WWUCollege of Humanities & Social Sciences

Communication Sciences & Disorders 457: Clinical Processes

Instructor: Jill Hunt-Thompson; email:

Office Hours: AW 203; Posted weekly; please sign up for appointments

TA: Laurel Martin(office hours posted weekly outside cubicle 3rd floor AE; please sign up for appointments)

Text: Haynes, W., and Pindzola, R. (2012). Diagnosis & evaluation in speech pathology. (8th ed.) Englewood Cliffs, N.J., Allyn & Bacon Inc. Notes and texts from your prerequisite courses (CSD 251, 352, 354, 356, 361, 373, 451) should be reviewed as the content pertains to 457 topics. Note: please bring a pack of 3X5 index cards to class (you can share). The cards will be used intermittently throughout the quarter.

Course Objectives:

Of great importance to me is your development as a critical thinker and your ability to assign research-based theories and principles to a dynamic clinical process. This involves integrating these theories and principles to the identification, prevention, assessment, and subsequent treatment ofthose who present with articulation, phonology, language, literacy, voice, and or fluency disorders. Additionally it involves your ability to integrate and synthesize evidence and your application of evidence-based practice to each aspect of the clinical process. Opportunities to support teamwork and meaningful communication dialog are provided. I am dedicated to your learning and will provide you with opportunities to apply the content of this course. Refer to assignments and additional information presented in class, sent via email and or on Canvas.

Student Responsibilities: Students are expected to arrive on-time and prepared for each class. This means that readings and assignments (written and/or oral) are completed as appropriate. Points for assignments submitted late will reflect a loss of 2 points per day beyond the specified due date/time. You are responsible for lecture material as well as all of the information in assigned readings (even if not reviewed in class). You are expectedto ASK for clarification, question what you hear and read, and participate in class and small group discussions (in and outside of the class period). You are expected to review your prerequisite coursework and make application to the content being discussed. You are to conduct yourself with integrity and honesty. Unless otherwise stated by the instructor, ALL written assignments (including examinations) are to be the work and product of each individual student. Please recognize your peers and instructor deserve an environment that promotes learning. This includes, but is not limited to, insuring that personal cell phones and pagers are on an inaudible mode; the receipt of and or routing of text messages is restricted to before and or after the class period; individuals allow for lectures and dialog during class discussions without interruption or distractive comments; and respect is shown to all members. Note: cell phones, iPods, iPads, and any other electronic communication devices cannot be removed from backpacks or purses or other locations prior to, during, and or after you leave the classroom while an exam(s) or other graded writing assignment is in process. This also applies to any student who is in the process of taking a test or quiz and is doing so in a location outside of our designated classroom.Please read the University catalog regarding academic integrity, WWU Academic Honesty Policy and Procedure document, and its Plagiarism Policies and Guidelines document at is your responsibility to check your email and the Canvas site regularly.You will be advised when Canvas has been opened for you to access. You are reminded that you cannot use the CSD Department printers located on the 2nd and 3rd floors of AE.

Course Assignments:The assignments are designed to provide students with the opportunity to apply course content to client scenarios while applying APA format to each task as appropriate. Each assignment is summarized in this syllabus and will be explained in-class and or via email communication and or Canvas. It is expected that students will take advantage of all learning opportunities and contribute to class discussions as they pertain to the assignments and course content. Please be aware that several of your assignments may have a corresponding student performance review summary sheetand or rubricthat either you or your instructor develops.As applicable, the summaries and rubrics will be routed via email attachments and or Canvas(unless student generated). Please be sure to attach the respective rubric to your written submission(s). Of importance is your review of the behaviors identified on each as these are the behaviors that will be evaluated. You are strongly encouraged to use the rubric(s) as a means to objectively self-evaluate your work prior to submissions. The instructor and or TA will use the summary and its corresponding rubric as one means of providing you with feedback on your written work. Throughout the term, you will be given opportunity to complete assignments that are similar to those that are graded through writing lab exercises. You are encouraged to complete each and to pursue additional support and feedback as needed prior to your graded submissions. You are encouraged to develop and maintain a portfolio throughout the quarter. Its content should reflect the clinical process and will be used in CSD 458 and CSD 459; additional content may be added at your discretion. Examples regarding content and portfolio design will be provided in class.

Quizzes and class exercises may be assigned point value at the discretion of the instructor. Additionally, a variety of classroom-based assessment techniques will be used throughout the term and points may or may not be assigned.

NOTES:

CSD457:SYLLABUS

date / Topic / Reading
9/25 / Orientation & baseline
Screening & assessment
9/27 / Introduction
Screening & Assessment Process
map / Chapter 1: Introduction to Diagnosis and Evaluation
Evidence-Based Practice



10/2 / Case history, Interview
map / Chapter 2: Interview; Chapter 12: Multicultural Issues in Assessment: Popular and professional trends; Cultural differences in perception of disabilities; Interviewing and counseling issues.
10/7 / Writing Lab
10/8 / Scientific methodology, psychometrics
map / Chapter 3: Psychometric Considerations in Diagnosis and Evaluation; Chapter 12: Multicultural Issues in Assessment: Popular and professional trends; Cultural differences in perception of disabilities; Interviewing and counseling issues
October 10-11 WSLHA convention, Everett
10/14 / Oral motor examination (OME), map / Chapter 9: Motor Speech Disorders, Dysphagia, and the Oral Exam; refer to your A/P, phonology, and language texts and notes. In-class observation, OME exercise, self-reflection
10/17 / Writing lab
10/18 / Screening & assessment: Speech sound disorders,
map / Chapter 6: Assessment of Phonological Disorders; Chapter 12: Multicultural Issues in Assessment: Cultural differences in the incidence and prevalence of disorders; refer to Chapter 4 in your Phonology course text
10/24 / Screening & assessment: Language
map / Chapter 4: Assessment of Children with Limited Language; Chapter 5: Assessment of School-aged & Adolescent Language Disorders; Chapter 12: Multicultural Issues in Assessment: Language assessment the most problematic area; Non-standardized approaches in multi-cultural assessment; refer to your language course text & previous assignments.
10/29 / Voice, fluency, rate, cluttering, audition; map / writing application re: assessment plan
10/30 / Consultation, report, cover letter / WWU Speech-Language-Hearing Clinic assessment report and cover letter formats; best practice
10/31 / Application: assessment plan
intervention
10/29 / INTERVENTION:
a process
map / Students, bring your client portfolio information to each contact. Review chapters in part 2 and 3 of your CSD 373 text: Assessment and remediation of articulatory and phonological disorders. Review your texts, articles from your Language Disorders I and II.
11/4 / Pre-treatment interview: in-class exercise, map SOAP / Students: arrive with the content areas you want to pursue in your interview with client/caregiver and explain WHY you want to pursue that information.
11/7 / Tentative Treatment Focus (TTF), baseline,quarter treatment objective (QTO),map, SOAP / Exercise:
November 11 (Monday) Veteran’s Day Holiday
November 14-16 ASHA convention, Chicago
11/14 / Instructional objectives / Exercise:
11/18 / Approaches, delivery systems, instructional plans, map / Bring your phonology text book to each contact; clinical process, integration of content; exercise:
November 28-29 (Thursday-Friday)THANKSGIVING HOLIDAY
date / Topic / Reading
11/26 / Professional writing, SOAP / Clinical process, integration of content; exercise:
11/30 / Clinical process, integration of content / Exercise:
12/3 / Exit conference
12/4 / Professional writing, Treatment Progress Summary (TPS), cover letter / WWU Speech-Language-Hearing Clinic TPS report and cover letter formats

ASSIGNMENTS

Observations (out of class):Diagnostic (2) and Treatment (3)

Description: Refer to class handouts for each observation type. Students each submit their own observations. These can be completed directly on the respective protocol IF there is enough room AND the writing is legible OR the student may use word processing. Further information will be discussed in class. Students are expected to conduct themselves during the observation as though they were in the presence of the clients’ and or their family member(s). Therefore, you are expected to adhere to Clinic policies and procedures. Information viewed and written is CONFIDENTIAL. Remember to have your observation log initialed by the TA prior to leaving the observation setting. Submit those observationreports to JHT’s mailbox on 2nd floor no later than48 hours after the actual observation. Students may submit work earlier than due date.

There will be additional in-class observations throughout the quarter. You are to document those minutes on your log sheet and submit the corresponding writing exercise as directed. Refer to assignment information for due dates of in-class observations as they have specific due dates.The 5 out of class contacts and the in-class observations should yield at least 5 hours of observation. You are encouraged to keep a separate log for CSD 457 so that accrued observation hours can be turned in with each respective summary. Do not wait and route for signatures at the end of the term. Please route hard copies of all signed observation logs to JHT’s mailbox by December 5th at noon. Students are to keep their originals.Value: 5pts each (unless otherwise specified). Due Dates: sign-up sheets will be routed in class based upon schedules.

You are reminded that you are to accrue a minimum of 25 hours of supervised observations and to document and verified each by completing an observation form. You are to route it to each respective supervisor for his/her signature by placing both the observation summary and your log in his/her mailbox. It is suggested that you route your materials to the supervisor’s mailbox that is on the same floor as his or her office. You MUST include your mailbox number on both forms if you expect to receive them back in a timely manner. Students need to submit a hard copy of their quarter schedule by September 26th at 8a.m. so observations can be arranged. Observation sites will be announced.

Client Portfolio

Description: Students will develop a client portfolio this term. The portfolio is intended to serve as a resource as they enter their first clinical practicum. Students will process a “client” from the initial case history through the assessment and intervention process. Client assignments will be made at the onset of the quarter and students in each group are responsible for completing their own work. Students are expected to use APA writing when appropriate to the assignment(s). As students develop their portfolio content, they are encouraged to utilize content of lectures, class discussions, course text, previous courses’ texts, and other available resources. Please note: content for Assessment and Intervention are listed below; specific due dates and values are reported. Students can submit their work earlier than due dates; late submissions will lose 2 points per day beyond due date. All assignments should be included in the portfolio for your CSD 458 experience. Content of the portfolio is outlined below; label each accordingly. Note, those content items with an asterisk are sections to include in your portfolio but do not have a corresponding 457 assignment.

PORTFOLIO CONTENT:Students, submit your assignments and if applicable, its corresponding rubric by the due date. Plan to file all assignments in its respective section of your portfolio. You will continue to develop this resource in CSD 458. Refer to the “module” information that follows. These represent the sections of your portfolio with additional subsections for each.

MODULES:

  1. ASHA documents: links will be provided in class and or via Canvas and or email.

Please download a copy of ASHA Code of Ethics, Notice of Privacy Practices for Western Washington University Speech-Language-Hearing Clinic, Privacy and Confidentiality Agreement for Client Confidential, Restricted and Proprietary Information. Copy and sign two copies of the latter; route one to the instructor as directed and put the original in your portfolio. Additional documents will be routed for you to download via email attachment and or Canvas. Optional: You may decide to include a section in your portfolio that includes website resources.For example:

Value: no points but valuable resource. Due: throughout quarter as directed

  1. Multicultural issues in the assessment and or intervention process. Choose an SLP or audiology/aural rehabilitation journal article (2010 to present) about a multicultural issue that addresses a specific issue in the assessment OR intervention process. Write an abstract of the article and how you might apply the information to your future service delivery. You may find the WWU Writing Center online resources helpful as you work through this and subsequent assignments. The link: The following resource may also be helpful as you write the abstract: You are encouraged to review your notes, handouts, and resources provided through your library course and previous writing intensive course lab(s). You are familiar with a variety of search engines to facilitate your research of journal articles. One link to WWU library:

Value: 15pts. Due: no later than 12/01/2013 at 8am.

You are to complete the online ASHA Self-Assessment for Cultural Competence to include the Cultural Competence Checklists. Please complete the three checklists and place in your portfolio. You can access the PDF forms through this link: In addition, please complete the Cultural Competence Awareness Tool as well. Access is via same link.

  1. ASSESSMENT Module
  1. Visual map/representation: Design a visual representation of the assessment process. This representation should be thorough, clear, concise, and provide you with the information that applies to the assessment process. You should be able to use this as a future reference. Information, examples, and discussion regarding options provided in class. Value: no points but valuable resource.
  1. In-class Observation: Using professional terminology, complete the observation summary specific to the interview. Value: 5 pts. Due: 10/11/13 at noon.
  1. Given your client and his/her case history, summarize yourinterview and assessment plan for this individual.Provide your rationale for all of your decisions. You will explain your position within your group. Value: no points. Due: 10/30/13 at 8am
  1. Oral Motor Examination (OME):

a)In-class Observation: using professional terminology, complete the observation summary specific

to the OME. Value: 5 pts. Due: 10/21/2013 at 8am

b)You will each conduct one in-class OME. Bring your text book(s), a penlight, and small mirror to class for the OME date(s); gloves and tongue depressors are provided. Summarize this experience from the perspectives of the clinician and the client and discuss what you learned having participated in this process. Summary is not to exceed 1single-spaced page. Academic writing is expected. Additional information will be provided in class. Value:5 pts;Due Dates: OMEs performed in-class during the class period(s)10/15,16; self-reflection/summary due 10/21/13 at 8am.

  1. Client’s Communication Assessment Report: Content of the assessment report and format information is to be placed in the portfolio. A copy of the scenario client’s report will be routed for use during the intervention module. Not graded.
  1. Out-of class observations (2):Using professional terminology, complete the observation summary.

Value: 5pts EACH. Due:a minimum of 48hrs post observation.

  1. INTERVENTION Module
  1. Visual map/representation: Design a visual representation of the intervention process with a reference to the assessment process. Include the initial referral for therapy through the exit conference, report, cover letter, and administrative duties (as per this Clinic). Information provided in class. Value: no points assigned but valuable resource.
  2. Pre-treatment interview:

a)In-class observation: Using professional terminology, complete the observation summary. Value: 5pts; Due: at conclusion of class-period

b)This interview is conducted at the onset of the treatment term. Include information in your portfolio for reference. Not graded

  1. Tentative Treatment Focus (TTF): Given your client’s communication status, identify ONE TTF and provide your rationale for selecting this as his/her treatment focus.Be prepared to discuss your rationale during class period(s). Remember to address variables presented in this and previous courses in decision process. Value: no points but valuable exercise. Due: see syllabus
  2. *Baseline protocol:Include information in your portfolio. Not graded
  3. Quarter Treatment Objective (QTO): Given your client’s baseline performance (as cited by your instructor in class), apply the data to your decision regarding your client’s QTO. Write your client’s QTO for a quarter of treatment and rationale for your decision. Use academic writing and include a minimum of two references; not to exceed 2 pages in length (2 one-sided pages or 1 double-printed page). Value: 10 pts.Due for grading:11/25/2013 at 8am.
  4. Lesson plan (LP): Given your client’s baseline performance (as cited by your instructor), write his/her LP for the first instructional objective and respective delivery system. Value: 10pts. Due: 11/25/2013 at 8am
  5. Data Protocol: Given your client’s baseline performance (as cited by your instructor), develop your data protocol for the first instructional objective and respective delivery system. Value: 10pts. Due: 11/25/2013.If you combine the LP and protocol into one document value is a total of 20 points.
  6. *SOAP: Include information in your portfolio.
  7. *Exit Conference: Include information provided in class.
  8. *Treatment Progress Summary (TPS):Include information in your portfolio.
  9. *Cover Letter: Include information in your portfolio.

In-class exercises