech-Language-Hearing Association. (1996). Multiskilled personnel [Position
statement]. Available from www.asha.org/policy.
American Speech-Language-Hearing Association. (1996). Multiskilled personnel
[Technical report]. Available from www.asha.org/policy.
Neonatal Intensive Care Unit
American Speech-Language-Hearing Association. (2004). Knowledge and skills needed by
speech-language pathologists providing services to infants and families in the NICU
environment [Knowledge and skills]. Available from www.asha.org/policy.
American Speech-Language-Hearing Association. (2004). Roles and responsibilities of
speech-language pathologists in the neonatal intensive care unit [Guidelines]. Available
from www.asha.org/policy.
American Speech-Language-Hearing Association. (2004). Roles and responsibilities of
speech-language pathologists in the neonatal intensive care unit [Position statement].
Available from www.asha.org/policy.
American Speech-Language-Hearing Association. (2004). Roles and responsibilities of
speech-language pathologists in the neonatal intensive care unit [Technical report].
Available from www.asha.org/policy.
Sedation and Anesthetics
American Speech-Language-Hearing Association. (1992). Sedation and topical anesthetics
in audiology and speech-language pathology [Technical report]. Available from
www.asha.org/policy.
Telepractice
American Speech-Language-Hearing Association. (2004). Speech-language pathologists
providing clinical services via telepractice [Position statement]. Available from
www.asha.org/policy.
American Speech-Language-Hearing Association. (2004). Speech-language pathologists
providing clinical services via telepractice [Technical report]. Available from
www.asha.org/policy.
American Speech-Language-Hearing Association. (2005). Knowledge and skills needed by
speech-language pathologists providing clinical services via telepractice [Technical
report]. Available from www.asha.org/policy.
School Services
Collaboration
American Speech-Language-Hearing Association. (1991). A model for collaborative
service delivery for students with language-learning disorders in the public schools
[Relevant paper]. Available from www.asha.org/policy.
Evaluation
American Speech-Language-Hearing Association. (1987). Considerations for developing
and selecting standardized assessment and intervention materials [Technical report].
Available from www.asha.org/policy.
16
Scope of Practice in Speech-Language Pathology
Scope of Practice
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.
“Under the Direction of” Rule
American Speech-Language-Hearing Association. (2004). Medicaid guidance for speechlanguage 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 speechlanguage 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 speechlanguage 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 speechlanguage 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.
17
APPENDIX
O
MICHIGAN
LICENSURE
INFORMATION
1. Effective January 13, 2009 all SLPs within the state of Michigan are required to
become licensed (under Act No. 524, Public Acts of 2008). Students who are graduating
will need to apply as well. The bill provides for a temporary license for SLPs working on
their CF, which is the “EDUCATIONAL LIMITED SPEECH-LANGUAGE PATHOLOGIST
LICENSE” for those who will be “completing 9 months of post-graduate supervised
clinical experience in Michigan.” The licensure packet is available online at Michigan’s
Department of Licensing and Regulatory Affairs (LARA):
http://www.mi.gov/lara/0,4601,7-154-27417_27529_53664---,00.html
All individuals will be required to apply for licensure in order to practice in any setting in
Michigan. This information is covered in the professional issues class, SPSI 694. Those
electing thesis credit should consult their advisors and/or Dr. Stevens for further
information.
2. From a memo dated October 19, 2011, from the Bureau of Health Professions,
Licensing Division:
Completing the fingerprinting process. All applicants for a health profession in
Michigan are required to submit fingerprints and undergo a criminal background
check…The Michigan Bureau of Health Professions is not able to accept fingerprints
obtained for any other purpose than for your professional license.
Transcripts and Praxis II Scores. If you do not currently hold the CCC-SLP
certification from ASHA you may arrange to have transcripts of your master’s degree in
speech-language pathology submitted directly to the Bureau of Health Professions from
your educational program. You will also need to contact ETS to arrange for a score report
of your PRAXIS Series II test in Speech-Language Pathology to be sent to the Michigan
Board using recipient code 7430. If you are registering with ETS for this examination, use
recipient code 7430 to have your scores reported to the Michigan Board. Contact
ETS at 1-800-772-9476 or at www.ets.org/praxis. Transcripts and PRAXIS II scores
should be sent to the Michigan Board of Speech-Language Pathology, P.O. Box 30670,
Lansing, MI 48909
Information on CALIPSO
CALIPSO is a web-based system for tracking all aspects of your graduate experience at
EMU. All students must purchase access to CALIPSO in their first semester of the
graduate program. Instructions on CALIPSO are below.
CALIPSO INSTRUCTIONS
FOR STUDENTS
https://www.calipsoclient.com/emu
Step 1: Register as a Student User on CALIPSO
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Before registering, have available the PIN provided by your Clinical Coordinator via e-mail.
Go to https://www.calipsoclient.com/emu
Click on the “Student” registration link located below the login button.
Complete the requested information, being sure to enter your “school” e-mail address, and
record your password in a secure location. Click “Register Account.”
Please note: PIN numbers are valid for 40 days. Contact your Clinical Coordinator for a new
PIN if 40 days has lapsed since receiving the registration e-mail.
Step 2: Login to CALIPSO
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To login, go to https://www.calipsoclient.com/emu and login to CALIPSO using your school email and password that you created for yourself during the registration process (step one.)
Upon logging in for the first time, you will be prompted to pay the student fee and to provide
consent for the release of information to clinical practicum sites.
Step 3: Enter Contact Information
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Click on “Student Information”
Click on “Contact Info” and then “Edit” for each corresponding address.
Enter your local, permanent, and emergency contact info. Enter “rotation” contact info when
on externships. Return to this link to update as necessary.
Click “Home” located within the blue stripe to return to the home page.
Step 4: View Immunization and Compliance Records
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Before each semester, click on “Student Information” and then “Compliance/Immunizations”
to view a record of compliance and immunization records.
Missing or expired records are highlighted in red.
To create a document to save and/or print, click “PDF” located within the blue stripe.
An electronic file of the original documents can be accessed, if uploaded by the Clinical
Coordinator, by clicking “Files” located within the blue stripe.
Click “Home” located within the blue stripe to return to the home page.
Step 5: View/Upload Clinical Placement Files
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The file management feature allows you to upload any type of file (e.g. Word, PDF, JPEG,
audio/video) to share with your clinical supervisor or clinical administrator.
Click on “Student Information” and then “Clinical Placement” to upload your own file and/or
view a file uploaded by your supervisor or clinical administrator.
First, select a folder by clicking on the folder name or create a new folder or
subfolder. To create a new folder or subfolder, type in desired folder name in the "Add
folder" field and press "create."
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Upload a file by pressing the “Browse” button, selecting a file, completing the
requested fields, and clicking "upload." The upload fields will display if you have
selected an unrestricted folder. Set the file permission by choosing “public” for
supervisor and clinical administrator access or “private” for clinical administrator
access only.
Move files by dragging and dropping from one folder to another.
Rename folders by clicking the "rename" link to the right of the folder name.
Delete files by clicking the “delete” button next to the file name. Delete folders by
deleting all files from the folder. Once all the files within the folder have been deleted,
a “delete” link will appear to the right of the folder name.
Step 6a: Enter Daily Clock Hours
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Click on the “Clockhours” link located on the lobby page or the “Student Information” link then
“Clockhours.”
Click on the “Daily clockhours” link located within the blue stripe.
Click on the “Add new daily clockhour” link.
Complete the requested information and click “save.”
Record clock hours and click “save” located at the bottom of the screen. You will receive a
“Clockhour saved” message.
To add clock hours for a *different* supervisor, clinical setting, or semester:
 Repeat above steps to enter additional clock hours gained under a different supervisor,
clinical setting, or semester.
To add additional clock hours to the *same* record:
 Click on the “Daily clockhours” link located within the blue stripe.
 Select the record you wish to view (posted by supervisor, semester, course, and setting)
from the drop-down menu and click “Show.”
 Click the “Copy” button located next to the date of a previous entry.
 Record the new clock hours (changing the date if necessary) and click “save” located at the
bottom of the screen. You will receive a “Clockhour saved” message.
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To view/edit daily clock hours, click on the “Daily clockhours” link located within the blue
stripe.
Select the record you wish to view (posted by supervisor, semester, course, and setting) from
the drop-down menu and click “Show.”
Select the desired entry by clicking on the link displaying the entry date located along the top
of the chart. Make desired changes and click save.
Please note: Supervisors are not notified and are not required to approve daily clock hour
submissions.
Step 6b: Submit Clock Hours for Supervisor Approval
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Click on the “Daily clockhours” link located within the blue stripe.
Select the record you wish to view (posted by supervisor, semester, and course) from the
drop-down menu and click “Show.”
Check the box (located beside the entry date) for all dates you wish to submit for approval
then click “Submit selected clockhours for supervisor approval.” Clock hours logged for the
dates selected will be consolidated into one record for supervisor approval. The designated
supervisor will receive an automatically generated e-mail requesting approval of the clock
hour record.
Please note: Daily entries cannot be edited once approved. However, if you delete the entry
from the “Clockhour list” link prior to approval, daily hours may be resubmitted.
View consolidated clock hour entries by clicking “Clockhours list” located within the blue
stripe.
Step 7: View Clinical Performance Evaluations
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Click on “Student Information” and then “Evaluations.”
As clinical performance evaluations are completed on you by your supervisors, the evaluations
will automatically post to this link.
View a desired evaluation by clicking on the “current evaluation” link highlighted in blue.
Step 8: View Cumulative Evaluation
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Click on “Student Information” and then “Cumulative evaluation” to view a summary of your
clinical competency across the 9 disorder areas.
Upon graduation, you must demonstrate competency for all clinical competencies listed on
the form.
Please make note of any areas of deficiency which are highlighted in orange.
Step 9: View Performance Summary

Click on “Student Information” and then “Performance summary” to view a summary of your
clinical performance across all clinical courses to date.
Step 10: View My Checklist
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
Click on “Student Information” and then “My Checklist” to view your progress in meeting the
clinical requirements for graduation.
Upon graduation, all requirements should have been met, represented with a green check
mark.
Step 11: Complete Self-Evaluation
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At the completion of each clinical course or as directed by your Clinical Coordinator, complete
a self-evaluation.
From the lobby page, click on the “Self-evaluations” link.
Click on “New self-evaluation.”
Complete required fields designated with an asterisk and press “save.”
Continue completing self-evaluation by scoring all applicable skills across the Big 9 using the
provided scoring method and saving frequently to avoid loss of data.
Once the evaluation is complete, check the “final submission” box and click “save.”
Receive message stating “evaluation recorded.”
Please note: you may edit and save the evaluation as often as you wish until the final
submission box is checked. Once the final submission box is checked and the evaluation
saved, the status will change from “in progress” to “final”.
To view the evaluation, click “Evaluations list” located within the blue stripe.
Step 12: Complete Supervisor Feedback Form
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At the completion of each clinical course or as directed by your Clinical Coordinator, complete
feedback for each clinical supervisor.
From the lobby page, click “Supervisor feedback forms.”
Click “New supervisor feedback.”
Complete form and click “Submit feedback.”
Your completed feedback form will be posted for Clinical Coordinator approval. Once
approved, feedback will be posted for the clinical supervisor to view. Until approved, the
feedback may be edited by clicking on “View/edit.”
Step 13: View Site Information Forms
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
The “Site Information Forms” link located on the lobby page displays pertinent information on
the sites/facilities that your school affiliates with for clinical placements.
To view available information, identify the desired site and click “View” located in the fifth
column under submitted.
Please note: “In progress” forms are not accessible to students; only “submitted” forms are
accessible to students.