make progress toward goals Ability to modify treatment during a session to meet the client’s needs Acts positively on feedback from supervisor regarding suggested changes/modifications to therapy Spends appropriate amount of time on therapy activities (identifying both client fatigue and ability to continue) The skills necessary to write an intervention plan for client(s) with varying disorders, with methods for program evaluation and modifications and recommendations as needed to meet the client’s needs; includes a final report or discharge summary Uses appropriate measures/behavioral probes to obtain baseline information & identify current needs of the client 2Develops appropriate long term goals that address the clients needs for the treatment that is to be provided Develops measurable short term goals/objectives for the semester based on the client’s speech-language-communication needs, long term goals and current level of performance. 4Writes logical rationale for treatment based on diagnostic information, previous treatment program and evidence based treatment approaches Demonstrates proficient professional writing skills including: cogent and succinct presentation of information (treatment rationale and methods), correct use of professional terminology, correct use of grammar and syntax, and accurate proofreading and editing for final reports completed in a timely manner Written reports which may include an Initial Treatment Plan, Final Treatment Plan and/or Discharge Summary and completion of Evaluation of Student Performance at midterm and final conference III – F,G V – F,G The skills to implement intervention plans with consideration given to following aspects: multicultural considerations, family considerations, psychological considerations, as well as anatomical considerations Development of a therapy plan for each session, showing logical rationale and planning Establish credibility & rapport with client/caregiver Proficient use of treatment techniques and procedures based on evidence based treatment approaches Proficient use of setting, materials, and equipment to address objectives and meet the client’s need Implement appropriate behavioral management techniques to facilitate client’s progress Adjust treatment plan (if necessary) so that client can be successful and make progress toward goals Ability to modify treatment during a session to meet the client’s needs Weekly lesson plans/S.O.A.P. notes and written reports and completion of Evaluation of Student Performance at midterm and final conference III-A, B, C, D, E. F, G V-A, B, C, D, E. F, G
and appropriate information, and referrals (regarding additional services recommended, etc.). of amplification/assistive listening devices (e.g., Ling Test), counseling and referrals as appropriate for the client The ability to independently plan and complete an aural (re)habilitative lesson for playgroup (or other intervention). Writing logical rationale for lesson plan based on intake information and treatment program Application of information about the client’s communication needs based on related reading Integration of information on treatment targets into lesson plan Proficient use of a variety of effective treatment techniques and procedures within given lesson plan efficient use of setting, materials, and equipment to address the stated targets and meet the client’s needs Establishing credibility and comfortable rapport with the clients and client’s families; and Implementation of appropriate educational and behavioral management techniques to facilitate a client’s progress Midterm and final evaluation of student performance IV-B, G IV-B, C, D, E, F; V-A, B SLP 6030 SLP 6030 The skills necessary to read and evaluate research reports through developing and appreciating critical thinking skills Demonstrate critical thinking skills through successful completion of discussion board assignments, successful (83% success of higher), and EBP assignments (83% or higher). Discussion board assignments; Exams; EBP assignments III-F IV-F The knowledge of processes used in research and the integration of research principles into evidence-based clinical practice. Demonstrate skills related to evidence-based practice by completing EBP assignments with 83% accuracy. Developing good clinical questions. Identifying appropriate evidence to support clinical questions. Appraising evidence. Developing a means by which EBP can guide your clinical practice in real-life settings. EBP Assignments III-F IV-F
Knowledge of the principles and methods of prevention, diagnosis, consultation, treatment, referral, and follow-up care relevant to individuals with disorders and ways to adapt procedures to meet individual needs (including necessary modifications for differences and adaptations to modify or enhance communication performance). Based upon coursework independent research, classroom discussions and case reports, students will be able to: a.demonstrate knowledge of appropriate collection of case history information from at least one client/video case study taking into account client needs including cultural and linguistic variations etc.; b. demonstrate knowledge of conducting a differential diagnosis between articulatory and phonological disorders based on mock case studies; c. complete an articulatory and/or phonological sample analysis at a performance level of 83% with demonstration of the following analytic procedures as appropriate for the individual: place/manner/voice; independent analysis; relational analysis; phonological processes analyses (% of occurrence); phonotactic or analysis; contexual (running speech) analysis; intelligibility ratings (e.g. PCC); d. demonstrate knowledge of the theories of remediation ( motor theories, linguistic theories and cognitive theories) in classroom activities and with 83% or better accuracy in course assessment e. demonstrate, in writing, varied approaches to explaining findings and intervention approaches based upon intended audience (e.g., family, physician, SLP) with 83% or better accuracy. Assignments including exercises on articulatory and phonological analysis of speech samples; quizzes; case study reports and discussion III-D, IV-B IV-D, V-A
Knowledge and principles for educating and counseling and making referrals for individual, their significant others, and other persons in the community regarding acceptance, adaptation, and decision making about communication and related concerns specifically including (but not limited to) socio-cultural concerns, emotional, educational, and other factors interfering with quality of life issues for children with disorders. Based upon coursework independent research, classroom discussions and case reports, students will be able to: a. referral skills and complete necessary documentation and related paperwork with 83% or better accuracy; b. demonstrate professional communication skills in discussions with student peers and instructor with 83% or better accuracy Assignments; quizzes; case study reports and discussion III-A, E IV-A, E Knowledge and the ability to utilize and synthesize information related to standards of ethical conduct, integration of principles in the therapeutic process, and contemporary professional issues related to assessment and remediation as related to individuals with disorders Based upon coursework independent research, classroom discussions and case reports, students will: a. understand standards of ethical conduct, advocacy, ASHA guidelines for practice, integration of principles in the therapeutic process, and contemporary professional issues related to assessment and remediation of individuals with articulatory/phonological disorders with 83% or better accuracy. Assignments; quizzes; case study reports and discussion III-E, G IV-E, G SLP 6400 SLP 6400 Fundamental knowledge about the nature of aphasia including neurological basis of language, anatomy/physiology of the Based on lectures, independent research, group projects and class room discussions students will be able to explain the anatomy and physiology of the Central Nervous System, location of lesion to symptoms manifested and eitiologies of stroke, all Quizzes and research report III-C
e. conduct an oral-motor examination; all with 83% or better accuracy. Detailed knowledge about intervention for motor speech disorders. Based on lectures, independent research, case studies, and class room discussions, students will be able to: a. demonstrate strategies and techniques for improving respiratory support; b. strategies and techniques for improving phonatory function; c. strategies and techniques for improving resonatory characteristics; d. strategies and techniques for improving articulatory performance all with 83% or better accuracy. Students will develop a written intervention plan including specific strategies and programmatic model to increase intelligibility and/or comprehensibility of a person with a specific type of motor speech disorder at the 83% accuracy criteria. Students will pass an oral presentation at least 83% to demonstrate specific intervention techniques to increase intelligibility/comprehensibility to the class Case studies; written paper and oral presentation III-D, IV-B, G IV-D, V-A, B SLP 6550 SLP 6550 The knowledge of severe/profound communication impairments leading to a recommendation of augmentative/alternative communication In order to demonstrate knowledge of the mature of severe/profound communication impairments, including anatomical, physiological, neurological, developmental, psychological, linguistic and cultural bases and etiologies of severe/profound communication disorders the student will: Compare and contrast anatomical and physiological considerations including oral and postural reflexes that affect speech and device access and neurological diseases and conditions that lead to severe/profound communication disorders. Describe environmental affects on the development of communication intention including negative learning, learned helplessness, and the “Cycle of Discouragement”. Identify barriers to the use of a communication aid including opportunity and access barriers Explain neurologically based communication disorders including dysarthrias of speech, developmental and acquired apraxia of speech, and Exam III-B, C, D IV-B, C, D
Validity Credibility Hypotheses and testing Quantitative Designs Qualitative Designs Statistics Alternative Designs IVF Critical thinking in the application of basic concepts in research design to clinical practice: Students will do this as a part of the three “letter home” assignments, discussion boards, and the final exam questions asking to analyze research articles. Students will need to complete this work with 83% success. Exams; Letter Home Assignments; Discussion Boards III-F IVF Demonstrate an understanding of research ethics Students will demonstrate an understanding of research ethics by completing the CITI Training Module offered through the Institutional Review Board at the University of Toledo. Students will complete this training with 83% success. CITI Training Module III-E IVE