Graduate Course Proposal Form Submission Detail - SPA6503
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Approved by SCNS
Submission Type: New
Course Change Information (for course changes only):
Comments: GC Approved 10/12/15. To USF Sys 10/12/15; to SCNS 10/28/15. Approved eff 12/1/15
- Department and Contact Information
Tracking Number Date & Time Submitted 5223 2015-04-13 Department College Budget Account Number Communication Sciences and Disorders BC 121900000 Contact Person Phone Ruth Bahr / Felix Matias 9743182 email@example.com
- Course Information
Prefix Number Full Title SPA 6503 Entry Level Practicum Is the course title variable? N Is a permit required for registration? Y Are the credit hours variable? N Is this course repeatable? Y If repeatable, how many times? 2 Credit Hours Section Type Grading Option 3 I - Internships (Including Practicum) S - S/U Only Abbreviated Title (30 characters maximum) Entry Prac Course Online? Percentage Online C - Face-to-face (0% online) 0
Participation in speech-language pathology and audiology practicum in the University clinical laboratory.(Permit only)
A. Please briefly explain why it is necessary and/or desirable to add this course.
Needed to meet state requirements, licensure, etc
B. What is the need or demand for this course? (Indicate if this course is part of a required sequence in the major.) What other programs would this course service?
This is a required entry level practicum for students in the graduate program in SLP and AuD.
C. Has this course been offered as Selected Topics/Experimental Topics course? If yes, how many times?
D. What qualifications for training and/or experience are necessary to teach this course? (List minimum qualifications for the instructor.)
Master’s degree in Speech Language Pathology, CCC-SLP, Florida Professional License in Speech Language Pathology
- Other Course Information
(1) describe the dynamics of communicative contexts and their connections to the linguistic/discourse abilities that (a) are acquired during preschool and school age years, (b) influence phonological and language learning, and (c) are influenced by phonological and language learning
(2) demonstrate an understanding of the impact a hearing loss has on a person’s auditory perception and function, speech production, receptive and expressive language, communication and performance in areas affecting quality of life including home, work, school and social aspects of communication
(3) ask answerable questions about individual children’s use of their linguistic/discourse systems to achieve different communicative purposes; (4) select the appropriate observational systems and tools to address questions in a systematic way
(5) evaluate patterns and interpret their possible meanings
(6) develop and implement plans to address new questions and outcomes on an ongoing basis.
B. Learning Outcomes
By the conclusion of this course it is expected that each student will be able to:
1. Demonstrate knowledge of standards of ethical conduct. (KASA Standard IV-E)
2. Demonstrate knowledge of processes used in research and of the integration of research principles into evidence-based clinical practice. (KASA Standard IV-F)
3. Demonstrate knowledge of contemporary professional issues. (KASA Standard IV-G)
4. Demonstrate skills in oral and written or other forms of communication sufficient for entry into professional practice. (KASA Standard V-A)
5. In breadth and depth, demonstrate skills regarding evaluation processed, intervention processes and interaction and personal qualities. (KASA Standard V-B 1-3)
C. Major Topics
Initial Parent Conferences
Final Parent Conferences
Final Student Checkout Meeting
Hedge, M.N. (2009). A Coursebook on Scientific and Professional Writing in Speech Language Pathology, 4th Edition. Clifton Park: Cengage Learning.
E. Course Readings, Online Resources, and Other Purchases
Bunce, B., (2008). Early Literacy in Action, The Language Focused Curriculum for Preschool.Baltimore, Maryland. Paul H Brookes Publishing Co.
Charner, K, Murphy, M., & Clark, C. (2006). The Encyclopedia of Infant and Toddler Activities, for Children Birth to Three. Beltville, Maryland. Gryphon House.
Secord, W.A., Boyce, S.E, Donahue, J.S., Fox, R.A., & Shine, R.E. (2007). Eliciting sounds:
Techniques and strategies for clinicians (2nd. Ed.). Clifton Park, NJ: Thompson Delmar Learning.
Williams, A., McLeod, S, & McCauley (Eds). (2010). Intervention for Speech Sound Disorders. Baltimore, MD: Paul H Brookes Publishing Co.
F. Student Expectations/Requirements and Grading Policy
REQUIRED ASSIGNMENTS/ATTENDANCE POLICY:
1. Each student is expected to attend clinical seminars, meetings and assignments according to the practicum guidelines including:
A. Attendance for seminar and other mandatory meetings: Mandatory meetings and a monthly practicum seminar with required attendance may be used as a forum to discuss clients, review clinical techniques and to meet KASA Standards. Attendance includes punctuality, active listening, providing appropriate collegial and supportive feedback, appropriate response to questions and topics under discussion, and pragmatically appropriate behaviors. In the event of an absence the student is required to notify their clinical instructor.
B. Attendance for clinical assignments: Attendance to weekly client sessions, evaluations and screenings is required. Student clinicians should be in the clinic or at the designated screening site a full 30-45 minutes prior to the start of treatment or diagnostic sessions. If an emergency arises and you will be late or absent on the day of a session it is imperative that you contact your supervisor immediately. The sequence of notification is as follows: (a) Call your primary supervisor for that client if you are calling before 9:00 a.m. (b) Call the clinic office if you are calling after 9:00 a.m. and ask to speak with your supervisor or one of the LP supervisors. (c) Call your client only after speaking with a supervisor.
2. All sessions must be recorded for baseline and final measures. Parent conferences should also be recorded. DVDs are provided by the student. Be sure to observe client confidentiality and HIPAA guidelines. Neither audio or video recordings can be taken home, but must remain with the supervisor or on the 2nd floor of PCD in the file room in designated bins for assigned practica. DVD’s are to be labeled as follow:
Clinician’s last name
Supervisor’s last name
Session # (or labeled as parent conference, initial/final measures)
Code (PSXXAL; SAXXAL) PS-preschool; SA- school age; XX – client’s initials
3. Clinicians should greet their clients in the waiting room at least 5 minutes before the beginning of their sessions and begin their sessions at the scheduled start time in the therapy room.
4. On a daily basis, clinicians must clean up their therapy rooms and follow universal precautions procedures noted in the CSD Clinic Handbook and SPA 6505 Practicum Guide. Disinfect all toys after use. Do not put furniture or equipment in the hallways. Wrap up your therapy session five to ten minutes before the hour to allow time to vacate the room for the next clinical session.
5. Sessions missed due to a clinician’s absence for whatever reason must be made up with prior supervisory approval. Client absences may be made up with prior supervisory approval. Students are responsible for tracking their clinical clock hours weekly throughout the semester. If you notice that you are not obtaining the minimal number of clock hours, it is your responsibility to notify your supervisor and schedule co-treatment sessions to obtain your clinical clock hours. You should assess your potential for reaching your hours at midterm and monitor from then on. Notification to your supervisor should be done in a timely manner.
6. Students must follow Health Insurance Portability and Accountability Act (HIPAA; PL-104-191) guidelines related to health care, including but not limited to issues relating to medical records and electronic claims. See Clinic Handbook for specific procedures or visit: http://professional.asha.org/resources/legislative.hippa.cfm.
Clinical Grading System – Grades will be assigned using the University of South Florida, Department of Communication Sciences and Disorders, Clinical Grading System – SLP. Students will be evaluated using a rubric describing their level of competence in the following areas: Interaction and Personal Qualities, Written Communication, Evaluation, Intervention, and Clinical Problem-Solving, and Practicum Attendance and Clinical Discussion. These areas will be weighted by the Clinical Instructor at the beginning of the semester and may be readjusted at midterm, in collaboration with the student, depending on the student’s performance. They will receive written feedback at least one time weekly and will receive number grades at least 3 times before midterm and at least 3 times after midterm.
The following is the grading scale to be used:
2.9 and below Fail
Grades on your feedback form will not be rounded.
Your final practicum grade for clinical treatment is a combined total of your performance up to midterm (40% of grade) and your performance from midterm to final (60% of grade).
G. Assignments, Exams and Tests
There will be no formal written examinations; however, the following are required clinical documentation that will be due regularly with formats/templates provided in the practicum guide located on Canvas.
Documentation: The following documents are required:
1. Parent conference forms (initial and final)
2. Bi-weekly treatment plans/SOAP notes
3. Goals and Objectives sheet
4. Weekly Data collection forms
5. Final Progress Summary Reports
6. Contents of the working file
7. Contents of the permanent file
8. Diagnostic Report
9. Screening Results forms
Additionally, there may be written assignments and other assignments at the discretion of the clinical supervisors. Final grades will be negatively impacted by late documentation. Late documentation will be defined as documents that are turned in after the date and time specified by the supervisor or dates/times that are posted in the syllabus.
H. Attendance Policy
Attendance is mandatory at each clinical assignment for which student clinicians are scheduled. Students are assigned to these time slots for the entire semester. On occasion, the student clinician may be asked to perform clinical activities during an unassigned time slot (which would not interfere with other assigned duties). This would typically occur in cases in which the student needs further clinical experience or in make-up sessions.
If for any reason you cannot attend a session(s) due to illness, emergency, or other extenuating circumstances, notify your supervisor(s) as soon as possible via the Clinic Program Assistant at (813) 974-9844 or by calling the emergency contact number provided by the supervisor(s). Written verification of the reason for the absence may be requested. Absences are not excused unless they are specifically acknowledged by the respective supervisor on a case-by-case basis. In the case of an illness that prevents attendance for clinical assignments, a note from your physician must be submitted to your supervisor(s). Discuss missed assigned clinic sessions with your respective supervisor(s); the make-up of missed sessions is at the discretion of your supervisor. Refer to the syllabus for procedures specifically designed for each practicum.
If a client is absent during your assigned time slot(s), the student clinician is still required to attend clinic. The time will be spent performing clinic-related duties. See your supervisor for suggestions.
Student clinicians must arrive 30 minutes prior to the first scheduled appointment in clinic to accomplish all pre-client responsibilities, including preparation of all materials and supplies, disinfection of the therapy room, pre-session consultation with supervisor, greeting the client and any other duties designated.
Course Attendance at First Class Meeting – Policy for Graduate Students: For structured courses, 6000 and above, the College/Campus Dean will set the first-day class attendance requirement. Check with the College for specific information. This policy is not applicable to courses in the following categories: Educational Outreach, Open University (TV), FEEDS Program, Community Experiential Learning (CEL), Cooperative Education Training, and courses that do not have regularly scheduled meeting days/times (such as, directed reading/research or study, individual research, thesis, dissertation, internship, practica, etc.). Students are responsible for dropping undesired courses in these categories by the 5th day of classes to avoid fee liability and academic penalty. (See USF Regulation – Registration - 4.0101,
Attendance Policy for the Observance of Religious Days by Students: In accordance with Sections 1006.53 and 1001.74(10)(g) Florida Statutes and Board of Governors Regulation 6C-6.0115, the University of South Florida (University/USF) has established the following policy regarding religious observances: (http://usfweb2.usf.edu/usfgc/gc_pp/acadaf/gc10-045.htm)
In the event of an emergency, it may be necessary for USF to suspend normal operations. During this time, USF may opt to continue delivery of instruction through methods that include but are not limited to: Blackboard, Elluminate, Skype, and email messaging and/or an alternate schedule. It’s the responsibility of the student to monitor Blackboard site for each class for course specific communication, and the main USF, College, and department websites, emails, and MoBull messages for important general information.
I. Policy on Make-up Work
Sessions missed due to a clinician’s absence for whatever reason must be made up with prior supervisory approval. Client absences may be made up with prior supervisory approval. Students are responsible for tracking their clinical clock hours weekly throughout the semester. If you notice that you are not obtaining the minimal number of clock hours, it is your responsibility to notify your supervisor and schedule co-treatment sessions to obtain your clinical clock hours. You should assess your potential for reaching your hours at midterm and monitor from then on. Notification to your supervisor should be done in a timely manner.
ACADEMIC INTEGRITY/ACADEMIC DISHONESTY:
Any form of cheating on examinations or plagiarism on assigned papers constitutes unacceptable deceit and dishonesty. Disruption of the classroom or teaching environment is also unacceptable. The University of South Florida has very specific policies and procedures regarding academic dishonesty or disruption of academic process. Cheating is defined as follows: (a) the unauthorized granting or receiving of aid during the prescribed period of a course-graded exercise: students may not consult written materials such as notes or books, may not look at the paper of another student, nor consult orally with any other student taking the same test; (b) asking another person to take an examination in his/her place; (c) taking an examination for or in place of another student; (d) stealing visual concepts, such as drawings, sketches, diagrams, musical programs and scores, graphs, maps, etc., and presenting them as one's own; (e) stealing, borrowing, buying, or disseminating tests, answer keys or other examination material except as officially authorized, research papers, creative papers, speeches, etc. (f) Stealing or copying of computer programs and presenting them as one's own. Such stealing includes the use of another student's program, as obtained from the magnetic media or interactive terminals or from cards, print-out paper, etc.
If you have any questions, please refer to the University’s Undergraduate Academic Dishonesty policy at
• Procedures for Alleged Academic Dishonesty or Disruption:
• Student Academic Grievance Procedures -- http://www.ugs.usf.edu/catalogs/1213/pdf/StudentAcademicGrievanceProcedures.pdf
J. Program This Course Supports
- Course Concurrence Information