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HYPOTHETICAL STUDENT

 Guide to the Student Tracking System

KASA AND CFCC STANDARDS BY COURSE

For Certification in Speech-Language Pathology

Southern University and A&M College

(Revised Spring Semester, 2012)

Introduction

The 2005 Standards and Implementation Procedures for the Certificate of Clinical Competence in Speech-Language Pathology (Revised March 2009) can be found on the ASHA website at www.asha.org.  These standards were developed by the Council for Clinical Certification (CFCC) of the American Speech-Language-Hearing Association (ASHA).  They include the seven categories of Standards which applicants for the ASHA Certificate of Clinical Competence (CCC) must meet and maintain.  Of the seven standards, the following having the greatest impact on the graduate program of study in speech-language pathology:

  • Standard III: Program of Study - Knowledge Outcomes
  • Standard IV: Program of Study - Skills Outcomes
  • Standard V: Assessment

The graduate program must provide students the opportunities to meet the standards by doing the following: 

  • Identifying the course/clinic where each standard - Student Learning Outcome (SLO) - may be met
  • Stating explicitly the means by which each standard (SLO) will be assessed - quantitative or qualitative measure used - in the course(s) (course syllabus)
  • Providing a plan of Remediation in each course for the acquisition of standards (SLOs) not met the first time (course syllabus)
  • Providing a report each semester to the students, student advisors and the Program Director showing the status of each student regarding each standard in each course in which the student was enrolled the previous semester, that is, whether the standard was met or not met

 

Portfolio Documentation

The student must maintain documentation that demonstrates acquisition of Standards III, IV, and V.  This documentation shall be kept in a portfolio that is maintained by each student in the graduate program.  The portfolio will be reviewed by the student's advisor each semester during mandatory advisement and by the program director during the exit interview prior to graduation.  (See "Formative Assessment Plan" for a complete description of the portfolio documentation requirement.)  It is only when the student has presented signed documentation that each standard has been met will the Program Director sign the document titled 2005 Standards for Clinical Certification in Speech-Language Pathology Verification by Program Director that is needed for program completion and eventual certification by the American Speech-Language-Hearing Association.   The complete standards may be accessed at www.asha.org/certification/slp_standards.

Formative Assessment:  Tracking and Documenting the Standards

While a given standard may be addressed in several courses, certain courses have been selected for the purpose of tracking, documenting, and reporting on each standard.  These courses are identified in this document with an asterisk (*) next to the course.  For these standards and these courses, the embedded assessments will be approved by the collective decision-making of the graduate SLP faculty.  As such, the graduate faculty takes corporate responsibility for the formative assessment of each and every CFCC Standard required for certification.   A grade of B or better does not necessarily mean that each certification standard in the course has been met.  Only a written report from the course instructor will verify that a standard has been met.  This verification must be documented in the certification portfolio that is maintained by the student.  A grade of C in a course is a definite indication that a standard has not been met and the student needs to either repeat the course or complete a remediation plan approved by the instructor.  If you have the option of making this decision, keep in mind that if the course in which a grade of C is made is one of the professional disorders courses (including SECD 528 Clinical and Diagnostic Methods), you will not be able to enroll in a clinical practicum involving that disorder with a grade of C. 

 

CFCC Tracking Form

 

This document is a guide for how the CFCC Student Tracking Forms may be filled out by a "hypothetical" student following a typical graduate program in speech-language pathology at Southern University and A&M College.   Under each knowledge and skill requirement is the course(s) and/or clinical experience where a required knowledge or skill is taught, assessed, and documented.  The syllabus for each course cites the certification knowledge and/or skill(s) addressed in that course.  Each is stated as a learning outcome(s) with an assessment so that the student is clear about what he/she will know and be able to do upon completion of the course.  The program has adopted the course syllabus format that was created by Special Interest Group 10:  Issues in Higher Education - ASHA as the official syllabus format for all courses in the graduate curriculum.  This format titled "Construction of a Course Syllabus:  Integration of the ASHA Knowledge and Skills Acquisition"  will enhance the quality of instruction throughout the curriculum, ensure the inclusion of all knowledge and skills standards in the mandated curriculum, and provide for both individual and collegial responsibility for addressing  the knowledge and skills needed for ASHA certification.

For each course where certification standards are taught, there must be a written plan for remediation when a certification standard is not met by a student enrolled in the course.  Minimally, the remediation plan must identify 1) the specific certification standard(s) not met,

2)  What the student needs to do to meet the standard, and 3) the due date for completion.  While each course must provide an opportunity to meet each unmet certification standard, the original grade received on the first assessment of the standard stands as the final and only grade for that standard despite the fact that the standard is later met under remediation.  No grade change is made in the calculation of the final grade for the course.

Certification Standards and Formative Assessment

 

Knowledge and Skills Standards III and IV are assessed throughout the program of graduate study.  In general, this Formative Assessment (Standard V-A) is conducted in each designated course.   As you can see from the "Hypothetical Student" Guide, a single standard may be addressed in more than one course.  For example, Standard III-D: Knowledge of Prevention, Assessment, and Intervention of Receptive and Expressive Language, will be met in SECD 566 Language Disorders and Assessment and SECD 658 Aphasia.  Students must meet the standard in each course for the standard to be considered met.   As each standard is met and verified by the course instructor, the student will maintain documentation of this verification in a portfolio that will be kept throughout the student's enrollment in the graduate program.  This is the major means by which the program and student document acquisition of the knowledge and skills.   Each entry must be signed by the instructor of the course where the standard was met.  If a standard is met in three different courses, the instructor for each course must sign for that standard.  Generally speaking, knowledge standards are acquired in academic courses and clinical skills are acquired in clinical experiences.  However, where appropriate and where designed by the instructor, clinical skills "may be demonstrated through successful performance on academic coursework and examinations, independent projects, or other appropriate alternative methods."   When academic courses include clinical skill outcomes, these outcomes must be written into the course syllabus with the identifying standard, learning outcome, assessment, and remediation plan.

Standard V-B is the Summative Assessment standard which requires passing the national examination in speech-language pathology (PRAXIS).  In addition, students are also required to pass the departmental comprehensive examination.

Post-Graduate Certification Standards

Certification Standards VI-A-D are concerned with the Speech-Language Pathology Clinical Fellowship year after graduation from the master's degree program.  Certification standard VII is concerned with Maintenance of Certification after it is acquired. 

A complete copy of the certification standards may be accessed at the ASHA website www.asha.org.  Students are advised to download this document and use it as a point of reference for developing and maintaining certification standards throughout their program of study.

CERTIFICATION STANDARDS BY COURSE

Where are the standards met in the curriculum?

Standard III-A. Courses which meet Standard III-A are generally taken at the undergraduate level.  Students' transcripts will be reviewed for these courses upon admission to the program.  If the courses have not been completed with a grade of C or better, they should be taken prior to the completion of the master's degree program.  To meet Standard III-A, students must complete a minimum of 3 semester credit hours in each of the following areas:  biological sciences, physical sciences, mathematics, and social/behavioral sciences.  Courses listed under these headings below are examples of the kinds of courses which satisfy this standard.  While these particular courses are taken from the undergraduate curriculum at Southern University-Baton Rouge, similar courses from other universities are acceptable. It should be noted that developmental/remedial courses cannot be used to satisfy this Standard.

Standard III-A. The applicant must demonstrate knowledge of the principles of:

            Biological Sciences:  (3 credit hours required with grade of C or better)

  • BIOL 104 General Biology
  • BIOL 105 General Biology
  • BIOL 106 General Biology Lab
  • BIOL 107 General Biology Lab
  • BIOL 223 Anatomy and Physiology
  • Other 3-credit Biology course such as a course in genetics, neuroanatomy and neurophysiology, etc., approved by the Program Director.
  • NOTE: Courses in the biological sciences specifically related to communication sciences and disorders cannot be applied in this category.

 

Physical Sciences:  (3 credit hours required with grade of C or better)

  • PHYS 101/102 Physical Science
  • PHYS 141/142 Elements of Physics
  • CHEM 128/129 General Chemistry
  • CHEM 130/131 General Chemistry
  • CHEM 132/133 General Chemistry
  • PHYS 201/202 Earth Science I and II
  • PHYS 206 Introduction to Astronomy
  • Other 3-credit Physical Science course approved by the Program Director
  • NOTE: Courses in the physical sciences specifically related to communication sciences and disorders cannot be applied in this category.

 

Mathematics:  (3 credit hours required with grade of C or better)

  • MATH 130 College Mathematics I
  • MATH 131 College Mathematics II
  • Other 3-credit College-level Mathematics course, a course in statistics, etc., approved by the Program Director
  • NOTE: Developmental Mathematics is not acceptable for this standard. Also, methodology courses, such as methods of teaching mathematics, cannot be used in this category.

 

Social/Behavioral Sciences:  (3 credit hours required with grade of C or better)

  • PSYC 210 General Psychology
  • PSYC 445 Developmental Psychology
  • Introduction to Sociology, Cultural anthropology
  • Other 3-credit Social/Behavioral Science course approved by the Program Director

 

NOTECourses fulfilling requirements for Standard III-A are generally taken at the undergraduate level.  Please note that students must achieve a grade of C or better in each course for Standard III-A.  The above course numbers are for courses taken at Southern University-Baton Rouge.  Students with undergraduate degrees from other universities will present a transcript showing similar courses with different course numbers TO BE APPROVED BY THE PROGRAM DIRECTOR.

Standard III-B. The applicant must demonstrate knowledge of basic human communication and swallowing processes, including their biological, neurological, acoustic, psychological, developmental, and linguistic and cultural bases.

 

Basic Human Communication Processes

            Biological:

  • SPAU 270 Anat./Phys. of the Ear and Vocal Mech.*

Neurological:

  • SECD 558 Neurogenic Disorders of Speech/Language*

 

Acoustic:

  • SECD 555 Functional and Organic Voice Disorders*

 

Psychological:

  • SECD 510 Language of the Normal Child* (or approved comparable undergraduate course)
  • SECD 566 Language Assessment and Disorders*

 

Developmental/Lifespan:

  • SECD 510 Language of the Normal Child* (or approved comparable undergraduate course)

 

Linguistic:

  • SECD 504 Sociolinguistics*

 

Cultural:

  • SECD 504 Sociolinguistics*

 

Swallowing Processes:

  • Biological
  • Neurological
  • Acoustic
  • Psychological
  • Developmental/Lifespan
  • Linguistic
  • Cultural
  • SECD 667 Dysphagia Assessment and Intervention*

 

Standard III-C.  The applicant must demonstrate knowledge of the nature of speech, language, hearing, and communication disorders and differences and swallowing disorders, including their etiologies, characteristics, anatomical/physiological, acoustic, psychological, developmental, and linguistic and cultural correlates.  Specific knowledge must be demonstrated in the following areas:

 

            Articulation:   Etiologies and Characteristics

  • SECD 530 Phonological Disorders*
  • SECD 558 Neurogenic Disorders of Speech and Language

 

Fluency:  Etiologies and Characteristics

  • SPAU 460 Disorders of Rhythm*

 

Voice and resonance, including respiration and phonation:  Etiologies and Characteristics

  • SECD 555 Functional and Organic Voice Disorders*
  • SECD 672 Seminar in Cleft Palate

 

Receptive and Expressive Language (phonology, morphology, syntax, semantics, and pragmatics) in speaking, listening, reading, writing, and manual modalities:  Etiologies and Characteristics

  • SECD 530 Phonological Disorders
  • SECD 558 Neurogenic Disorders of Speech and Language
  • SECD 566 Language Disorders and Assessment*
  • SECD 658 Seminar in Aphasia*
  • SECD 504 Sociolinguistics
  • SECD 610 Seminar in Language Disorders

 

Hearing, including the impact on speech and language:  Etiologies and Characteristics

  • SPAU 280 Introduction to Audiology
  • SPAU 345 Aural Rehabilitation

 

Swallowing (oral, pharyngeal, esophageal, and related functions, including oral function for feeding; orofacial myofunction:

Etiologies and Characteristics

  • SECD 667 Dysphagia Assessment and Intervention*
  • SECD 672 Seminar in Cleft Palate

 

Cognitive Aspects of Communication (attention, memory, sequencing, problem-solving, executive functioning:  Etiologies and Characteristics

  • SECD 558 Neurogenic Disorders of Speech and Language*
  • SECD 658 Seminar in Aphasia*
  • SECD 566 Language Disorders and Assessment
  • SECD 610 Seminar in Language Disorders

 

Social Aspects of Communication (challenging behavior, ineffective social skills, lack of communication opportunities:  Etiologies and Characteristics

  • SECD 566 Language Disorders and Assessment
  • SECD 658 Seminar in Aphasia
  • SECD 558 Neurogenic Disorders of Speech and Language
  • SECD 610 Seminar in Language Disorders*

 

Communication Modalities (including oral, manual, augmentative, and alternative communication, communication techniques, and assistive technologies): 

Etiologies and Characteristics

  • SECD 584 Augmentative and Alternative Communication*

 

Standard III-D:  The applicant must possess knowledge of the principles and methods of prevention, assessment, and intervention for people with communication and swallowing disorders, including consideration of anatomical/physiological, developmental, and linguistic and cultural correlates of the disorders.

 

            Articulation:  Prevention, Assessment, Intervention

  • SECD 528 Clinical and Diagnostic Methods
  • SECD 530 Phonological Disorders*

 

Fluency:   Prevention, Assessment, Intervention

  • SPAU 460 Disorders of Rhythm*

 

Voice and Resonance:  Prevention, Assessment, Intervention

  • SECD 555 Functional and Organic Voice Disorders*
  • SECD 672 Seminar in Cleft Palate

 

Receptive and Expressive Language:  Prevention, Assessment, Intervention

  • SECD 558 Neurogenic Disorders of Speech and Language
  • SECD 566 Language Disorders and Assessment*
  • SECD 658 Seminar in Aphasia*
  • SECD 528 Clinical and Diagnostic Methods
  • SECD 610 Seminar in Language Disorders*

 

Hearing, including the impact on speech and languagePrevention, Assessment, Intervention

  • SPAU 280 Introduction to Audiology
  • SPAU 345 Aural Rehabilitation*

 

Swallowing:  Prevention, Assessment, Intervention

  • SECD 667 Dysphagia Assessment and Intervention*
  • SECD 672 Seminar in Cleft Palate

 

Cognitive Aspects of Communication:  Prevention, Assessment, Intervention

  • SECD 558 Neurogenic Disorders of Speech and Language*
  • SECD 566 Language Disorders and Assessment
  • SECD 658 Seminar in Aphasia*
  • SECD 610 Seminar in Language Disorders

 

Social Aspects of Communication:  Prevention, Assessment, Intervention

  • SECD 566 Language Disorders and Assessment*
  • SECD 610 Seminar in Language Disorders*

 

Communication Modalities:  Prevention, Assessment, Intervention

  • SECD 584 Augmentative and Alternative Communication*

 

Standard III-E.  The student must demonstrate knowledge of standards of ethical conduct.

  • SECD 500 Research Methods
  • SECD 528 Diagnostic and Clinical Methods
  • SECD 566 Language Disorders and Assessment
  • SECD 567, 568, 569, and 571

 

Standard III-F.  The applicant must demonstrate knowledge of the processes used in research and the integration of research principles into evidence-based clinical practice.  This standard must be met in each of the following courses:

 

  • SECD 530 Phonological Disorders*
  • SECD 555 Functional/Organic Voice Disorders*
  • SECD 558 Neurogenic Disorders of Speech & Language*
  • SECD 559 Aphasia*
  • SPAU 460 Disorders of Rhythm*
  • SECD 566 Language Disorders and Assessment*
  • SECD 672 Seminar in Cleft Palate*
  • SECD 584 Augmentative and Alternative Communication*
  • SECD 667 Dysphagia Assessment and Intervention*
  • SECD 567, 568, 569, and 571 Advanced Clinical Practicum*
  • SECD 500 Research Methods*
  • SECD 528 Clinical and Diagnostic Methods*
  • SECD 610 Seminar in Language Disorders*
  • SECD 567*, 568*, 569*, and 571*

 

NOTE:  It is expected that SECD 500 Research Methods teaches principles of research including those related to evidence-based clinical practices.  For this reason, research methods courses offered in departments other than speech-language pathology will not be acceptable substitutes.  All professional courses teach ways of integrating clinical practice and research.  In clinical practica, students will integrate clinical practice in prevention, assessment, and intervention. 

 

Standard III-G. The applicant must demonstrate knowledge of contemporary professional issues.

  • All professional courses listed in III-F above.

 

Standard III-H. The applicant must demonstrate knowledge about certification, specialty recognition, licensure, and other relevant professional credentials

 

  • SECD 528 Clinical and Diagnostic Methods
  • Professional Workshop. Students will attend a mandated professional workshop to be held once each semester. Information regarding professional practice, Academic Program Accreditation Standards, Clinical Certification Standards, Louisiana State License, ASHA Practice Policies and Guidelines, etc., will be addressed.

 

 

Standard IV-A. The applicant must complete a curriculum of academic and clinical education that follows an appropriate sequence of learning sufficient to achieve the skills outcomes in Standard IV-G.

 

Implementation of this standard requires that students follow the sequence of courses in the Course Sequence document, including the pre-requisite courses as stipulated.  This also means that students must complete course work (with a grade of B or better) in a disorder prior to doing a clinic in that disorder.  For example, prior to doing a clinic in voice disorders, the student must have completed SECD 555 Functional/Organic Voice Disorders with a grade of B or better.  In addition, the student must provide documented evidence of having met the relevant certification standards in the course - in this example, SECD 555.  When students come for clinic advisement/placement they must bring with them a copy of their transcript showing grades for clinic-related courses as well as the standards documentation.  No clinic placements will be made without this documentation.        

 

Standard IV-B.  The applicant must possess skills in oral and written or other forms of communication sufficient for entry into professional practice.

 

  • SECD 530 Phonological Disorders
  • SECD 555 Functional and Organic Voice Disorders
  • SECD 558 Neurogenic Disorders of Speech and Language
  • SECD 559 Aphasia
  • SPAU 460 Disorders of Rhythm
  • SECD 566 Language Disorders and Assessment
  • SECD 672 Seminar in Cleft Palate
  • SECD584 Augmentative and Alternative Communication
  • SECD 667 Dysphagia Assessment and Intervention
  • SECD 528 Diagnostic and Clinical Methods*
  • SECD 500 Research Methods*
  • SECD 599 Special Project: PRAXIS Preparation
  • SECD 610 Seminar in Language Disorders*
  • SECD 567*, 568*, 569*, and 571* Advanced Clinical Practicum

 

 

NOTE:  Standard IV-B is met primarily in Advanced Clinical Practica (567, 568, 569, and 571) and in SECD 528 Diagnostic and Clinical Methods. The emphasis is on oral communication skills needed for professional practice and written communication skills needed to write and comprehend technical reports, diagnostic and treatment reports, treatment plans and professional correspondence.  To the extent that professional courses include clinical skills, Standard IV-B may be met in these courses as well.

ASHA's most current Position Statements on professionals who speak English with accents and nonstandard dialects are applicable to this standard.  The program expects students to demonstrate mastery of Standard American English in oral and written communication.

 

Standards IV-C-F.    These standards are all met in the various clinics and are all concerned with the number (25 hours in clinical observation; 375 hours in direct client/patient contact - 325 of which must be at the graduate level) and diversity of clinical hours (across the lifespan and cultural and linguistic diversity) required for certification purposes.  All hours must be supervised by individuals who hold the Certificate of Clinical Competence.  These clinical experiences must include both diagnosis and treatment in various types and severities of disorders.

 

Requirements for Off-Campus Clinic Assignments

 

A minimum of thirty (30) clock hours of clinic experience in the graduate program must be acquired while the student is enrolled in University on-campus clinic experiences prior to any off-campus clinic assignment.  On-campus is defined as clinic clock hours acquired under the supervision of clinical supervisors employed by Southern University. The student must demonstrate that these supervised clinical hours meet the skills outcomes of Certification Standard IV-G regarding Evaluation, Intervention, and Interaction and Personal Qualities as well as Accreditation Standard 3.1B:  Application of the principles of evidence-based practices.  It is the student's responsibility to provide this documentation.

Off-campus clinic assignments will be made only after verified documentation has been provided by the student and approved by the clinic supervisor and clinic director.

Standard IV-G:  The applicant for certification must complete a program of study that includes supervised clinical experiences sufficient in breadth and depth to achieve the following skills outcomes:

 All of the elements in Standard IV-G (1a-g Evaluation, 2a-g Intervention, and 3a-d Interaction and Personal Qualities) for each of the nine disorders (articulation, fluency, voice and resonance, receptive and expressive language, hearing, swallowing, cognitive aspects of communication, social aspects of communication, and communication modalities) are met in

  • SECD 568 Advanced Clinical Practicum*
  • SECD 569 Advanced Clinical Practicum*
  • SECD 571 Advanced Clinical Practicum*

 In addition to clinical experiences, skills may be demonstrated through successful performance on academic course work and examinations, independent projects, or other appropriate alternative methods.  Where skills are met through these alternative means, documentation must be provided.  For example, if a clinical skill standard is met in an academic course, it should be cited in the course syllabus along with the appropriate learning outcome(s) and plan for remediation, when needed.  As with all certification standards, documentation must be maintained by students in their portfolios.

 Standard V:  Assessment

The applicant for certification must demonstrate successful achievement of the knowledge and skills delineated in Standard III and Standard IV by means of both formative and summative assessment.

 

Standard V-A:  Formative Assessment

The applicant must meet the education program's requirements for demonstrating satisfactory performance through on-going formative assessment of knowledge and skills.  These assessments are conducted in courses and clinical practica in the graduate curriculum.

 

Standard V-B:  Summative Assessment

The applicant must pass the national examination adopted by ASHA for purposes of certification in speech-language pathology. In addition, students required to pass the departmental comprehensive examination prior to graduation.

a.  Departmental Comprehensive Examination

b.  ASHA's PRAXIS Examination