Practicum in Student Teaching Seminar EST 575: Fall 2009
Instructor: Ms. Sue Ann Neff
Class: Wednesday: 3:30-5:15 (see schedule) Campus: 216.687.6992
Office hours: By appointment and after class. Cell: 216-469-7851
Overview:
This is a SEMINAR, a discussion group for advanced study. Your objective is to demonstrate your oral and written competencies and application of your clinical problem solving skills in the organizational and administrative roles and responsibilities for speech language pathology services in the public schools. These skills include, but not limited to: diagnostic assessments, planning and organizational skills for therapy and materials, MFE/IEP/Medicaid paperwork, delivery of therapy services (pullout, inclusion, collaboration., interventions), scheduling, using professional language to discuss case studies, clinical problem solving skills, behavior modification, hearing programs, and the implications and effects of Individuals w/Disabilities Improvement Education Act (IDIEA) and NCLB.
Objectives:
1. The student will meet the education program's requirements for demonstrating satisfactory performance through on-going formative assessment of knowledge and skills by participating in a practicum that includes experience with client/patient populations with various types and severities of communication and/or related disorders, differences, and disabilities. (KASA Standard V-A: Formative Assessment)
2. The student will demonstrate direct client/patient clinical experiences in both diagnosis and treatment with both children and adults from the range of disorders and differences across the KASA Big 9 areas as applicable to their student teaching workload responsibilities. (KASA Standard III-C: Knowledge)
3. The student will complete supervised clincial experiences sufficient in breadth and depth to achieve the following skills outcomes (KASA Standard IV-G: Skills Outcome):
3.1. Evaluation
a. Conduct screening and prevention procedures (including prevention activities).
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, non-standardized 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.
3.2. Intervention
a. Develop setting-appropriate intervention plans with measurable and achievable goals that meet clients'/patients' needs. Collaborate with clients/patients and relevant others in the planning process.
b. Implement intervention plans (involve clients/patients and relevant others in the intervention process).
c. Select or develop and use appropriate materials and instrumentation for prevention and intervention.
d. Measure and evaluate clients'/patients' performance and progress.
e. Modify intervention plans, strategies, materials, or instrumentation as appropriate to meet the needs of clients/patients.
f. Complete administrative and reporting functions necessary to support intervention.
g. Identify and refer clients/patients for services as appropriate.
3.3. Interaction and Personal Qualities
a. Communicate effectively, recognizing the needs, values, preferred mode of communication, and cultural/linguistic background of the client/patient, family, caregivers, and relevant others.
b. Collaborate with other professionals in case management.
c. Provide counseling regarding communication and swallowing disorders to clients/patients, family, caregivers, and relevant others.
d. Adhere to the ASHA Code of Ethics and behave professionally.
4. The student will demonstrate knowledge of processes used in research, access sources of research information, relate research to clinical practices and integrate research principles into evidence-based clinical practice. Oral and written documentation may include information obtained through class projects, clinical experiences, independent studies, and research projects. (KASA Standard III-F: Knowledge Outcomes)
Attendance: Required, with the exception of religious holidays.
Days off from student teaching are based on the school’s schedule, NOT CSU’s schedule.
Seminar attendance is REQUIRED. Excused absences for medical reasons, death/funeral of an immediate family member, emergency situations or legal situations are accepted. It is your responsibility to contact me regarding an excused absence from seminar. One excused absence is allowed for the aforementioned reasons. Seminars will be held on the following Wednesdays from 3:30 to 5:15 pm in the Conference Room, MC 423.
September 2nd, 16th, 30th
October 14th, 28th
November 11th, 18th
December 2nd (individual conferences)
Grading:
Your student teaching experience is a satisfactory/unsatisfactory grade, however all KASA requirements must be met and your final evaluation must reflect competency on all KASA Indicators (4.0) on the Student Teaching Competency Questionnaire to obtain a passing grade (not an average). A conference with your cooperating SLP will be scheduled at midterm and the end of your student teaching in which your professionalism, communicative effectiveness, delivery of therapy services, problem solving skills, documentation, and understanding of regulations and procedures will be evaluated. You are in a field work experience and participation during the seminars is critical as it is relates to your field experience. I will have more contact with you at the seminars than when observing you in the schools, so your participation is the barometer of your processing skills, critical thinking, problems solving etc. Participation in each class will be graded on the 1-6 Clinical Grading Scale after each class. If you do not participate in a seminar, you will receive a grade of less than 4.0. A 4.0 is required for all KASA indicators on your final evaluation, seminar participation and the two projects listed below to receive a passing grade.
Projects:
1. You are given a budget of $1500.00 to obtain essential tests and therapy materials. Using your workload population in the school you are in, create your “wish list”. You are starting from scratch so you will need to include both tests and materials. Include the publisher/manufacturer, cost and rationale for purchasing these materials. If you have a cost beyond this amount you must substantiate the need.
Due: November 11, 2009
2. The final project is an impressions paper which gives you the opportunity to self-evaluate and articulate your experience (4-6 pages, double-spaced). The following areas MUST be addressed in your paper:
· a brief description of your workload responsibilities
· strengths and weakness of your experience
· your philosophy on service delivery models(s) as an SLP
· professional changes you have made as a therapist.
· challenges with differential diagnosis, types of assessments used (formative and standardized)
· therapeutic and intervention skills
· evidenced-based practice procedures / theoretical basis / outcomes
· you must incorporate issues discussed in seminar
This paper must be professionally written with correct grammar and cohesive paragraphs. You will be asked to re-write your paper if it is not at a “master’s level”. Please, please, do not start your sentences with ‘Things I have learned are…..’, otherwise you will be re-writing your paper.
Due: November 18, 2009.
Both of these projects will be graded on the 1-6 Clinical Grading Scale, as described in the Clinic Manual.
Seminar Topics:
Each seminar date, each student should be prepared to present a succinct case history of an interesting/difficult student (i.e., assessment, TX strategies, problems, medical history, objectives, etc.) in 3-5 minutes, for discussion. These grand rounds will improve your ability to communicate with fellow professionals, problem solve and obtain solutions to the many difficult cases you will see as a SLP. Be prepared, although everyone may not have an opportunity to present each week. Your grand round presentation will be graded on 1-6 Clinical Grading Scale.
Seminar discussion topics will include but are not limited to:
· Diagnostic protocol, dynamic assessments, tests, interpretation of results, etc.
· Articulation / phonological therapy strategies
· Screenings, school policies, organization, transition services
· Professionalism and ethics
· Sensory integration / autism / oral motor therapy
· Evidenced Based Practice and research resources
· Behavior management
· IEP/MFE/Medicaid documents, other correspondence, meetings, data collection
· Changing faces of the regular education student, syndromes, dysphagia, AAC
· Literacy issues and phonemic awareness strategies
· Multicultural issues, English Language Learners (ELL)
· ANY AREA THAT YOU REQUEST TO DISCUSS
During all seminars, please ask any questions that are pertinent to your field experience. This seminar is designed to improve your clinical problem solving skills as related to educational issues as an SLP.
You are not expected to know everything, but you are expected to exceed your own limitations!
Ask questions!!
Obtain from your mentoring SLP, a copy of her Ohio license, ODE license and ASHA certification. This is required by ASHA for CSU’s accreditation. Due: September 16, 2009