Proposal for a doctoral program in Communication Sciences and Disorders The School of Communication Disorders and Deafness at Kean University is proposing a clinical doctorate in SpeechLanguage Pathology, culminating in a SLPD designation.The program is designed to meet a critical need in New Jersey, nationally and in the discipline. Kean’s Master of Arts degree program in speechlanguage pathology is the oldest in New Jersey, having earned an exceptionally strong reputation over its many years. It is a competitive and rigorous program, granting admission to only approximately 20% of its qualified applicants. The most recent accreditation visiting team from the American SpeechLanguage Hearing Association (spring 2014) called the program “Amazing, Amazing, Amazing.” They cited our strong and hardworking faculty, our large and impressive clinic, our professional outreach, and our community service, to name a few of our attributes.We anticipate that many of our own master’s graduates will return to continue their studies here. The faculty members of the School of Communication Disorders and Deafness view the development of a clinical doctorate a natural evolution of our program, building on the strength of our wellreputed academic and training programs. 1. Objectives of the Program The proposed clinical doctoral program is designed for postmaster’s, clinically certified speechlanguage pathologists. The objective of the program is to prepare advanced practitioners and future university clinical faculty in Communication Sciences and Disorders through provision of an affordable, rigorous, high quality clinical doctoral program. The proposed program would have emphasis on the social and cultural aspects of communication sciences and disorders as it applies to both allied health care and educational services to underserved populations. The clinical doctorate is designed to deepen the knowledge, leadership and problemsolving skills of current practitioners with a focus on coursework and applications that incorporate current research, ethical decisionmaking and models of best practice. The curriculum will provide primary and secondary concentrations of study and an applied research experience that enhances the knowledge and skills required in advanced clinical practice and administration/leadership in educational, medical, rehabilitation and other clinical settings (e.g., coursework, directed teaching, clinical research, etc.). The clinical doctorate will provide: 1. advanced knowledge and skills to best prepare master clinicians, clinical instructors, clinical supervisors and clinical researchers; 2. the opportunity to specialize in one or two areas within the discipline, unlike the generalist preparation of a master’s degree; 3. emphasis on evidencebased practice that will likely stimulate clinical research and improve clinical supervision training and skills; 4. parity with other professions. Rehabilitation team leaders increasingly hold doctoral degrees, e.g., DPT, DOT, DNP and AudD. Speechlanguage pathology is currently the only rehabilitation profession that does not require a clinical doctorate; 5. career advancement and leadership opportunities in both educational and medical settings. Such positions are most often held by individuals who hold doctoral degrees; SLPD proposal
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6. increased public and professional awareness, resulting from the title of “doctor,” reflecting the added value of advanced preparation in the discipline. The proposed 33 credit program, which does not require any cooperative arrangements with other institutions or external agencies, exceeds the programmatic mission of the Kean University. According to the Association of Schools of Allied Health Professions Position Statement on Clinical Doctorate Education (February 2008), a clinical doctorate is “designed to prepare already credentialed or licensed individuals to practice clinically with competencies above and beyond those expected of entrylevel professionals. They are distinguished from research doctorates (e.g., PhD) in that they do not require dissertations and the original research upon which the dissertations are based.” The Clinical Doctorate in SpeechLanguage Pathology degree (SLPD) The scope of practice of speechlanguage pathologists has widened considerably over the past few decades. As stated in the AAB report, the scope of practice now includes: “habilitation and rehabilitation of clinical areas such as dysphagia, pediatric feeding and swallowing, tracheostomy and ventilation management, hearing loss, cognitivecommunication disorders (e.g., secondary to traumatic brain injury or a family of dementias, including progressive aphasia syndromes), autism, literacy, communication disorders among English language learners, genetic syndromes, and others. As the scope of practice has broadened, so has the knowledge base from which these relatively new practice areas have evolved. In the context of the current “generalist” model of entrylevel education in speechlanguage pathology, this expansion has made it impossible for master’slevel students to gain exposure to the full range of pathologies that they are likely to encounter or to the full scope of practices as described in the ASHA Scope of Practice in SpeechLanguage policy document, let alone gain much depth in any one area of clinical practice. Academic programs struggle to provide a balance of breadth and depth in their master’s degree programs in speechlanguage pathology as it has become very challenging to adequately prepare students to manage this expanded scope of practice in only 2 years…” Kean University’s MASLP program is a perfect example. More than ten years ago, prompted by student feedback, we changed our program. Originally, in addition to the 45 required credits of coursework, we had 12 credits of “specialization” courses, presented as a menu from which our students could choose four threecredit courses. The program revision changed the specialization classes to 1.5 credits each, allowing students to take eight. This change reflected the students’ difficulty in choosing only four. Over the years, we have added several new specialization courses, e.g., those dealing with autism, social skills, the bilingual languagedisordered child, literacy, counseling, etc. Now the faculty members in our School have come to view these specialization courses as necessary because we do not feel our students can be satisfactorily prepared without them. There is simply so much they have to know.
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2. Evaluation and Learning Outcomes Assessment Plan Kean University has established four, institutionallevel outcomes related to student learning. Students will be able to: 1. 2. 3. 4.
think critically, creatively and globally; adapt to changing social, economic and technological environments; serve as active and contributing members of their communities; advance their knowledge in the traditional disciplines and enhance their skills in professional areas.
Program level goals As stated in the “Guidelines for the Clinical Doctorate in SpeechLanguage Pathology,” an August, 2015 report issued by an Ad Hoc Committee of the American SpeechLanguage Hearing Association (ASHA), the clinical doctoral is intended to prepare speechlanguage pathologists to assume advanced professional roles such as master clinician, clinical educator, clinical administrator or leader in a clinical setting or area of specialization or to serve as collaborators and supporters of clinical research.” The goals of the SLPD program can be described in specific student learning objectives (SLOs). as follows: 1. Apply knowledge and advanced skill in areas of clinical specialization; 2. Synthesize and evaluate the results of evidencebased research interventions to design appropriate treatment plans; 3. Design and deliver professional development programs with an emphasis on linguistic and cultural diversity; 4. Exhibit adherence to professional standards and ethical decisionmaking in all professional and interprofessional practice; 5. Provide effective, culturally and developmentallyappropriate clinical supervision. These program level goals align with these institutional level goals as follows: 1. Apply knowledge and advanced skill in areas of clinical specialization (KU SLO# 4) ; 2. Synthesize and evaluate the results of evidencebased research interventions to design appropriate treatment plans ( KU SLO #1 ); 3. Design and deliver professional development programs with an emphasis on linguistic and cultural diversity ( KU SLO #2 ); 4. Exhibit adherence to professional standards and ethical decisionmaking in all professional and interprofessional practice ( KU SLO #3 ); 5. Provide effective, culturally and developmentallyappropriate clinical supervision ( KU SLO#4).
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These student learning outcomes are achieved at various levels (I = Introduced; R = Reinforced; M = Mastered) across the curriculum, and assessed ( A = Assessed) at various stages in the curriculum, as enumerated in the Table One , below. The achievement of program goals are assessed with both direct and indirect measures, as depicted in Table Two . Table One: Student Learning Outcomes 1. Apply knowledge and advanced skill in areas of clinical specialization (KU SLO# 4).
2. Synthesize and evaluate the results of evidence based research interventions to design appropriate treatment plans (KU SLO #1).
3. Design and deliver professional development programs with an emphasis on linguistic and cultural diversity (KU SLO #2).
4. Exhibit adherence to professional standards and ethical decision making in all professional and interprofessio nal practice.
CDD 6298 (Seminar in Research Design & Methodology)
I
I
I
CDD 7110 (Advanced Statistics I)
I
I
CDD 7000 (Advanced Topics Major Focus: Literature Review)
I
R
I
R
CDD 7001 (Advanced Topics Major Focus: Applications)
R
M, A
R
R
I
CDD 7002 (Advanced Topics Major Focus: Product)
R
M, A
I
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5. Provide effective, culturally and developmentally appropriate clinical supervision.
4
3 credits 5000level or higher in area related to major focus.
R
R
I
CDD 7004 (Advanced Topics Minor Focus: Literature Review)
R
R
CDD 7005 (Advanced Topic Minor Focus: Applications)
R
M
R
R
CDD 8000 (Advanced Clinical Intervention)
M, A
M, A
R
CDD 8001 (Advanced Clinical Supervision)
M
M
M, A
CDD 8002 (Interprofessional Education Seminar)
M
M
Table Two: Assessment Student Learning Outcomes
SLO 1: Apply knowledge and advanced skill in areas of clinical specialization (KU SLO# 4).
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Location in Curricular Sequence of Formal Assessment at the Mastery Level CDD 8000 (Advanced Clinical Intervention)
Direct Measure
Scholarly paper evaluating the process of developing and implementing a professional development workshop
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highlighting the state of the art in the major area of focus (see rubric A)
SLO 2: Synthesize and evaluate CDD 7001 (Advanced Topics the results of evidencebased Major Focus: Applications) research interventions to design appropriate treatment plans (KU SLO #1).
Treatment plan developed based on literature review. See Rubric B.
SLO 3: Design and deliver professional development programs with an emphasis on linguistic and cultural diversity (KU SLO #2).
CDD 7002 (Advanced Topics Major Focus: Product)
Oral presentation of a professional training program to healthcare professionals working with culturally and linguistically diverse populations. See Rubric C.
SLO 4: Exhibit adherence to professional standards and ethical decisionmaking in all professional and interprofessional practice (KU SLO #3).
CDD 8000 (Advanced Clinical Intervention)
Treatment plan reflecting highest level of current professional/interprofessional practice. See Rubric D.
SLO 5: Provide effective, culturally and developmentallyappropriate clinical supervision (KU SLO#4).
CDD 8001 (Advanced Clinical Supervision)
State of the art supervisory plan is implemented effectively to support clinical training and client outcomes. See Rubric E.
3. Relationship of the Program to the Institutional Strategic Plan and its effect on other Institutional Programs One of the first strategic goals of Kean University is to “locate Kean University as a focal point of ongoing and transformational educational engagement for all by offering undergraduate and graduate (including doctoral) programs that are responsive to local and national needs while building upon our strengths, and utilizing best practice in the disciplines/professions.” The Kean University 20132020 Strategic Plan specifically identifies a doctoral program in speechlanguage pathology as a goal and recommended a feasibility study be done. The proposal for doctoral programs aligns completely with the strategic goal to “Grow strategically Kean programs that have or have the potential for regional and national distinction, including the development of national centers of excellence that highlight Kean University’s unique strengths.”
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Kean University has earned recognition for its highly competitive graduate programs in SpeechLanguage Pathology and Occupational Therapy. It has launched two new programs, the Physician Assistant program and the Doctor of Physical Therapy program. These, along with the doctoral program in Nursing combine to establish a strong allied health profile for Kean University. The development of the proposed SLPD program, then, is clearly in keeping with these initiatives and the path the University is taking. The prospect of interprofessional education, interdisciplinary research and cotreatment is exciting For example, we look forward to and welcome the contributions of faculty in other related departments, e.g., John Burke (Autism), Diane Tracey (Literacy), Susan Polirstok (Special Education), Michelle Havens (Early Intervention), Sharon McKenzie (Gerontology), among many others, including faculty in the allied health professions housed at Kean University (OT, DPT, PA, Counseling) and doctoral faculty in the PsyD program as well as faculty in Psychology who can teach advanced courses in statistics and research design. Collaboration with programs in clinical psychology, linguistics, elementary and special education, gerontology, occupational therapy and computer science will be formalized. It is planned that core requirements in statistics and research design will be shared with other doctoral programs at the University. Not only will this be costeffective, but it will lay the groundwork for interprofessional research and collaboration within Kean’s blossoming health sciences. 4. Need for the program The clinical doctorate prepares master clinicians, clinical educators, scholars and administrators, leaders in clinical settings or areas of specialization and collaborators/supporters of clinical research. The proposed program will lead to a clinical doctorate in speechlanguage pathology (SLPD). It will be the only clinical doctorate in the northeastern USA. The clinical doctorate in speechlanguage pathology has been a focus of national professional discussion for several years. Currently there are only six such program in the country: Loma Linda University (SLPD), California Nova Southeastern University (SLPD), Florida Rocky Mountain University (Doctor of Clinical Science, ClinScD), Utah University of Kansas (SLPD) University of Pittsburgh (Doctor of Clinical Science) Valdosta State University (SLPD), Georgia
According to the Academic Affairs Board (AAB) of the American SpeechLanguageHearing Association (ASHA), “there appears to be growing interest among a number of academic programs in communication sciences and disorders to develop postentry level clinical doctoral degree programs in speechlanguage pathology…there is a high degree of agreement across survey and focus group respondents and consensus conference attendees that there is a substantive need for and interest in the degree…” (ASHA, Academic Affairs Board (2012).
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National figures recently published by the American SpeechLanguageHearing Association (ASHA) and the Council of Academic Programs in Communication Sciences and Disorders (CAPCSD) for academic year 20122013 indicated a critical shortage nationwide of doctorallevel individuals in speechlanguage pathology, both at present and in the foreseeable future. a) Need for faculty in university CSD programs : There were 178 academic openings for faculty with research doctorates for 20132014, and 27% went unfilled. It is anticipated there will be at least 282 vacancies over the next five years (20142019) while the discipline of speechlanguage pathology becomes increasingly popular; b) Need for advanced clinical expertise : The shortage of doctoral trained SLPs is also evident when teams in medical settings like the Veteran’s Administration are unable to locate specialists in the fields of dysphagia, brain injury and dementia. The shortage of doctorallevel clinical research specialists threatens to worsen as the second generation of Ph.D.s, (those who graduated in the 1980s when speechlanguage pathology first exploded), has begun to retire. c) Need for expertise in multilingual, multicultural issues . There is an enormous shortage nationwide of bilingual speechlanguage pathologists. In addition to bilingual clinicians, we desperately need research experts in bilingual speech and language disorders, and faculty to educate bilingual practitioners. (As the demographics of central New Jersey continue to change, and as more and more Latino families move into the area, it is incumbent Kean University, rated among the five most diverse universities in the county, to lead the way in advanced clinical research and training in bilingual, multicultural speechlanguage pathology.) According to a joint publication of the Council of Academic Programs in Communication Sciences and Disorders (CAPCSD) and the American SpeechLanguageHearing Association (ASHA), in academic year 20122013, despite the demand, only 412 students were enrolled in Ph.D programs in speechlanguage pathology nationwide in approximately 69 university programs. The average program accepts only 3.8 candidates per year, however, the total number admitted in 20122013 was just 86; and only 53 Ph.D. degrees were granted across the whole United States last year. At the same time, the populations served by speechlanguagepathologists have grown in size and number in recent years. The numbers of employment settings in which speechlanguage pathologists are employed have increased significantly. There is a documented shortage of trained professionals as well as a documented projection of increased need in the future. According to the Bureau of Labor Statistics (January 8, 2014) “. . . Employment of speechlanguage pathologists is projected to grow 19 percent from 2012 to 2022, faster than the average for all occupations. As the large babyboom population grows older, there will be more
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instances of health conditions that cause speech or language impairments, such as strokes and hearing loss.” Statistics gathered in 2013 reveal the following: Academic openings for PhDs: Academic openings unfilled in 2013 Anticipated academic openings 20142019 PhD graduates nationwide Programs offering CSD doctorates nationwide Average number of PhD candidates per program Total admitted nationwide
178.0 48.0 282.0 53.0 69.0 3.8 86.0
The faculty members of the School of Communication Disorders and Deafness recognize the critical need for clinicians with advanced knowledge, training and skills and we also recognize the longstanding identified shortage of PhD level researchers/scholars in our discipline. Our feasibility study (cited below) corroborates these needs. In the AAB report to ASHA, the following point is made: as more programs begin to offer clinical doctorates in speechlanguage pathology, individuals who want an advanced degree will have a choice. Having two options, the clinical doctorate and the PhD, may result in a higher proportion of PhD graduates who aspire to be researchers and pursue facultyresearch careers. Therefore, the emergence of the clinical doctorate in speechlanguage pathology may help to promote not only better clinical teaching at the master’s level but also better utilization of PhD program resources, because resources devoted to PhD education would now be used more efficiently to educate a higher proportion of students who are likely to become researchers. With this in mind, once the proposed SLPD program is operational, we intend to propose a separate, additional curriculum for SLPD graduates who want to earn a Ph.D. Our vision has Kean University as one of the only institutions to offer both degrees. As an affordable state university with a mission to the nontraditional student, our proposed innovative program will offer an attractive alternative to the nearest current programs in the New York and Philadelphia metropolitan areas. The multilingual and multicultural talents of our faculty, the demographics of a program at Kean University will automatically and naturally provide a superb training ground for future teachers, scholars, and clinical researchers to meet the needs of a multicultural society.
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Recent Feasibility Study Results As Kean University’s Nathan Weiss Graduate College offers the oldest and most wellreputed master’s program in SpeechLanguage Pathology in the state; and as the SpeechLanguage Pathology program has the highest entrance requirements of all master’s programs at the University while continuing to attract a robust and competitive applicant pool, it is a natural next step, consistent with the University’s mission, that this program be asked to engage in a feasibility study of a doctoral program. With the support of the Dean of the Graduate College and the Dean of the College of Education and the encouragement of the President of the University, such a study was initiated in October, 2013. (See Appendix A) Approximately 5300 questionnaires were mailed to ASHA certified speechlanguage pathologists and students enrolled in graduate programs in New Jersey and the New York metropolitan area. Eight hundred thirteen responses were returned, more than 15%. Nearly 600 of these respondents (74%) indicated they would be interested in entering a doctoral program. A sample of 130 responses was randomly selected from the 600 positive responses to review specific questions appearing in the survey. Question 1a asked, “What is your current employment setting?” To our surprise, over 56% of the respondents reported they worked in school settings; 21% reported they worked in medical settings, 10% in private practice, and 13% in “other” settings. Question 5a asked, “When would you like to begin?” Immediately or within the next two to three years was checked by 67% of respondents, indicating a possible candidate pool of over 400. Question 5b, “Why are you interested in pursuing the doctorate?” elicited a variety of responses. Responders were allowed to choose more than one reason. To increase my knowledge base To increase my clinical competence To teach at the college/university level To prepare for future changes in entrylevel requirements To increase my employment options To increase my income To enhance my research skills To enhance my professional identity
79.9% 71.5% 60.7% 52.3% 48.5% 44.6% 35.4% 32.3%
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Other choices, like “to increase flexibility in my life” or “enhance my private practice were chosen by fewer than 25% of respondents. Question 7e asked respondents to choose preferences in course delivery. Noteworthy were the following: A program whose primary emphasis is on clinical training A program that includes online courses Availability of evening and parttime study Affordability Ease of commute
79.2% 70.0% 66.2% 82.5% 78.1%
In summary, potential doctoral students are looking for a program that is affordable and flexible in terms of providing parttime, evening and summer classes with an “easy” commute and the availability of distance learning options. These factors are the hallmarks of Kean University. Question 9 read as follows: “ The Master’s degree is typically viewed as a generalist degree, while the doctorate is designed for specialization. In what area(s) would you like to specialize?” From the sample of 130, there were 245 responses; (participants could respond up to three times). The top ten choices were the following: Child language development & disorders Early intervention Dysphagia/Feeding Autism Motor Speech Disorders & Apraxia Aphasia & Other Neurological Disorders in Adults TBI/Cognitivelinguistic Disorders Voice and Voice Disorders Articulation and Phonology Augmentative & Alternative Communication (AAC) Literacy;/Bilingual Speech & Language
33% 25.4% 21.4% 18.5% 15.4% 8.5% 7.6% 6.9% 6.2% 6.2%
These results coincide with the ASHA/CAPCSD findings that the top areas of study for doctoral students in speechlanguage pathology are child language and neurogenic communication disorders. Courses in all of the above specialties currently exist in Kean’s speechlanguage pathology graduate program. Right now we have faculty specialists in all of these areas. Solicited comments on proposed plan regarding faculty needs: The faculty members of the School of Communication Disorders and Deafness have considered developing a doctoral program for many years. In fact, a feasibility study was completed and a SLPD proposal
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proposal was written in November 2002, before Kean University has any doctoral level programs. While a clear need was identified, the University was looking to develop its first doctoral program for a larger number of enrolled students than would be feasible for a PhD in Communication Sciences and Disorders. When, almost 12 years later, we again looked at the prospect of a doctoral program, we felt it wise to confer with directors of other doctoral programs nationwide. Through extensive informal consultations with academic leaders, the faculty came to the following conclusions:
Senior faculty members are master clinicians, having mentored students in the clinic, conducted clinical research and provided clinical services to patients for many years. Junior/newer faculty members also have strong clinical backgrounds and good clinical research experience. The results of the feasibility study conducted by the department indicated that 79.2% of the respondents wanted a program whose primary emphasis is on clinical training. The program has a large and diverse network of offcampus clinical sites and preceptors that could contribute to clinical preparation of doctoral students. The School of Communication Disorders and Deafness currently offers several online courses and faculty are accustomed to preparing and teaching courses via this model. Online options are attractive for potential students who may not have the time/resources to take facetoface courses. The hybrid model has been shown to maximize effectiveness of curriculum delivery and should be strongly considered. The cultural diversity evident in the student population is considerably larger than in most programs throughout the country, which offers unique opportunities in this area for potential applicants. Currently there are only six SLPD programs in the country (two are completely online), and one leading to the Doctor of Clinical Science degree with a specialty in SLP. While several other universities are in the process of/considering developing DSLP programs, Kean University could be the first one to offer this degree in New Jersey and surrounding states. The population density of the NYC area bodes well for a large pool of individuals who may interested in applying for this degree, The American SpeechLanguageHearing Association is in the process of developing accreditation guidelines for the clinical doctorate in SLP and discussions of such programs are prevalent at our major, national meetings. Thus, there is no question that this degree will be a viable one in the future. Kean University could be on the “ground floor” of developing a SLPD program prior to the establishment of accreditation guidelines by ASHA. A natural consequence is that Kean would play a leadership role in the eventual definition of these standards. In the current era of “Interprofessional collaboration,” it often is the case that SLPs are the only team members who do not hold doctoral a degree. This aspect may limit the autonomy of the SLP and potential to assume leadership positions in the care of patients. SLPs in several settings (especially the public schools) often need to have a doctoral degree to achieve career advancement into leadership positions. The availability of a
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clinical doctoral degree in SLP would offer these individuals the option of pursuing the doctorate in their own field.” The result of the feasibility study revealed that 60.7% of respondents chose to pursue a doctoral program in order to teach at the college/university level and 35.4% indicated a goal to increase research skills. An option that could accomplish these goals is to consider the development of a combined SLPDPhD program. Indeed, it is expected that some the students who return to school for the SLPD will become interested in research (especially via strong faculty mentorship) to the extent that they may want to complete the PhD as well. A strategic plan should be developed that includes a Ph.D. degree once the SLPD is operational. Not only would it meet a crucial need but it would provide an existing pipeline of applicants. There is no doubt that there is a critical, growing demand for university faculty members as well as researchers who can contribute to the expansion of the scientific foundations of the professions.
Comparisons of proposed program with other programs in New Jersey New Jersey, the most densely populated state in the USA, currently has no doctoral program in Communication Sciences and Disorders. Montclair State University has a Ph.D. in Communication Sciences and Disorders, with a curriculum in audiology. Seton Hall University established a doctoral degree in Health Sciences with a concentration in Speechlanguage Pathology approximately ten years ago. To our knowledge, only three individuals have earned a doctoral degree through this program to date, and it is no longer accepting applicants. At present, there is no clinical doctoral program in our area. The six existing clinical doctoral programs are located in California, Florida, Georgia, Kansas, Pennsylvania (Pittsburgh) and Utah. There is, then, no current SLPD program in New Jersey with which to compare our proposal. A comparative description of these six programs can be found in Appendix A . All programs, except the Doctor of Clinical Science (CScD) from the University of Pittsburgh, including Kean University’s proposed program, have an admission requirement of the Certificate of Clinical Competence in SpeechLanguage Pathology (CCCSLP), issued by the American SpeechLanguage Hearing Association, adhering to nationally recognized professional accreditation standards and establishing entrylevel clinical competencies. The CScD at Pittsburgh allows BA students to earn the CCCSLP during the program. The programs at Rocky Mountain University of Health Professions and the University of Pittsburgh culminate in the Doctor of Clinical Science in SpeechLanguage Pathology, CScD. The program proposed at Kean University, like the programs at Nova Southeastern, the University of Kansas, Valdosta State University and Loma Linda University use the degree designation of SLPD, as suggested by ASHA (2015).
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Except for the program at the University of Pittsburgh, all programs, including the proposed program, include the delivery of courses online, hybrid or facetoface, with Loma Linda University offering all of its courses online. Because some of the programs are quite new, enrollment data are sparse, ranging from none to a projection of 74 (Valdosta) over the next few years. Similarly, target class sizes vary from four (University of Kansas) to 18 (Rocky Mountain Univ.). Most available data are projections. The culminating project varies among programs. Nova Southeastern and Valdosta State University have a requirement of a clinically based research project, which they call a dissertation. Others cite a capstone project or a comprehensive examination. The proposed program at Kean requires an oral comprehensive examination. The curriculum of the proposed program, requiring 33 credits, most closely aligns with that of Rocky Mountain University, which requires 36 credits, and the University of Kansas, which requires 30 credits. 5. Students The Council of Academic Programs in Communication Sciences and Disorders (CAPCSD)/ASHA survey of Ph.D. programs in SpeechLanguage Pathology nationwide revealed that “The majority of programs had 615 students each, while the smallest programs had fewer than six students each . . . The most typical programs in terms of size (6 to 15 students each) accounted for 46% of the total enrollment.” This figure of 6 to 15 students accounted for all of the students enrolled over the average 46 years that it takes to complete a Ph.D. program. Only a handful of programs had over 25 students enrolled overall, and these were all large R1 research universities. The Kean program that we propose could begin to advertise and seek applicants as soon as the Fall 2017 semester. We anticipate accepting 16 students into the first class and gradually increasing to 20 as optimum enrollment.. When fully enrolled, within twotothree years, Kean University would become one of the largest doctoral programs in the United States. Student Financial Incentives The CAPCSD/ASHA document reported that 91% of students in Ph.D. programs nationwide were offered admission with funding (p. 25) (approximately 83% assistantships, 21% fellowships and 8.33% scholarships.) In order to attract and retain the best students, we anticipate helping to finance our doctoral students’ studies by carrying out the following:
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● Hiring doctoral candidates within the department. We will only accept candidates with master’s degrees and ASHA certification. Their experience in the field will add to our pool of clinical supervisors and clinical adjunct instructors. ● Applying for graduate assistantships to support current faculty in administrative and research capacities. ● Creating positions for academic specialists to fill administrative gaps in our program administration—Clinic business management; Student records and activities management; etc. ● Applying for grants and fellowships that can be made available through the Kean University Foundation and other sources ● Including doctoral students in research grant applications. ● Applying for ASHA scholarships which are currently plentiful considering the small number of Ph.D. students and the desire of ASHA to support doctoral study. 6. Program Resources Faculty: Current and future The faculty of Kean University’s SpeechLanguage Pathology program, actively involved in research and professional issues, is uniquely wellsuited for participation in the proposed doctoral programs. Of the eight fulltime faculty in speechlanguage pathology, four have been president of the New Jersey SpeechLanguageHearing Association (NJSHA); one was the governor’s appointed Chair of the state’s licensing board for fourteen years, and one was appointed by the governor and served as chair on the state’s Aphasia Study Commission. For more than 17 years the faculty has implemented the Speech Upgrade Project, a grant from the New Jersey Department of Education, to offer graduatelevel courses, via distance learning, clinical supervision and continuing education activities to Bachelorlevel Speech Correctionists (certified before 1988) to “upgrade” their training to the equivalent of a Master’slevel SpeechLanguage Specialists in the schools of New Jersey. This grant has given Kean’s School of Communication Disorders and Deafness statewide and national attention. Kean was in the forefront of distance education both because of this grant and because we offered eight foundation courses, online, for those postBA students wishing to prepare for application to graduate programs in speechlanguage pathology. This program is known as the SpeechLanguage Pathology PreProfessional Program. One member of our faculty is a nationally recognized specialist in fluency disorders; one is nationally known as an expert in the assessment and management of language disorders in the bilingual child; one is a wellpublished expert in communication and aging; two are editors of refereed publications; and one is president of the board of SPAN, a network for parents of Autistic Children. The graduate faculty remains actively involved in research, both their own and that of their students. This year, approximately 40 of our Master’s students presented their thesis research at Kean’s Research Day, as well as at the NJSHA State Convention. Our students’ research has frequently been accepted and presented SLPD proposal
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at ASHA’s Annual Convention. In 2013, six students and four faculty members presented their work at ASHA in Chicago. In 2014, eight students presented at the ASHA convention in Orlando, FL.and four in Denver in 2015.The program’s own Research Forum every November showcases all of our students’ research and testifies to our commitment to the pursuit of enhanced research skills, opportunities and outcomes. The faculty is eager for the challenge of a doctoral program to expand and further our research interests. However, with the recent increased enrollment of students in the popular master’s program, the current faculty is working at peak capacity, and four members are close to retirement. Currently we have only four faculty members eligible to be “graduate faculty” as defined in the proposed “graduate faculty” plan of the Dean of the Nathan Weiss Graduate College. Future needs: ● It will be crucial to fill current and anticipated faculty vacancies due to attrition/retirements. ● Future hires should be chosen not only for their teaching/clinical strength, but also for their potential to do competitive research and prepare students to perform “evidencebased practice.” ● Future hires should be well suited to direct advanced level research products and have a robust research agenda that would attract doctoral students. ● Kean University should consider tuition reductions for faculty members who may want to upgrade to the SLPD. Most universities have such programs in place for their faculty. ● Likewise, the University should consider offering tuition reductions to the Department’s offcampus supervisors. Such assistance might encourage these individuals to pursue the SLPD at Kean, and also reward them for the important work they do for the University. Two retirements are expected in AY 2016 with another in 2017 and another in 2018. In addition to these replacement lines, a minimum of two lines will be needed when the doctoral programs start admitting students. An increase in Adjunct Faculty is not anticipated and there is no anticipated need for computer equipment, print and nonprint materials. The Kean Library In recent years SpeechLanguage Pathology graduate students and faculty have developed a special relationship with the Kean University Library and its excellent staff of research librarians. The library with all of its stateoftheart data bases will clearly meet the needs of our doctoral students. Currently the library has access to all of the data bases required for medical, psychological and educational research in communication sciences and disorders. Services like SLPD proposal
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“Endnote” and “Qualtrics” lend themselves to doctorallevel research. The Office of Research and Sponsored Programs provides an accessible IRB review system with available counseling on methodology. The Kean University Library also participates in a wide ranging interlibrary loan system to support particular needs. The Kean Library already provides yearly orientation sessions for our master’s thesis students, and some of the librarians have come to department research presentations just to get a better idea of the research needs of our students. We are confident that the library services will be adequate for our doctoral needs. Other new doctoral programs have found the Kean library services satisfactory. The Plant The School of Communication Disorders and Deafness is housed in an impressive multimillion dollar, multiuse facility on the East Campus. The first floor houses offices for nine faculty members, a computer lab, a conference room, a general office and an open space accommodating approximately six adjunct professors and/or graduate assistants. The lower level houses a stateoftheart speech and hearing clinic, the Center for Communication Disorders, with therapy rooms, observation rooms, a waiting room and a small classroom. The space requirements for the SLPD program will include expanded areas for student computer labs and workstations (for example), more laboratory space and equipment, and additional office space to accommodate an influx of new students. Degree Requirements Nature of The Program to be Offered at Kean Because of the mindset typical of northeastern universities, and because nearly all of the prospective candidates identified in our feasibility study indicated that they were currently working fulltime, the doctoral program will need to have considerable flexibility. Fulltime residential commitment is atypical in doctoral programs in the metropolitan area and clearly contraindicated both by current economic realities and by the results of our feasibility study. We aim to schedule the program to permit our doctoral candidates to be available to their patients, but still progress through the program in a reasonable period of time. As program requirements will specify, a core of oncampus course work will be required, but some courses may be offered at affiliated clinical sites and others via hybrid/online programs. Because part of the clinical training component of the Master of Arts degree program in SpeechLanguage Pathology requires externships to provide supervised clinical practica, the program maintains a large, dynamic and receptive network of affiliations with hospitals, rehabilitation centers, public and private schools, community centers and private practices. We view these as ripe potential laboratory resources for the practicum and research requirements of the proposed doctoral program. We have had a longterm relationship with the Robert Wood Johnson Rehabilitation Center of the John F. Kennedy Medical Center in Edison, NJ and alliances with the University of Medicine and Dentistry of New Jersey as well as the Veterans SLPD proposal
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Administration Hospitals in East Orange and Lyons, NJ. We have worked closely with the Adler Aphasia Center and with the Lakeview School for disabled children. We have offered classes and sponsored continuing education programs at all of these sites. Admission requirements The following are prerequisites for admission to the proposed program: ● A master’s degree in speechlanguage pathology or its equivalent from an accredited institution of higher education. ● The Certificate of Clinical Competence (CCCSLP) issued by the American SpeechLanguageHearing Association. ● A minimum grade point average for the master’s degree of 3.2 on a 4.0 scale. (If the last graduate course was taken more than ten years prior to application and the grade point average is below 3.2, employment history will be taken into account.) ● Curriculum Vitae ● Three letters of recommendation attesting to the candidate’s ability to handle postmaster'slevel course work, teaching, supervision and research. Preferably letters should be from current or previous employers or from last school attended, or both. ● Statement of goals and research career interests. ● Personal interview. Program of Study The proposed program of study reflects the content requirements of other clinical doctoral programs. It also shares the general outlook of current doctoral programs at Kean University. The number of credits postbachelor varies among prominent university programs in Communication Sciences and Disorders from 60 (CUNY) to 75 (University of Texas, Dallas) to 90 (Purdue). Currently credit requirements of doctoral programs at Kean University range from 54 for the Ed.D. program in Educational Leadership, to 59 in the Ph.D. in Nursing, to 120 credits in the Doctor of Psychology (Psy.D.) program. The master’s degree in Speechlanguage Pathology offered here at Kean has become increasingly comprehensive and technical, and because it currently requires a minimum of 60 credits, and because we plan to accept only those doctoral applicants who hold a master’s degree in communication disorders, we propose a SLPD program requiring 33 credits post MA. Curriculum Curriculum for the clinical doctorate (DSLP) (33) CDD 6298 Seminar in research design and methodology 3 CDD 7110 Advanced Statistics I 3 Major Content Area: * SLPD proposal
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CDD 7000 Advanced topics major focus: Literature Review 3 CDD 7001 Advanced topics major focus: Applications 3 CDD 7002 Advanced topics major focus: Product 3 Minor Content Area:* CDD 7004 Advanced topic minor focus: Literature Review 3 CDD 7005 Advanced topic minor focus: Applications 3 CDD 8000 Advanced Clinical Intervention 3 CDD 8001 Advanced clinical supervision 3 CDD 8002 Interprofessional education seminar 3 *Major and minor content areas are selected from the following: 1. Neurodevelopmental disorders/Autism 2. Acquired language and communication disorders in Adults 3. Child language disorders/bilingual studies 4. Hearing Impairment 5. Motor disorders, dysphagia/dysarthria Elective 5000 or higher from related graduate program as approved by the faculty advisor 3 Suggested areas: ● Gerontology ● Biometrics ● Business & Management ● Healthcare Administration ● School Administration Comprehensive Examination At the conclusion of the SLPD curriculum, all students will be required to pass an oral comprehensive examination. It will be designed to assess the students’ advanced knowledge of communication disorders in their major content focus area, in their minor content focus area and clinical applications in general, allowing them to demonstrate mastery of knowledge at the doctoral level. Students must receive a passing grade. If a student fails the first attempt, a second and final attempt will be allowed. The comprehensive examination will be assessed through the use of two rubrics, one for content ( Inquiry and Research ) and one for presentation skills ( Oral Presentation ). SLPD proposal
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Sources: American SpeechLanguageHearing Association, Academic Affairs Board (2012). Academic Affairs Board report to the ASHA Board of Directors on the clinical doctorate in speechlanguage pathology. Retrieved from http://www.asha.org/uploadedfiles/2012ReportSLPClinicalDoctorate.pdf . American SpeechLanguageHearing Association. (2015). Guidelines for the clinical doctorate in speechlanguage pathology [Guidelines]. Available from www.asha.org/policy . Association of American Colleges and Universities, Value Rubrics. Available from
[email protected] .
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RUBRIC A CDD 8000 SLO1: APPLY KNOWLEDGE AND ADVANCED SKILL IN AREAS OF CLINICAL SPECIALIZATION (Kean SLO4) Criteria Treatment plan was planned, implemented and evaluated.
1 unsatisfactory Treatment plan not submitted or inappropriate for clients identified
Treatment plan, tailored for three specific clients, was planned, implemented and evaluated.
Treatment plan was not completed; student was unable to implement therapeutic plan; Outcome was not adequately evaluated.
Scholarly paper evaluated the process of developing and implementing a professional development workshop.
Scholarly paper is not based on clinical specialization of student’s treatment plan; Scholarly paper is inadequate to teach principles developed in plan; Scholarly paper is
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2 emerging Treatment plan submitted but not evidence based, not wellwritten, or not realistic for clients and practice setting Treatment plan was completed, but not fully implemented; fewer than three clients were treated; treatment did not reflect treatment plan; evaluation was incomplete Scholarly paper does not accurately or adequately evaluate the process necessary to translate clinical experience to professional development
3 meets expectations Treatment plan evidence based, wellwritten, and realistic for clients and setting
4 exceeds expectations Treatment plan is “stateoftheart,” creative, wellwritten; optimum for clients and setting
Treatment plan was completed; three clients were identified and treatment was successful ly implemented; evaluation was complete and accurate
Excellent treatment plan completed and implemented with three appropriate clients; treatment outcomes are optimum; evaluation is complete; insightful; accurate; and wellwritten
Scholarly paper is wellwritten and accurately evaluates the process of developing and implementing a realistic and doable professional development workshop.
Scholarly paper is exceptionally insightful, creative and wellwritten. Proposed professional development workshop is presentation ready
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incomplete or poorly written.
workshop; plan for PD workshop is not realistic or “doable.”
RUBRIC B CDD 7001 SLO 2 : Synthesize and evaluate the results of evidencebased research interventions to design appropriate treatment plans (KU SLO #1). Criteria
1
2
3
4
unsatisfactory
emerging
meets expectations
exceeds expectations
selection of clients was appropriate for the chosen major area
Student was unable to locate clients or site for chosen major area; clients chosen were inappropriate for study in major area
Student was unable to find enough clients appropriate for study in chosen major area; Clients chosen were not entirely appropriate for study in major area; Timeline of availability did not coincide with course requirements
Student located and selected clients appropriate for study in major area; Student made adequate and timely arrangements to work with clients in best possible setting.
Student selected optimal clients appropriate for treatment and study in chosen major area; Student made independent arrangements for study of these clients.
client needs were assessed and target behaviors identified
Student unable to arrange or perform appropriate assessment of selected clients; Student did not identify appropriate target behaviors for selected clients.
Student performed client assessments, but assessments were insufficient or identification of client needs and target behaviors was incorrect or inadequate.
Student accurately assessed needs of chosen clients and identified target behaviors that could best be treated.
Student assessed client needs from several perspectives and insightfully identified target behaviors fully appropriate to clients’ setting in concert with other professionals.
literature review resulted in evidencebased intervention strategy
Student’s literature review was insufficient to determine evidence base for treatment planned
Student’s literature review identified appropriate evidencebased treatments, but did not adequately create intervention strategy
Student’s literature review resulted in creation of appropriate evidencebased intervention strategy
Student’s extensive literature review resulted in a strong, realistic and innovative evidencebased intervention strategy
intervention
Student’s
Student’s
Student created
Student
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strategy designed and implemented
intervention strategy incomplete or poorly designed. Plan was not implemented
intervention strategy was attempted, but not fully implemented. Design and/or implementation not timely or effective.
adequate and appropriate intervention strategy. Design was successfully implemented with selected clients.
independently created original, insightful, and fully appropriate intervention strategy; Student successfully designed and implemented the strategy with selected clients.
baseline and intervention data collected
Student did not collect baseline and/or intervention data or collected data inadequately.
Student collected some baseline and intervention data; but data collected were not indicative of outcomes, or data collection was insufficient to draw valid conclusions.
Student employed appropriate measures to record accurate and adequate baseline and intervention data.
Student collected accurate, appropriate and verifiable baseline and intervention data aimed to directly illustrate treatment outcomesboth expected and unexpected
data reviewed and validated
Faulty data prevented adequate review and validation; or student was unable to accurately discuss or evaluate data collected.
Student required support to review data collected and/or had difficulty validating data collected; Student’s data were not able to be validated
Student independently and accurately reviewed and validated data collected from clinical treatment baseline and results.
Student independently and accurately reviewed and validated data collected from clinical treatment baseline and results; Student independently drew research conclusions based on data.
clearly presented the treatment protocol in written format
Student did not submit acceptable written treatment protocol; treatment protocol did not adequately reflect student’s evidencebased treatment implementation or data analysis.
Student’s treatment protocol was poorly written; Evidencebased treatment plan, implementation,and /or data analysis, were only partially appropriate or adequate for drawing conclusions about treatment protocol..
Student’s written treatment protocol was an accurate and complete presentation of evidencebased treatment project. Writing was clear and concise. Conclusions were clearly and accurately drawn.
Student’s written treatment protocol was of professional quality; Presentation of treatment protocol was complete and replicable. Conclusions and implications were insightful and clearly presented.
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RUBRIC C CDD 7002 SLO3 : Design and deliver professional development programs with an emphasis on linguistic and cultural diversity. Criteria
1
2
3
4
Unsatisfactory
Emerging
Meets expectations
Exceeds expectations
Organization
Presenter does not follow logical sequence and/or does not provide explanations/elabor ation that meet the needs of a diverse group.
Presenter follows logical sequence and sometimes provides explanations/ elaboration that meet the needs of a diverse group.
Presenter follows logical sequence and usually provides explanations/ elaboration that meet the needs of a diverse group.
Presenter follows logical sequence and consistently provides explanations/ elaboration that meet the needs of a diverse group.
Delivery
Presenter does not speak clearly and loudly enough for all in audience to hear, and rarely attempts to meet the needs of a diverse group.
Presenter sometimes speaks clearly and loudly enough for all in audience to hear, and sometimes meets the needs of a diverse group.
Presenter speaks clearly and loudly enough for all in audience to hear, and usually meets the needs of a diverse group .
Presenter speaks clearly and loudly enough for all in audience to hear, and consistently meets the needs of a diverse audience.
Content 1) depth 2) accuracy
Speaker’s content is superficial, or below the level of audience’s expertise. Linguistic and cultural diversity are not discussed. Information presented is
Speaker provides key concepts and theories, but little background. Cultural and linguistic diversity are acknowledged, but not considered. Presentation is vague; information
Provides accurate information and explanations of key concepts. Listeners from culturally diverse groups are acknowledged. Linguistic differences are discussed where appropriate. Information (names, facts, etc.)
Speaker provides accurate and complete explanation of key concepts and theories, drawing upon relevant literature. Applications of theory are included to illuminate issues. Listeners from diverse groups gain insight Information (names, facts, etc.) included is consistently accurate.
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incorrect or not based on current information
is biased to particular point of view
included in the presentation are consistently accurate. I
Information from literature is appropriately credited.
Cultural & linguistic appropriateness
Presentation does not address the needs of a diverse audience. Audience suspects bias in presentation.
Presentation appears biasfree, but does not address the needs of a diverse audience.
Presentation clearly attempts to meet the needs of a diverse audience and no bias is intended.
Presentation meets the needs of a diverse audience and is free from bias (e.g. sexism, agism, racism, heterosexism..)
Multimedia support and visual aids
Presentation includes little or no multimedia or visual aid support for presentation.
Presentation includes multimedia support and/or visual aids, but they are distracting to presentation and/or are not sensitive to persons with cultural differences.
Presentation includes multimedia support and/or visual aids that clarify the content of the presentation and are sensitive to the needs of diverse audience members.
Presentation includes a balanced use of appropriate multimedia that enhances the overall presentation (easy to read, attractive, informative, error free, and sensitive to the needs of diverse audience members).
Responsiveness 1) Q& A 2) Time
Presenter fails to permit questions during or after the presentation. Program is significantly shorter or longer than advertized.
Presenter takes one or two questions at the end of the presentation; Presenter has difficulty answering audience questions; Presenter does not call on persons who are culturally or linguistically different. Program begins late and finishes too early or too late.
Presenter answers all questions to the best of his/her ability . Presenter is open to questions from persons who are culturally or linguistically different. Speaker begins and ends on time.
Addresses all questions in a manner that demonstrates a thorough command of the topic(s) of the presentation. Speaker uses the allotted time effectively. Finishes on time
Spelling, grammar and word choice
Spelling and grammar errors appear in handouts and multimedia. Word choice in presentation is colloquial and
Spelling, grammar and word choice might not be ideal for expressing ideas and concepts in spoken words and in handouts and
Oral and written sentences are complete and grammatical and present no spelling errors. No cultural bias is evident in
Both oral and written sentences are complete and grammatical, and they flow together easily. Words are chosen for their precise meaning.
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includes biased language.
multimedia. Presentation geared to particular dialect or cultural group.
presentation.
RUBRIC D CDD 8000
The presentation has no spelling errors and no cultural bias.
SLO 4: Exhibit adherence to professional standards and ethical decision making in all professional and interprofessional standards (KU SLO #3) Criteria Treatment plan was planned, implemented and evaluated.
Treatment plan, tailored for three specific clients, was planned, implemented and evaluated.
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1 unsatisfactory Treatment plan violated ASHA professional standards; did not respect school or hospital privacy or IRB regulations; or did not appear to be in best interest of clients.
2 emerging Treatment plan was created with best interest of selected clients, but did not account for all professional and interprofessiona l standards of both Kean University and site where treatment was to be conducted.
3 meets expectations With faculty support, student created, imple mented and evaluated treatment plan in accordance with ethical decisionmaking and professional/ interprofessional standards of both Kean University and the site where treatment was to be conducted.
The treatment plan implemented for three specific clients failed to meet ethical, professional and interprofessiona l standards.
The treatment plan acknowledged ethical decisionmaking and ASHA professional standards, but evaluation of the project revealed failure to meet professional standards in the implementation
The treatment plan revealed adherence to professional standards and ethical decisionmaking in all planning and implementation of treatment for three specific clients.
4 exceeds expectations Student independently planned, implemented and evaluated a treatment plan that adhered to professional standards and ethical decisionmaking in all professional and interprofessional standards, at Kean University and at the site where treatment was to be conducted. The treatment plan revealed adherence to professional standards and ethical decisionmaking in all planning and implementation of treatment for three specific clients. Plan also considered 26
of the treatment plan
Scholarly paper evaluated the process of developing and implementing a professional development workshop.
Scholarly paper does not define or acknowledge adherence to ethical decisionmaking or professional standards in process of developing workshop
Ethical decisionmaking and professional standards are described in scholarly paper, but plans for implementing professional development workshop do not contain specific consideration of these standards
Scholarly paper evaluating treatment plan and developing professional workshop incorporate ethical decision making and professional standards in both the treatment plan and the implementation of the workshop.
interprofessional standards of treatment site . Scholarly paper evaluating treatment plan and developing professional workshop incorporate ethical decision making and professional standards in both the treatment plan and the implementation of the workshop. The importance and value of professional and interprofessional standards are woven directly into the implementation of the workshop.
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RUBRIC E CDD 8001
SLO 5 : Provide effective, culturally and developmentallyappropriate clinical supervision. (KU SLP #4) Criteria
1 unsatisfactory
2 emerging
Literature review describes current trends in supervision in speechlanguage pathology including cultural appropriateness.
Student’s literature review fails to consider cultural and developmental issues currently influencing supervision in speechlanguage pathology;
Functional guidelines/strateg ies for supervision are written.
Student fails to consider cultural and developmental issues when writing functional guidelines/ strategies for supervision.
Student’s literature review considers a limited range of issues related to cultural and developmental differences in both clients and supervisees in the supervisory process. Student includes limited or biased discussion of cultural and developmental issues when writing functional guidelines/ strategies for supervision.
Supervisory conferences are conducted.
Student conducts supervisory
SLPD proposal
Student demonstrates awareness of
3 meets expectations Student’s literature review clearly describes cultural and developmental issues influencing supervision in speechlanguage pathology today.
4 exceeds expectations Student’s literature review contains insightful and extensive consideration of current cultural and developmental trends in supervision in speechlanguage pathology.
Student writes functional guidelines/ strategies for supervision that adequately consider cultural and developmental issues of both supervisees and clients.
Student writes functional guidelines/ strategies for supervision that are insightful comprehensive in their consideration of cultural and developmental issues of both supervisees and clients. Student is knowledgeable about and
Student is knowledgeable about and
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conferences with little or no reference to or consideration of culturally and developmentally appropriate interview techniques.
Protocol for effective inservice training for supervisors is developed.
Supervision of master’s level student clinician is effective and demonstrates cultural competence.
Inservice protocol developed by student does not examine cultural and developmental issues important to effective supervision.
cultural and developmental issues during supervisory conferences, but does not incorporate knowledge into process.
Student’s inservice protocol includes information on the importance of cultural and developmental issues, but does not examine or discuss their effects on the quality of supervision. Supervisor’s Supervisor’s master’s level master’s level student clinician student demonstrates a clinician lack of cultural appears aware competence of cultural issues, but does not demonstrate sensitivity in clinical work.
sensitive to cultural and developmental issues while conducting supervisory conferences.
Student’s inservice protocol introduces and discusses topics required to create effective, culturally and developmentally appropriate clinical supervision
Supervisor’s master’s level student clinician is an effective therapist and demonstrates cultural competence in his/her treatment of clients.
sensitive to cultural and developmental issues while conducting supervisory conferences; and demonstrates that knowledge and sensitivity clearly to supervisee resulting in highly effective interaction. Student’s inservice protocol creatively and systematically includes discussion of topics that assure effective, culturally and developmentally appropriate clinical supervision. Supervisor’s master’s level student clinician demonstrates clinical competence and a high level of cultural awareness in communicating with both clients and families.
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