CDD 5270 Advanced Diagnostics in Speech-Language Pathology

Spring, 2006

Dr. Shulman – CSI 107

Phone: 908 737-5416 Fax: 732 247-3254 email:

This is a practicum course. While the first few weeks will be devoted to reviewing assessment tools, strategies and protocols, my assumption is that you have been prepared to perform assessments, after having taken CDD 5268, Assessment Procedures.

The individuals who come to us for an evaluation come from several sources. Primarily they are members of the public who have called, requesting an evaluation. Sometimes, the referral is made by a parent, physician or other professional. Sometimes, we conduct evaluations on individuals who are already in our clinic, but whose file lacks a complete evaluation. Sometimes, at your recommendation, we re-evaluate an individual already on your caseload. We welcome any referrals.

Everyone who calls knows that this is a training institution. The fee for the evaluation is low, again signaling that this is part of your training. There is expectation that a complete evaluation will be done, but everyone is aware that you are student clinicians-in-training.

You will be divided into groups or diagnostic teams. A typical, but by no means mandatory, division of tasks is that one person takes the background information, one person assesses speech production, another assesses expressive/receptive language skills and another assesses the adequacy of the oral-peripheral speech mechanism. Despite the division of labors, you work as a team, toward the same goals.

I firmly believe that a tremendous amount of learning occurs during observation. There will be considerable time spent in observation during this semester. Your active participation is crucial. Without it, you will learn less and be bored. If, at this stage of your training, you find it boring to observe the evaluation of an individual’s communication skills, I worry about your commitment to your chosen career.

Your feedback is extremely important during this experience. Everyone in the class has strengths and weaknesses; everyone needs more experience than s/he has; everyone has a great deal to learn. Leave your egos at the door and be prepared to share your constructive criticisms and impressions with each other.

Each of you will be required to complete an evaluation form for each member of the diagnostic team. In this way, at the end of each session, every member of the team will get written feedback from class members and me.

Several components combine to form the basis of a grade in this course. I do not anticipate the need for a written examination. I will consider the following:

·  Attendance: You must be present when your team goes. You should be present to actively participate in observations of other teams.

·  Preparedness: You must know how to administer the measures you’ve chosen. You should also be prepared to change to other tools if they are needed.

·  Performance during the evaluation: You must demonstrate an awareness of what is going on and the ability to respond appropriately and professionally.

·  Level of participation: You must work as an active team player. You need to actively observe and participate in discussions of the team members’ performance.

·  Written reports must be well-organized, well-written, accurate and timely.

The enduring end-product of an evaluation is a written report. Within one week of the evaluation, a draft evaluation report is due. This report is a team effort. I will return it quickly. Share my suggested corrections with all team members, gain an understanding of them and then incorporate them. If there is a need for more information, clarification or elaboration, supply it as soon as possible. When the report is ready to be printed in its final form, prepare several copies, as follows:

·  One copy for the client, with an accompanying addressed envelope;

·  If therapy at the Kean University Speech Center is recommended, one copy for the clinician, given to Mrs. Grove;

·  One copy for me, along with the original draft that I have edited;

·  One copy to remain with the team;

·  One copy, if desired, for each team member.

Working together, we will accomplish a great deal this semester. Your anxieties should diminish and your clinical competence should be enhanced. Diagnostics combines art and science. No matter how long I’ve been practicing, I still meet problems that are difficult to discern as well as individuals who are difficult to engage. We’ll pool our resources to do the very best we can in every case. That is my minimal expectation for all of us.

Because this is a practicum course, you will earn supervised clinical hours for the time you spend in direct patient contact. I will be looking to evaluate your ability to:

a.  conduct screening and prevention procedures;

b.  collect case history information and integrate information from clients/patients, family, caregivers, teachers, relevant others, and other professionals;

c.  select and administer appropriate evaluation procedures, such as behavioral observations, nonstandardized and standardized tests, and instrumental procedures;

d.  adapt evaluation procedures to meet client/patient needs;

e.  interpret, integrate and synthesize all information to develop diagnoses and make appropriate recommendations for intervention;

f.  complete administrative and reporting functions necessary to support evaluation;

g.  refer clients/patients for appropriate services;

in the following areas, as they apply to your individual clients/patients:

a.  articulation;

b.  fluency;

c.  voice and resonance, including respiration and phonation;

d.  receptive and expressive language (phonology, morphology, syntax, semantics and pragmatics) in speaking, listening, reading, writing and manual modalities;

e.  hearing, including the impact on speech and language

f.  swallowing (oral, pharyngeal, esophageal, and related functions, including oral function for feeding; orofacial myofunction);

g.  cognitive aspects of communication (attention, memory, sequencing, problem-solving, executive functioning);

h.  social aspects of communication (including challenging behavior, ineffective social skills, lack of communication opportunities);

i.  communication modalities (including oral, manual, augmentative, and alternative communication techniques and assistive technologies.