1. health and fitness
2. disorders

Speech-Language and Hearing
Clinic Manual
2013-2014
Portland State University
85 Neuberger Hall
724 SW Harrison St. Portland OR 97207
Mailing Address: P.O. Box 751, Portland, OR 97207
Email: sphr@pdx.edu
Phone: 503-725-3070
Department Website: www.pdx.edu/sphr
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TABLE OF CONTENTS
Welcome Letter……………………………………………………………………………………7
Important Numbers and Faculty Contact………………………………………………………8 - 9
SPHR Mission…………………………………………………………………………………....10
Diversity Statement………………………………………………………………………………10
History of PSU Department……………………………………………………………………...11
KASA…………………………………………………………………………………..…...12 - 13
Clock Hour Requirements………………………………………………………………………..13
ASHA Certification Standard…………………………………………………….................14 - 15
Clinical Practicum Sequence………………………………………………………………..15 - 16
Clinic Overview
Clinic Overview……………………………………………………………………………..17 - 18
PSU Clinic Opportunities…………………………………………………………………...18 - 19
Hearing Screenings and Voice Screenings………………………………………………………20
Externships
Practicum SPHR 509 (externships)……………………………………………………………...21
Externship Options………………………………………………………………………….21 - 22
Clinician Professionalism
Standards of Professionalism…………………………………………………………………….23
Professional Conduct/Ethics……………………………………………………………………..23
The Role of Respect in Clinician Professionalism………………………………………………24
Professional Appearance Policy…………………………………………………………….24 - 25
Clinic Name Badge………………………………………………………………………………25
Punctuality……………………………………………………………………………………….25
Professionalism at Externship sites…………………………………………………....................26
HIPPA and Protected Health Information (PHI)……………………………………………26 - 27
Hypothetical Violations of HIPPA………………………………………………….............27 - 28
Social Media Policy…………………………………………………………………...................28
Zero Electronic-Interruption Policy………………………………………………..…………….29
Relationship with Clients and Families………………………………………………………….29
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Consequences of Non-Compliance………………………………………………………………29
Graduate Student Lab Policy
Graduate student children in lab……………………………………………………....................30
Bulletin Boards and Clinic Schedule Board……………………………………………………..31
Clinic Policies
Requirements before starting clinic……………………………………………………………...32
Privacy and Confidentiality Policies for Clinic Records………………………………………...32
Client Files…………………………………………………………………………………….…33
Clinic Reports…………………………………………………………………………….……...34
Password Protection for Client Files…………………………………………………….……….34
Release of Information…………………………………………………………………….……..35
Video and Audio Taping……………………………………………………………............35 - 36
Observations……………………………………………………………………………………..36
Clinician Absence………………………………………………………………………………..37
Client Absence………………………………………………………………………............37 - 38
Infection Control Policies and Procedures
Infection Control Policies and Procedures……………………………………………………….38
Immunizations……………………………………………………………………………………38
Hand washing……………………………………………………………………………….38 - 39
Wearing disposable Gloves………………………………………………………………………39
Handling of Contaminated Items……………………………………………………………...…40
Disinfecting Clinical Areas…………………………………………………………………40 - 41
Injuries, Illness or Other Contagious Conditions………………………………………………...41
Restroom Policy…………………………………………………………………………….41 - 42
Campus Medical Incidents…………………………………………………………………...…..42
Evacuation Procedures…………………………………………………………………………...43
Clinic Procedures (On-Campus)
Emergency and Caution Procedures……………………………………………………………..44
Opening Clinic
Room Assignments………………………………………………………………………………45
Clinic Schedule…………………………………………………………………………………..45
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Client Packets…………………………………………………………………………………….46
Lesson Plan Folders……………………………………………………………….……………..46
Supervisor Observation Percentages……………………………………………………………..47
Lesson Plans……………………………………………………………………………………...47
SOAP Notes…………………………………………………………………………...................48
Behavioral Objectives……………………………………………………………………………49
Self-Reflection…………………………………………………………………………………...49
Clinic Reports……………………………………………………………………………………50
Reporting Standardized Test Results…………………………………………………………….50
Signatures on Reports……………………………………………………………………………51
Procedures for Printing Clinic Reports…………………………………………………………..51
Tests, Equipment, Materials
Tests, Equipment, Materials………………………………………………………………...52 - 53
Computer Software for clinic……………………………………………………….……………53
Laminator………………………………………………………………………….…..................53
Directed Clinical Assistants……………………………………………………………………...54
Closing Clinic
Closing Clinic……………………………………………………………………………………55
CALIPSO…………………………………………………………………………………55 - 56
Student Clinician Support Plans
Assistance for Students who need support plan……………………………………….........56 - 57
Policy for student Grievances…………………………………………………………................58
Contacting the CAA……………………………………………………………………………...58
APPENDIX
ASHA Code of Ethics……………………………………………………………………….60 - 63
Professional Expectations of PSU Clinic Form……………………………………………..6 4- 65
Privacy and Confidentiality Form for Students Form………………………………………66 - 67
Essential Functions Form……………………………………………………………….......68 - 71
New Grad Student Checklist……………………………………………………………......72 - 74
Prerequisites for Graduate Program………………………………………………………...75 - 77
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SPHR Graduate Courses…………………………………………………………………….78 - 80
SPHR Graduate Curriculum Map – Cohort 1……………………………………………….81 - 82
SPHR Graduate Curriculum Map – Cohort 2……………………………………………….83 - 84
Praxis Examination………………………………………………………………………………85
GRAD LAB – What you need to know………………………………………………………….86
Grad Lab Assignments…………………………………………………………………………...87
Kitchen/Lab Duty Cleaning Checklist…………………………………………………………...88
Checklist for Cleaning Materials used in Clinic…………………………………………………88
Computers Labs…………………………………………………………………………......89 - 92
PSU Hearing Screening Guidelines……………………………………………………………...93
Hearing Screening Form…………………………………………………………………………94
Voice Screening Protocol…………………………………………………………………...95 - 98
PSU Clinic Primer: Assessment…………………………………………………………...99 - 101
Clinic Objectives………………………………………………………..………………..102 - 105
SOAP Notes……………………………………………………………….……………………106
Guidelines for Report Writing………………………………………………..………………...107
Report Writing Dos and Don’ts………………………………………………..………....108 - 109
Daily Attendance Form…………………………………………………………..……………..110
Lesson Plan Form…………………………………………………………………..…………..111
SOAP Notes Form………...………………………………………………………..…………..112
Supervisor’s Comments Form……………………………………………………….…............113
Self-Reflection Form….……………………………………………………………….……….114
Client Welcome Letter……………………………………………………………………115 - 116
Consent for Evaluation and Treatment Form…………………………………………………...117
Consent for Observation Form………………………………………………………….............118
Video/Audio Agreement Form…………………………………………………………............119
Release of Information To and From PSU Form……………………………………………….120
Privacy Policy…………………………………………………………………………………..121
CALIPSO Instructions for Students……………………………………………………...122 - 126
CALIPSO Evaluation…………………………………………………………………………...127
CALIPSO Grading Scale……………………………………………………………………….128
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CALIPSO FAQ…………………………………………………………………………………129
Externship Packet……………………………………………………………………………….130
Policies for Externships…………………………………………………………………..131 - 132
Procedures for Externships……………………………………………………………….133 - 135
Contract for Externship…………………………………………………………………. ……..136
Externship Attendance Form…………………………………………………………………...137
Externship Daily Clock hour Form – Adult…………………………………………….............138
Externship Daily Clock hour Form – Child…………………………………………….............139
Evaluation of Externship Site…………………………………………………………….140 - 141
Licenses and Certificates…………………………………………………………………142 - 144
SPHR Initial Teaching License Checklist………………………………………………………145
Teaching License Student File Review…………………………………………………..146 - 147
Student Teaching Summary Report………………………………………………………148 - 150
Legacy Health CFY Passport…………………………………………………………….151 - 153
Student Clinic Resources…………………………………………………………………154 - 155
PSU Resources…………………………………………………………………………...156 - 157
Neuberger Basement Map……………………………………………………………………....158
Campus Map……………………………………………………………………………………159
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SPHR Class of 2015
Welcome to the Speech and Hearing Sciences Department at Portland State University (PSU).
You have decided to enroll in a Speech-Language Pathology Master’s program where you will
be challenged both academically and clinically. The PSU program emphasizes community
service and evidence based practice. You will have the opportunity to apply your theoretical
knowledge into clinical practice. The Clinical Supervisors will be available to assist, guide, and
direct you as you begin to plan and implement assessment and treatment. PSU Clinical
Supervisors are certified by the American Speech-Language-Hearing Association (ASHA) and
licensed by the state of Oregon and supervise graduate clinicians in their respective specialty
areas.
The PSU Speech and Hearing Clinic provides you with a site to acquire and refine the technical,
interpersonal, and overall clinical skills you will need for professional advancement while
providing valuable services to a variety of clients in the Portland Metropolitan area. Supervised
graduate clinicians (you) provide prevention, screening, assessment, and treatment services for
children and adults across the lifespan with a wide range of communication and related
disorders. As you gain experience, you will find that you are able to handle clinic service
delivery with increasing independence. After gaining experience within the PSU Speech and
Hearing Clinic, you will continue to enhance your skills by obtaining additional clinical
experience in a variety of externship sites.
This clinic manual is intended to be a guide and resource to clinic procedures, policies, rules, and
relevant clinical documents that you will use when serving clients at the PSU clinic. It is
expected that you read this handbook and become familiar with its contents. This manual will
answer many of your questions and clarify issues that may arise as you gain experience in this
phase of your graduate program. Please review this manual first if you have a question as
many of the them will be answered within these pages. However, this manual is NOT
intended to be a substitute for frequent contact with your assigned Clinical Supervisors, who are
here to help you throughout the entire process.
Welcome to the PSU program!
Christina Gildersleeve-Neumann
Department Chair
Claudia Meyer
Clinical Director
Melinda Pomeroy
Clinic Coordinator
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IMPORTANT PHONE NUMBERS
Department of Speech and Hearing Sciences
503-725-3533
Speech, Language and Hearing Clinic
503-725-3070
Graduate Student Lab
503-725-2365 (not for clients).
● Dial 9 + the area code and phone number. To call a PSU campus number dial 5 and then
the extension (which is the last four digits of the phone number).
● If you need to make a long distance call related to a client dial 9 + 1 + the area code and
number.
Campus Security
503-725-4407 (non-emergency)
503-725-4404 (emergency)
email: cpso@pdx.edu
Lost and Found
503-725-4435
SPEECH AND HEARING SCIENCES FACULTY
Contact Information
Name
Ext.
Office
Email
Dr. Amy Costanza-Smith
Clinical Assistant Professor
5-2218
73
costanza@pdx.edu
Dr. Amy Donaldson
5-3224
5-2301
87
Lab: 87
adonald@pdx.edu for
general inquiries,
research and SocialsibS
sphrdon@pdx.edu
when students are taking
a class with Dr.
Donaldson
Dr. Gerasimos Fergadiotis
5-2217
84A
Lab: 84B
Gf3@pdx.edu
Rebecca Field,
Office Coordinator
5-5380
85C
fieldr@pdx.edu
Dr. Christina GildersleeveNeumann, Chair
5-3230
92
Lab: 69
cegn@pdx.edu
Susan Ginley
UG/PB advisor
Clinical Supervisor
5-3546
85D
sginley@pdx.edu
8
Cassie Quinn
Clincal Supervisor
5-3584
72A
cquinn@pdx.edu
Dr. Maria Kapantzoglou
5-3582
75
Lab: 10
Mkapa2@pdx.edu
Dr. Sarah Key-Delyria
5-3698
85B
Lab: 83
keydel@pdx.edu
Dr. Jenny Larsen
Grad Advisor
Clinical Assistant Professor
5-2219
71
larsenj@pdx.edu
Andy McMillin
Clinical Supervisor
5-3653
74
andym@pdx.edu
Claudia Meyer,
Clinic Director
5-5364
78
meyerc@pdx.edu
Dr. Elsa Nelson
Clinical Audiologist and
Instructor
5-3558
85A
ELnelson@pdx.edu
Melinda Pomeroy,
Clinic Coordinator
5-3070
85E
weilm@pdx.edu
Student Lab
503-725-2365
91
Main Office Reception Desk
5-3533
85L
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SPHR MISSION
The mission of the Department of Speech and Hearing Sciences is to contribute, through
teaching and research, to the understanding of normal processes and disorders of speech,
language and hearing, to prepare professionals to assess and treat communication disorders, and
to provide service to people in the community with communication challenges. The mission of
our department is in concert with the Portland State University mission. PSU has developed a
strong community service identity which strives to integrate higher education with the needs of
the community. Our department serves as a prominent example of the integration of academic,
research, and community service. Our curriculum contributes to the liberal education of
undergraduate students and provides a graduate program leading to entry into the profession of
Speech­-Language Pathology. Our curriculum provides students with a strong scientific base that
enables them to think critically, assess information accurately, and be adaptable in their work
with clients. We connect with the community by providing speech, language, and hearing
services on campus and by providing numerous services in the greater Portland area, such as
speech and hearing screenings in schools. Our department contributes to the research mission of
the University through faculty and student research in communication sciences and disorders.
DIVERSITY STATEMENT
Portland State University and the Speech and Hearing Department promote the value of
diversity, equity, and the recognition that it enriches our campus community by supporting and
enhancing an inclusive and culturally respectful environment. The University, College, and
Department do not discriminate on the basis of race, color, creed, religion, national origin,
gender, sexual orientation, age, marital status, ability, or veteran status.
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THE HISTORY OF PSU'S SPEECH AND HEARING SCIENCES
DEPARTMENT
The Speech and Hearing Sciences Department has its roots in the Portland Extension Center
which first offered courses in Speech-Language Pathology in 1956, and later in Audiology. In
1956, a partnership with Crippled Children’s Division (CCD, now Child Development and
Rehabilitation Center) affiliated with Oregon Medical School (now Oregon Health Sciences
University) was established where speech and hearing clinics were run during the 9 month
academic year. Beginning in 1964, summer clinics were run at Portland State College (PSC) in
Shattuck Hall.
The PSC Speech and Hearing Sciences Program was founded by Robert English in fall, 1964.
The Program was under the auspices of the Department of Speech at PSC which was housed in
the basement of Neuberger Hall which was only half built. Two programs made up the
department: General Speech (now Communication Studies) and Speech and Hearing Sciences.
Early growth of the program came about largely because of federal grant funding through the
Bureau of Education for the Handicapped. During that time, the program had the first visitation
for the American Speech-Language-Hearing Association (ASHA) accreditation which has since
been continuously maintained. For 30 years, Portland State was the only accredited program (out
of 5 programs) in Oregon. In 2005, the program evolved to become a department.
Many thanks to Dr. Mary Gordon-Brannan for sharing this history.
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KNOWLEDGE AND SKILLS ACQUISITION (KASA)
According to the Standards for the Certificates of Clinical Competence in SpeechLanguage Pathology, students must complete a minimum of 400 clock hours of supervised
clinical experience in the practice of speech-language pathology. Twenty-five hours must be
spent in clinical observation, and 375 hours must be spent in direct client/patient contact. The
student must demonstrate through the Knowledge and Skills Acquisition (KASA) form the
acquisition of skills as outlined in the ASHA Standards. The Department of Speech and Hearing
Sciences at PSU is using the online program CALIPSO to document knowledge and skill
acquisition. Clock hour totals are also documented in CALIPSO. Skill acquisition in the 9
disorder areas will be updated at the end of each term for each student. Clock hours will also be
updated on CALIPSO at the end of each term.
Confirmation of clock hours and completion of the KASA form is required when a student
applies for ASHA certification. Therefore, it is extremely important that an ongoing and
accurate record be kept.
Each student will have a clock hour file which is kept securely in the Speech and Hearing
Sciences office. This file contains hard copies of relevant documents, licensure documents and
print outs of your final clock hour summary from CALIPSO. Students may have access to their
clock hour file only with permission and supervision of their advisor, clinical faculty, clinical
director, or other faculty member.
Important information related to KASA:
•
Major decisions regarding evaluation and treatment of a client are implemented or
communicated to the client and/or parent only after approval by the supervisor.
•
Student clinicians should be assigned practicum only after they have sufficient
coursework to qualify for such experience.
•
Clinical practicum hours must be supervised by individuals who hold a current
Certification of clinical competence (CCC) in the area in which the observation and
practicum hours are being obtained.
•
A person holding an appropriate credential is available for consultation as appropriate for
the client’s disorder when a student is providing clinical services.
•
Clock hours can be obtained only for the time during which the student clinician is
providing direct evaluation or treatment services for clients who present communication
disorders or with the client’s family. Ancillary activities such as writing lesson plans,
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scoring tests, transcribing language samples, and preparing treatment activities, and
meetings with practicum supervisors may not be counted as clock hours.
•
A minimum of 25% of total contact time in treatment with each client must be observed
directly by the supervisor.
•
The nature and amount of clinical supervision are adjusted to the experience and ability
of the student, and the appropriate guidance and feedback are provided to the student.
•
Students meet all their KASA requirements through their clinic work and course work at
PSU. There is no additional experiences that need to be sought outside of the graduate
program to achieve these competencies.
CLOCK HOUR REQUIREMENTS
Admitted Speech and Hearing Sciences graduate students are provided the opportunity to meet
the ASHA Certification of Clinical Competence clock hour requirements:
•
•
•
25 clock hours of supervised observation
375 clock hours of supervised practicum (50 hours permitted at the undergraduate level
with approval from the Clinic Director)
325 hours - Speech-Language Pathology at the graduate level
Recommended clock hours for Speech-Language Pathology (SLP) at PSU are:
•
•
•
•
•
•
•
•
•
20 hours - Evaluation: Speech disorders in children
20 hours - Evaluation: Speech disorders in adults
20 hours - Evaluation: Language disorders in children
20 hours - Evaluation: Language disorders in adults
20 hours - Treatment: Speech disorders in children
20 hours - Treatment: Speech disorders in adults
20 hours - Treatment: Language disorders in children
20 hours - Treatment: Language disorders in adults
20 hours - Hearing (screening and/or habilitation/rehabilitation)
Clock hours in each of these areas will vary from student to student. Students may get much
more or much less than 20 hours in each area depending on the focus of externships and
clinic.
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ASHA CERTIFICATION STANDARD IV-G
Graduate students must complete a program of study that includes supervised clinical
experiences sufficient in breadth and depth to achieve the following skills outcomes:
1. Evaluation:
a. Conduct screening and prevention procedures (including prevention activities)
b. Collect case history information and integrate information from clients/patients, family,
caregivers, teachers, relevant others, and other professionals
c. Select and administer appropriate evaluation procedures, such as behavioral observations,
non- standardized and standardized tests, and instrumental procedures
d. Adapt evaluation procedures to meet client/patient needs
e. Interpret, integrate, and synthesize all information to develop diagnoses and make appropriate
recommendations for intervention
f. Complete administrative and reporting functions necessary to support evaluation
g. Refer clients/patients for appropriate services
2. Intervention:
a. Develop setting-appropriate intervention plans with measurable and achievable goals that meet
clients'/patients' needs. Collaborate with clients/patients and relevant others in the planning
process.
b. Implement intervention plans (involve clients/patients and relevant others in the intervention
process)
c. Select or develop and use appropriate materials and instrumentation for prevention and
intervention
d. Measure and evaluate clients'/patients' performance and progress
e. Modify intervention plans, strategies, materials, or instrumentation as appropriate to meet the
needs of clients/patients
f. Complete administrative and reporting functions necessary to support intervention
g. Identify and refer clients/patients for services as appropriate
3. Interaction and Personal Qualities:
a. Communicate effectively, recognizing the needs, values, preferred mode of communication,
and cultural/linguistic background of the client/patient, family, caregivers, and relevant others
b. Collaborate with other professionals in case management
c. Provide counseling regarding communication and swallowing disorders to clients/patients,
family, caregivers, and relevant others
d. Adhere to the ASHA Code of Ethics and behave professionally
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These standards must be met in the following areas:
•
•
•
•
•
•
•
•
•
Articulation
Fluency
Voice and resonance, including respiration and phonation
Receptive and expressive language (phonology, morphology, syntax, semantics,
and pragmatics) in speaking, listening, reading, writing, and manual modalities
Hearing, including the impact on speech and language
Swallowing (oral, pharyngeal, esophageal, and related functions, including oral
function for feeding; orofacial myofunction)
Cognitive aspects of communication (attention, memory, sequencing,
problem-solving, executive functioning)
Social aspects of communication (including challenging behavior, ineffective
social skills, lack of communication opportunities)
Communication modalities (including oral, manual, augmentative, and
alternative communication techniques and assistive technologies)
CLINICAL PRACTICUM SEQUENCE
The Speech and Hearing Sciences is a consecutive seven term graduate program. All first year
graduate students begin the program on conditional status (http://www.pdx.edu/sphr/conditionalstatus-0). Your first four terms you will enroll in clinical practica that will be conducted at the
PSU clinic and in the community under the guidance of PSU clinical faculty. During your second
year of the graduate program you will complete two terms of off campus externships.
On campus clinic sessions with clients are 50 minutes twice a week. You are required to
attend a clinic seminar as well as individual meetings with your supervisor. Community
based clinic schedules vary and may require availability Monday-Friday 9:00-5:00.
Typically students dedicate 4-6 hours per week towards client contact time and an
additional hour for clinic seminar. The Speech-Language and Hearing Clinic follows the
Portland State University calendar.
You will be assigned either to pediatrics, adults, or pediatric assessment clinic. These
experiences will be at the PSU Clinic or in the community. These experiences will allow you to
obtain both treatment and assessment hours and competencies as required by the American
Speech-Language-Hearing Association (ASHA). All services you provide to clients will be
supervised by an ASHA certified speech language pathologist.
15
You will participate in two off campus externships during your last three to four terms of the
program. These externships are typically full time, requiring 4 to 5 days a week commitment.
Hours will vary depending on the site. It is possible that externships may be part-time. You will
also be required to attend a seminar on campus. Within these externships, the focus will be for
you to gain experience in a variety of settings (either educational, medical or both). The typical
program includes one medical and one school externship. The Clinical Director and Clinic
Supervisors will guide you through a procedure to ensure that each student’s interests and skills
are considered in order to make the most appropriate placement. Some students prefer to do two
educational placements and this preference can be accommodated. Some students also prefer two
medical placements however, this accommodation is not always possible. The placement
coordinators can guide you in seeking this type of clinical program, taking into consideration the
limitations of sites and the application process required by many medical sites. Many of the
medical placements require students to submit applications and interview for positions. More
specific information about this will be provided to you during Winter term of your first year.
By the time you reach graduation, you will have obtained over 375 clinic hours in a variety of
settings with a variety of disorder areas. This will help complete your 400 hours required by
ASHA, 25 of which are observation hours you completed prior to the start of your graduate
program. ASHA’s Standards focus on gaining knowledge and skills in nine disorder areas.
Your course work and clinical experiences will focus on meeting these standards.
(See KASA and ASHA Certification Standard IV-G)
Many students obtain clinical hours during their undergraduate or post-baccalaureate education.
ASHA allows 50 of your total hours to be obtained as an undergraduate (not including the 25
observation hours). If you participated in a registered clinical experience with an ASHA
accredited program, be sure to inform the Clinic Director.
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CLINIC OVERVIEW
Welcome to the Portland State University Speech-Language and Hearing Clinic. The clinic is
located in the basement of Neuberger Hall on the Portland State University campus. The clinic
area consists of:
•
•
•
•
•
•
•
•
•
•
Clinic rooms for 2013-2014 - (observable and unobservable)
o 48, 50, 56, 58, 64, 68A, 70, 79 (group) 81A, 81B, 81D
Observation rooms
Audiology testing suites
A clinic reception area
A client waiting room.
Faculty offices and laboratories
Grad Lab - containing assessment and intervention materials and computers
Quiet Study room (NH 77)
Classrooms
Conference rooms
The Speech-Language and Hearing Clinic provides assessment and intervention services for
individuals with communication disorders. The Clinic also serves as a learning laboratory for
students in the Department of Speech and Hearing Sciences.
Clients are referred by physicians, school professionals, health agencies, private practitioners,
and self-referral. The clinic provides services primarily to individuals from Oregon and
Southwestern Washington. Application forms are available through the Speech and Hearing
Sciences office and the SPHR website: http://www.pdx.edu/sphr/clinic-application
Specific services include diagnostic/evaluation and treatment services in the following disability
groups for both children and adults:
•
•
•
•
•
•
•
•
•
•
•
Speech Sound Disorders (Phonological and/or Articulatory)
Language Delay or Disorders
Voice Disorders
Motor Speech Disorders (Dysarthria and Acquired Apraxia of Speech)
Fluency Disorders
Accent Modification
Disorders of Speech and Language due to Acquired Brain Injury (ABI)
School Age Language and Literacy
Childhood Apraxia of Speech
Social Communication and Autism
Hearing, Language and Voice Screenings
17
Fees for clinical services vary according to the nature of the services rendered on a sliding fee
scale basis. Fee schedules are available in the Speech and Hearing Sciences office, see the Clinic
Coordinator. If a client asks about clinic fees please refer them to the Clinic Coordinator.
PSU CLINIC OPPORTUNITIES
The PSU SPHR program offers the following clinic opportunities for graduate students. You
may request to be placed in a specific clinic, however clinic assignments are not guaranteed.
Clinic assignments are made by the Clinic Director and are made at the end of each academic
term for the following term. You may have to wait to find out specific details (e.g. client names
and precise schedule) until the start of the following term.
You must be registered in a practicum (SPHR 509) in order to receive clock hours for the clinic
experience. You must receive a course grade of B- or above in order to complete the practicum
course satisfactorily, earn clock hours, and meet clinical skills competencies. If you do not earn
a B- or above in the practicum course, you will be required to repeat the practicum.
Adult Language Clinic: Graduate student clinicians will evaluate and treat adult clients with
neurological disorders related primarily to stroke or brain injury, stuttering disorders, voice
disorders, and motor speech disorders. Students will work with 1 to 2 clients individually and
may also participate in the Adult Conversation Group.
Adult Conversation Group: Graduate student clinicians will facilitate group conversations
with adults with neurological disorders. There are typically 4 to 6 group members and two
student clinicians.
Cognitive Rehabilitation Clinic: PSU collaborates with OHSU faculty in providing this clinic
for adults with neurological injury or illness. This clinic will serve as a training opportunity for
students and a service for adults in the community with cognitive impairment. Students work
individually with adults on assessment and treatment of cognitive-communication disturbance.
The Cognitive Rehabilitation course is a prerequisite for this clinic.
Accent Modification Clinic (IELP): Graduate student clinicians will evaluate and help modify
adult English Language Learners (ELL) accents in collaboration with the PSU Intensive English
Language Program. Clients come from many different countries and backgrounds such as Saudi
Arabia, Korea, Japan, Brazil, Vietnam, etc. Clients in the IELP program have varied levels of
English proficiency. The emphasis in this clinic is not to eliminate accents, but to increase
intelligibility in English and to teach cultural language styles and patterns.
18
Social Sib Study: This research study investigates use of “peer” mediated intervention (where
the sibling of the child with autism spectrum disorder (ASD) serves as the peer) and use of
evidence-based intervention practices with the target child who has ASD (e.g., video modeling).
The study examines the effects of sibling-mediation and video modeling on the social
communication behaviors of young children with ASD and their families. Graduate student
speech-language pathology clinicians are specifically trained in providing this “hybrid”
intervention (sibling-mediation + video modeling); the study is examining the feasibility of the
intervention, not only how the siblings learn the intervention, but also the graduate student
clinicians. The study is also examining the effects on social interactions between the siblings.
Pediatric Assessment Clinic: Supervised assessment and screening of toddlers, preschoolers
and school age children at the PSU Speech-Language and Hearing Clinic, area preschools and
off-campus community sites. A clinical emphasis will be on speech/language assessment
procedures using a family focused approach. Clinical seminars will include case presentations,
debriefing, problem solving, and clinical methods.
Pediatric Clinic: Graduate student clinicians will evaluate and treat children, toddler to school
age with a variety of communication disorders. This may include receptive and expressive
language, childhood apraxia speech, stuttering, social communication, speech sound disorders,
and language development.
School Age Language and Literacy Clinic: Graduate student clinicians will evaluate and treat
school age language and literacy issues. This may include reading fluency, comprehension,
narration, and writing.
Bilingual Clinic: PSU collaborates with a local immersion (Spanish/English) school in
providing this clinic. The clients served are typically in grades 1-2 and have been identified by
their teachers as being “at risk” for delays in speech, language and literacy. Clients are served in
both English and Spanish in conjunction with their curriculum.
Summer Clinic Opportunities: Summer is a unique time in the PSU clinic as it offers the
opportunity for more intensive clinics and camps for people with communication needs.
Opportunities may include Literacy clinic, Cognitive Rehabilitation clinic, Social Sibs Study,
adult groups and book clubs, social communication camps, Aphasia Camp Northwest, and Mt.
Hood Kiwanis Camp.
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HEARING SCREENINGS
You are required to participate in hearing screenings within the community and at the PSU
Clinic. These opportunities will be scheduled for Friday mornings as well as other days and
times as coordinated with community agencies. You will rotate through a minimum of 2 hearing
screenings over the course of 7 terms. Screening opportunities will be coordinated by the clinical
audiologist.
You will complete a Hearing Screening Training during clinic orientation to review hearing
screening procedures. Upon completion, you may participate in off-campus hearing screenings
as set up by the clinical audiologist. Screenings are managed by the clinical audiologist who will
inform students when the screenings are offered.
Hearing Screening Requirements include:
1. Two sites (i.e., two hearing screening opportunities at different locations) performing a
minimum of 10 hearing screenings at each site.
OR
2. One site (i.e., one hearing screening opportunity) that is an all day screening (at least 5 hours)
performing a minimum of 20 hearing screens.
* Hearing screenings performed at your placements or with the Pediatric Assessment Clinic can
count towards fulfilling your hearing screening requirement if they meet the above criteria (10
hearing screenings per site)
* If you have a fall term school placement, you may miss a day to attend a hearing screening
opportunity.
(See Appendix - Hearing Screening Form)
VOICE SCREENINGS
You will participate in one voice screening over the course of your graduate program. Voice
screenings typically are on campus with other SPHR students or in the community. Opportunities
to complete voice screenings will be announced throughout the academic year.
(See Appendix - Voice Screening Protocol)
* Completion of the hearing and voice screenings may be adjusted on an individual basis taking
into consideration the externship opportunities that students are placed.
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EXTERNSHIPS
You have the opportunity to complete 2 full time off-campus externships. The clinical faculty
coordinate the process for placing students in their externships.
PRACTICUM SPHR 509 (Externship)
Graduate students in Speech and Hearing Department at Portland State University receive the
opportunity to complete 2 full time externships. As required by ASHA, you must register for
credit hours for externships in order to receive clock hours. You will register for a total of 18
clinical practicum credits over the 7 terms of the graduate program. Externships may be in
medical, clinical, or educational settings. Planning for this externship begins in the Winter term
of the first year. Before starting an externship you must have successfully completed a minimum
of 3 PSU clinics and be approved by the faculty. You typically complete externships in your 5th7th terms of your graduate program. Some students participate in their first externship in the 4th
term (summer) and others begin in the 5th term (fall).
Additional opportunities and part-time externships may be available to students in their first or
second year of the graduate program. The registration process for additional experiences or a
third part-time externship will be arranged with the PSU clinical supervisor who serves as the
on-campus liaison to the site. Typically, students need to register for one credit of 509 clinical
practicum to participate in additional off-campus clinical practica. Occasionally, additional
externships will require registering for two or more credits during the term that the externship
takes place.
EXTERNSHIP OPTIONS
Student Teaching/School age placements
If you wish to complete the requirements for an Initial Teaching License to work in the schools
as a speech-language pathologist must complete one term of full-time student teaching in the
schools. In addition, you will participate in an on-campus seminar. All school placements are set
up by the clinical faculty according to procedures outlined in the school placement packet and
according to Teacher Standards and Practice Commission (TSPC) procedures.
(See Appendix – Licenses and Certificates)
Most students regardless of their interest in pursuing an Initial Teaching License will complete
an educationally-based practicum either in a school or an early intervention site.
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Medical placements
Many students will complete an externship in a medical setting. This can include hospitals,
clinics, acute care facilities, home health placements, skilled nursing facilities, etc. Many settings
have a required application and interview process that you must participate in if you are
interested in externing at these sites. Placement at these sites is facilitated by the clinical faculty,
but cannot be guaranteed for every student. There will be a meeting to explore options and learn
about procedures for medical placements in Winter term of your first year.
(See Appendix – Policies and Procedures for Externships)
Early Intervention placements
There are many Education Service Districts (ESDs) that provide services for the birth-5
population. These sites offer classroom settings for intervention, assessment teams, home-based
intervention, and specialty teams for feeding and AAC. Placement at these sites is facilitated by
the clinical faculty.
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CLINICIAN PROFESSIONALISM
During your graduate program, you will transition from a student to a professional. The SPHR
graduate program requires the highest standards of its students. The following guidelines are not
only expectations for your graduate clinical program, but also for your future as a
speech-language pathologist. You will be required to exhibit the following appropriate
professional and interpersonal skills with clients, their families, supervisory and support staff,
and peers.
STANDARDS OF PROFESSIONALISM
Knowledge of scientific theory and methodology, and their application to clinical practice, are
major components of graduate study. In addition to academic and clinical accomplishment,
which is evidenced in your grades, you must manifest behavior which is consistent with
professional standards. The principal elements of professional behavior include but are not
limited to:
● Interpersonal and communication abilities sufficient to interact effectively with others
from a variety of social, emotional, cultural, and intellectual backgrounds.
● Sensitivity to the needs and interests of clients, colleagues and supervisors.
● Judgement that holds paramount client care, privacy and rights.
● Fulfilling clinical responsibilities and commitments.
● Punctuality and attendance.
● Adherence to “zero electronic-interruption” policy.
● Mental/emotional stability to tolerate stressful experiential situations, ability to adapt to
changes, respond to the unexpected, maintain objectivity, and recognize personal
strengths and limitations.
● Adherence to ASHA Code of Ethics.
Adherence to professional standards and behavior is essential. Failure to demonstrate required
clinical competencies, ethical sensitivity, and personal characteristics associated with and
necessary for these, as well as failure to perform acceptably in academic work or clinic, may be
grounds for suspension or termination from the program.
PROFESSIONAL CONDUCT/ETHICS
The department is accredited by the Council on Academic Accreditation, an entity within ASHA.
Therefore our clinicians abide by the ASHA Code of Ethics and within the ASHA Scope of
Practice. It is the responsibility of the faculty to ensure that you are meeting the ethical standards
set forth by ASHA during your graduate tenure so you are able to maintain these standards as a
professional in the field.
(See Appendix - ASHA Standards).
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THE ROLE OF RESPECT IN CLINICIAN PROFESSIONALISM
An essential professional and clinical skill is maintaining respect for clients and colleagues.
During your graduate and professional career you will come upon situations that may be stressful
or challenging. It is important that all conversations and communication about clients and
colleagues are respectful whether with peers, other colleagues, professors, other professionals,
etc. If you need to ‘debrief’ or ‘vent’ about a challenging clinical situation make sure that you
are thoughtful of the words you choose, your communication partner, as well as communication
medium (e.g. social media). Always maintain confidentiality and keep in mind the privacy and
rights of your clients.
PROFESSIONAL APPEARANCE POLICY
The following professional appearance policy is in effect for all students unless it conflicts with
the policies of individual externship sites where students are assigned, in which case, the policy
of the clinical facility supersedes the Department of Speech and Hearing Sciences policy. In all
instances, you must adhere to the professional appearance policy of the institution where you are
having your clinical experience.
Approved attire and professional appearance must be observed anytime you are performing
clinical duties. You represent not only yourself but the Department of Speech and Hearing
Sciences and our profession. The professional appearance policy is for the purpose of
demonstrating respect to our clients, their families, other professionals, and the PSU community
who access our services.
When providing clinical services, the standard is a minimum of “business casual”. This includes
clothing that is neat, clean and appropriate for your responsibilities. On days that you are not
working in clinic and yet are still within the clinic space please be aware that our clients and their
families are still seeing you. We trust that you will use your best judgment to ensure the focus is
on patient care. Thank you in advance for all that you do to make this a remarkable clinic in the
eyes of our clients.
When serving clients or family/partners, the following additional guidelines should be observed:
● Fingernails should be neat and clean.
● Fragrances including perfumes, cologne, body powder, hair spray, etc. should be kept to a
minimum as to not impact clients and co-workers in the clinical/work setting.
● No jeans, shorts, athletic wear (sweat pants). Pants should not ride too low on the hips.
● If wearing light summer weight fabric pants/slacks/skirts be sure they are not see-through
as some white or light fabrics are too revealing.
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● Capri or crop pants are acceptable in clinic if you would consider them professional. (Be
sure to check with your off-site placement as this rule may be different).
● Skirts or dresses must be of reasonable length and no more than 3 inches above the knee.
No spaghetti-strap dresses (unless covered by a jacket or cardigan).
● Shirts and blouses must have sleeves (no tank tops unless covered by a jacket or
cardigan) and no low necklines.
● Midriffs should be covered when arms are raised and cover the back when bending over.
● Shirts for men must have collars. T-shirts are not appropriate.
● Shoes should look professional. Tennis shoes and flip flops are not allowed. It is okay to
wear sandals (at the PSU clinic, but not at many externship sites). Use your best
judgment. Check with your externship site as many locations require closed toe shoes.
● Body tattoos should be discretely covered during clinical services.
● Body piercings other than traditional earrings should be covered or removed. If it is
medically necessary to wear a piercing, you will be asked to provide a letter from your
physician. Off-site placement rules may be more restrictive.
Consider how you will be moving in the session, especially getting up and down, reaching for
something in the session or sitting on the floor. Your body should remain appropriately covered
even when in motion. Remember that you may have people in the observation room viewing
you from behind.
Please talk to the Clinic Director if you have any questions or concerns regarding the information
on professional attire.
CLINIC NAME BADGE
Name badges are provided for your use in the PSU clinic. You should wear your name badge
anytime you are working with clients or their families. Name badges should also be worn when
you are performing screenings, assessments, and observations within the community. This assists
clients and their families to readily identify you as a graduate student professional from the PSU
clinic.
PUNCTUALITY
Apologize for even the slightest delay in an appointment when you first greet your client. You
are expected to meet your clinical responsibilities except in the case of injury, communicable
illness, family death, or severe inclement weather. If you cannot meet your clinic appointment
you are responsible for notifying your client, clinical supervisor, and the Clinic Coordinator. If
your supervisor is not available, be sure to leave a message for him/her. Be sure to speak to the
Clinic Coordinator so they know of the cancellation in case the client comes to the clinic.
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PROFESSIONALISM AT EXTERNSHIP SITES
It is important to treat all externships as you would a full-time paid position or as an extended job
interview. Although not all externships lead to a full-time position, some do, and you may have
the opportunity to obtain a positive letter of recommendation from your externship clinic
supervisor to use for future job prospects.
HIPPA AND PROTECTED HEALTH INFORMATION (PHI)
The Health Insurance Portability and Accountability Act (HIPPA) was passed by Congress in
1996. Many aspect of the law have been put into place since that time with the latest amendment
in January 2013. The aspects that pertain to our profession include: universal standards for health
care transactions as well as privacy and security for Protected Health Information.
● In order to ensure that our clinic is in compliance with HIPPA privacy and security
regulations, all graduate students are required to complete a training program. The
training program must be completed during your first term in the PSU clinic and
the certificate must be valid for two years. Several online courses are available.
● Upon completion of the course make a copy of the certificate to submit to the Clinic
Coordinator for your student file.
You can take one of the following courses or the equivalent:
● HIPPA Training (http://www.myhipaatraining.com/)
○ Course 101 Basic HIPPA training, one hour for $25.
● HIPPA Training (http://www.hippatraining.com)
○ Course HIPPA for Individuals, $29.99
In addition, you must sign the Privacy and Confidentiality Agreement Regarding Client Files
and Clinic Reports and Professional Expectations for the PSU Speech and Hearing Clinic. This
will be kept in your file in the department.
The PSU Speech and Hearing Clinic limits its use and disclosure of PHI as required by law and
in accordance with PSU Policy and Procedures. You are responsible for ensuring that each
NEW client and their family receives our Privacy Policy. In addition, each client must sign a
consent form acknowledging receipt of this information before receiving services in our clinic.
The signed form is then placed in the client's chart
(See Appendix – Consent for Evaluation, Treatment, Observation, Video/Audio Forms).
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In Accordance with HIPPA, you are required:
To keep clients information confidential at all times. Conversations related to clients should
be conducted in private locations. It is important to remember that hallways are not private and
even if no one is present when a conversation begins it is possible that during the conversation
someone can walk by and overhear confidential information. Please be aware that the audio
system in a clinic room is usually on and any conversation can be heard in observation rooms. In
addition, it important to keep in mind that non-clinical staff, PSU employees, clients and their
families come into the Grad Lab throughout the day. It is essential to be aware of your
environment when having a conversation regarding clients.
Information concerning a client whether in client files, e-mail, client materials, or on audio or
video recordings is confidential. These are legal documents that represent the client’s activities
in our clinic. It is imperative the client file not be removed from the clinic nor should it be copied
without the client’s written consent. It is unethical and illegal to share information (e.g. verbal,
written, or recorded) about a client without the signed consent of the client or the client’s
parent/legal guardian.
HYPOTHETICAL EXAMPLES OF HIPPA VIOLATIONS
A student posts on twitter about how difficult a session was because their client has Down
Syndrome and has difficulty speaking because of tongue thrust.
● This is a violation because the student has posted information that has made the client
identifiable to others who may be familiar with the clinic, client, or their family.
Two students are talking about their clients at the entrance of the Grad Lab and turn around to
realize another client, by the waiting room, is listening to their conversation.
● This is a violation of the client’s privacy. Another person who is not involved in that
client’s intervention has overheard details regarding the client’s diagnosis and treatment.
A student posts a picture of their client and the parent on Facebook.
● This is a violation because even though no name is associated with it, a picture is
identifiable. Even though the parent was present for the picture, that does not mean they
gave consent for the picture to be posted on Facebook.
A student posts a picture of some classmates and a client can be seen in the background.
● This is a violation of client privacy because the client is identifiable in association with
the student clinicians. This kind of violation in a professional workplace would lead to
immediate dismissal.
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A student emails another student asking for more information about a client that they share.
● This is a violation if the student includes the client’s name in the e-mail. In addition,
responding to this e-mail and providing identifiable information (disorder, gender, age,
etc.) about the client is also a violation. This includes other means of messaging (e.g.
Facebook messaging, texting, etc.).
SOCIAL MEDIA POLICY
It is against HIPPA to post any information relating to a client through any type of social media.
This includes, but is not limited to: Facebook, Twitter, e-mail, Facebook Messaging, YouTube,
Linkd In, Instagram, texting, etc. It’s important to remember that you can be held personally and
legally responsible for the publicly made opinions and comments you make, even on personally
maintained sites and pages. The Speech & Hearing Sciences Program has a zero-tolerance
policy for any breaches of client privacy in social media.
Any information that makes the client identifiable including pictures, names, client personal
information should not be shared. Some examples include:
● Never post a picture of a client even when you are in a non-traditional clinical setting
(i.e., camp).
● Never write any part of their name (including nicknames) in an e-mail, Facebook post,
Facebook Messaging, etc.
● It is not appropriate to be Facebook friends with your clients or their parents/legal
guardian.
● Do not post information that is specific to your client where another person (including
colleagues) would know who they are (e.g., rare disorder/syndrome)
● Do not post videos of your clients to YouTube or any location on the internet
● Do not take pictures or record (video or audio) of your clients with your cell phone or
other personal electronic device.
The best policy is to post nothing about your clients or their families on social media. If you
would like to request assistance from colleagues, post something general such as, “Anyone have
recommended activities for a 5 year old boy with expressive language disorder?” or “Looking
for a referral for a 3rd grader who needs summer therapy for fluency.”
Keep in mind that anything posted on the internet through any medium is not private. Deleting a
post or a comment does not make it impossible for this information to be retrieved by
another person. If you have any questions, please see your clinical supervisor or the Clinic
Director.
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ZERO ELECTRONIC-INTERRUPTION POLICY
Personal electronics including cell phones should be silenced or shut off and kept out of sight
when in the treatment and observation rooms with clients. Texting during a clinic session,
meeting, observation, or when meeting with you clinic supervisor is not allowed. If you want to
use personal electronics for clinical purposes you need to obtain approval from your supervisor
prior to use.
RELATIONSHIP WITH CLIENTS AND FAMILIES
It is important to maintain a professional relationship with clients and their families and one that
is not personal in nature.
● You should not socialize with clients/families outside of the clinic setting.
● You should not become Facebook friends with clients or their families. This also
includes not connecting or following them on other social media sites.
● You should not exchange or accept personal gifts from their clients.
● You should not share personal contact information with clients/families including:
personal e-mail, phone number and address.
CONSEQUENCES OF NON-COMPLIANCE
Non-compliance with these policies (including all the following policies) may result in:
1. Referral to the Clinic Director to develop a support plan
2. Possible dismissal from the program
3. Other procedures as determined appropriate by the PSU faculty
Questions and clarification of any of the information described above should be directed to the
Clinic Director.
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GRADUATE STUDENT LAB POLICY
This space is provided for our graduate students to complete academic and clinical work
individually or collaboratively in groups. To ensure that all students benefit from the space
provided, please monitor your noise level so that you do not disturb your colleagues.
Due to privacy and safety concerns, this space is reserved for graduate students of SPHR.
Unattended visitors are not allowed in the lab at any time. Some clinicians may find it
necessary to bring a client (child or adult) into the lab as part of their clinical practice. Clients
should always be accompanied into the lab by a student clinician or supervisor.
There are three options available for students who need to bring their children with them to
campus:
1. During regular business hours, students with children can use the Family Resource Room
(SMSU 462).
2. During weekends or after clinic hours, please consider using our spare room (NH 81) as a
more child-friendly space (you can access the key in the key locker).
3. Another option is to reserve the family friendly study room at the PSU Miller Library
which is available during library operating hours.
http://library.pdx.edu/Family_Friendly_Study_Room.html/
Unattended children are not permitted in the lab at any time.
You may take toys or games from the Grad Lab for your children if they are not being used for
clinic. Any toys, games, etc. that are played with or touched MUST be cleaned by you when
they are done . All toys must be returned to their assigned area. Children should not be
unattended in the Grad Lab. It is your responsibility to ensure that your children are supervised at
all times. (See Appendix-Checklist for cleaning materials)
Occasionally an illness or family emergency may interrupt your regular child care routine.
Individual instructors may have a policy relating to children in their seminar (regular attendance,
distraction, participation, etc.), and you are expected to respect their decision regarding that
policy. We encourage you to talk to your supervisor to better understand their preferred
procedure in the event of an unforeseen childcare conflict. In general, please try to contact the
supervisor prior to the beginning of seminar. Please note that your supervisor may approve or
disapprove of having a child in seminar at their discretion.
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BULLETIN BOARDS AND CLINIC SCHEDULE BOARD
There are several bulletin boards in the Grad Lab. The following will be posted on the bulletin
boards:
•
•
•
•
SPHR Department/Correspondence between clinic faculty and students
Grad Lab information/Emergency information
SLP Resources
Information for grad students from other grad students
o This bulletin board is outside of the Grad Lab kitchen and is available for
graduate student use to share information. Information posted should be
professional and appropriate
The master clinic schedule for each term is posted in the entryway in the Grad Lab. The
schedule is color-coded for adults and children. Sessions are listed by clinicians’ first names and
room numbers only. Client cancellations are listed next to the master clinic schedule on a pink
board.
Departmental information and the course schedule for each term is posted on the bulletin board
outside the Grad Lab. The NSSHLA bulletin board is in the main hallway across from NH 71 .
The bulletin board in the Clinic Waiting Room, contains information for clients and families.
Please do not post anything on departmental bulletin boards without permission of a
faculty member.
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CLINIC POLICIES
REQUIREMENTS BEFORE STARTING CLINIC
● Completion of fingerprint clearance from Teachers Standards and Practice Commission
(TSPC).
● Completion of a background check from https://www.mybackgroundcheck.com/
○ Print certificate of background check and a copy of the detailed report.
● Immunizations received (at the cost of the student) include:
○ Hepatitis B - you will need your first and second shots in the series prior to
starting clinic
○ Measles, Mumps, and Rubella (MMR)
○ Varicella (chicken pox) - proof of disease or vaccine
○ TB surveillance - if surveillance is positive student must provide chest x-ray
○ Flu shot - is recommended for all student clinicians
● Observation hours - 25 hours completed with signature and ASHA number of ASHA
certified SLP. If you have not completed all these hours prior to entry in the program,
they can be completed simultaneously with your first clinics.
● HIPPA Training must be completed during your first term of clinic. (See HIPPA and
Protected Health Information (PHI))
● Liability insurance is required for all student clinicians. Current cost is $68 and covers
your 2 year program.
● CPR certification for Healthcare Professionals:
○ Classes should cover pediatric and adult CPR and provide a 2 year certification.
○ Classes are available through the PSU Rec Center as well as other agencies such
as the Red Cross. (http://www.pdx.edu/recreation/instructional-programs)
● The National Evaluation Series (NES) Essential Academic Skills (Reading, Writing, and
Mathematics subtests) is the basic skills test preferred by the Oregon Teacher Standards
and Practices Commission (TSPC). (See Appendix – Licenses and Certificates)
○ This requirement can be waived if the student already has a Masters degree prior
to entering the SPHR program.
PRIVACY AND CONFIDENTIALITY POLICIES FOR CLINIC RECORDS
The PSU Speech-Language and Hearing Clinic is committed to protecting the privacy of clients.
One principle covered in the ASHA Code of Ethics involves the protection of clients’ rights to
confidentiality. This practice includes issues of maintaining client records, release of
information, and video and/or audio taping client sessions.
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CLIENT FILES
All client files are kept in a locked file cabinet in Neuberger Hall Room 85H. Graduate student
clinicians have access to these files on Monday – Friday, between 8:30 am – 4:50 pm.
● It is your responsibility to return the file to the file cabinet by 4:50 pm.
● Client files must be signed out using the full-sized sign-out card which is then inserted in
the place where the file had been.
○ Include the date, your full name, time signed out and time returned.
○ Cross out your name when you have returned the file and complete time returned.
○ Files may not leave the clinic area and may not be taken home. Client files are
allowed in:
■ The Grad Lab
■ Clinic rooms
■ Supervisor offices
■ Clinical seminar meetings.
● All information in the files is confidential and may not be shared with anyone not
involved in the clinic process.
● Documents or information in client files may not be photocopied.
● You are responsible for placing clinic reports, signed release forms, and other relevant
documents in the client files as well as maintaining your client’s file.
Client files should be organized as follows:
On the left side of the folder:
• Route Slip.
o This is where you would document any communication or correspondence
regarding the client.
On the right side of the folder should be:
• Client Information Sheet
• Clinic Reports
• Outside Reports
• Initial Application
• Release and Consent forms.
Test protocols and lesson plans should be kept in a separate file behind the client file.
If you see that the client file is falling apart, request a new file from the Clinic Coordinator. If
you find that something is improperly filed, please place the documents in the correct sections. If
you are unsure about where documents go in the file, contact the Clinic Coordinator as soon as
possible.
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CLINIC REPORTS
No identifying information should be on rough drafts of clinic reports. Use client’s initials only.
All rough drafts need to be shredded by the end of the term. All clinic reports sent electronically
must be password protected.
To maintain confidentiality, students may not print clinic reports in university computer
labs or at home. Printing is available in the Grad Lab.
You are responsible for placing clinic reports in the client’s file chronologically in the
appropriate sections. If documents are out of order in the client file, it is your responsibility to
put the file in the correct order (See Client Files).
PASSWORD PROTECTION FOR CLIENT FILES
If you need to send client reports to your supervisor electronically, here is how you can password
protect a document using Microsoft Word on a PC or MAC. Follow these general guidelines
keeping in mind that different version of Word may have a variation on these steps:
1. Create the document (the lesson plan, SOAP note, report or cover letter you are writing).
2. On the File menu, click ‘Permissions’ and then click on ‘Encrypt with a Password’.
3. In the ‘Password to Open’ box, type a password, and then click ‘OK’.
4. If the ‘Reenter Password to Open’ box pops up, type the password again.
5. Click ‘OK’.
6. Click ‘Save’ or ‘Save as’ and finish saving your document.
7. Close the document and “test” your security by trying to reopen that document. It should
require you to provide the password.
8. A universal password is kept with the Clinic Coordinator and will be updated every 6 months.
Passwords are case-sensitive, so if you vary the capitalization when you assign the password, the
user must type the same capitalization when they enter the password.
The Clinic Coordinator will maintain the password each term. Please contact her for current
password information.
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RELEASE OF INFORMATION
Exchange of information will occur only with a signed Request for Release of Confidential
Information form. There are two forms, one form is designated for release of information from
PSU and one form is designated for release of information to PSU. Both forms are required if
exchanging information or collaborating with outside agencies, schools, clinics, etc.
All signed release forms should be current and placed in the client’s file in the appropriate
section. These forms need to be signed at the beginning of each academic year or for all new
clients.
You are not permitted to fax information regarding clients without prior supervisor approval,
appropriate signed releases, and then you will use the PSU Speech-Language and Hearing Clinic
Fax Cover Sheet. Once a fax has gone through the fax transmittal form needs to be placed in the
client file.
There will be NO electronic exchange of information, this includes emailing information to
outside parties, even if a Release of Information form is signed.
(See Appendix – Release of Information Form)
VIDEO AND AUDIO TAPING
Clients will sign and date the Video/Audio Agreement form each academic year. The form
explains our practice of audio and/or videotaping sessions for educational and/or research
purposes for students and faculty employed in the Department of Speech and Hearing Sciences at
Portland State University and will not be used outside the university without written permission.
(See Appendix – Video/Audio Form)
You will place the Video/Audio Agreement form will be placed in the appropriate section of the
client’s file.
You will be provided with a flash drive that is encrypted or will need to be encrypted. The flash
drives are provided by and are the property of the PSU Speech-Language and Hearing Clinic. All
videos and information should be deleted and then turned in to the Clinic Coordinator at the end
of each term.
As a student clinician, you will be recording your clinic sessions for review. This information is
considered Protected Health Information (PHI) and as such must be maintained appropriately.
When transferring the video or audio, it must be stored on the PSU I-drive, an encrypted thumb
drive or encrypted external hard drive. Encrypted thumb drives or external hard drives must be
35
stored in the Grad Lab. These videos should not be shared with anyone outside of the clinic.
Videos should NOT be stored on a cloud or Google Drive.
It is your responsibility at the end of the term to delete or destroy these recordings. For
information stored on the i-drive, the h-drive, thumb drives, or external hard drives it must be
deleted and then the recycle bin emptied on the computer.
For use of an audio or video tape outside of PSU, an additional Release for use of Video/Audio
Taping outside of PSU form must be signed and dated by the client and put into the client file.
OBSERVATIONS
Clients will sign the Permission for Observation form for each academic calendar year. This
form explains that departmental students and faculty may observe clinic sessions. All clients
who participate in the PSU Speech-Language and Hearing Clinic will be asked to sign this form.
Clinic sessions may be observed by client’s family members, supervisors, faculty, SPHR
students, including graduate, undergraduate, and post-baccalaureate students.
Guidelines for observers include:
● Be considerate of family members and offer them chairs closest to the observation
window.
● Observers are not to talk with, ask or answer questions of family members. If asked a
question, refer them to the clinic supervisor.
● Observers are not to talk while observing.
● Observers are not to talk on cell phones, take video, or text while observing.
● Observers need to be aware that clients may be able to hear them in the clinic room and
family members may be present in the observation room.
● Observers need to be aware that if they stand or sit too close to the observation mirror the
client may be able to see them.
● Observers are not to talk with or ask questions of the student clinician about the client
after an observation.
● Observers need to be aware that they are in a clinic setting and may be interacting with
client’s family members so dress appropriately.
● No food or beverages are allowed in the observation rooms.
Procedures for observers include:
● Check the clinic schedule in the Grad Lab.
● Sign-in on the clipboard sign-in sheets provided to the right of the schedule.
● Check the cancellations notices to the left of the schedule.
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CLINICIAN ABSENCE
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You are required to inform your clinical supervisor if you will be absent for a clinical
session. Absences other than illness and family emergencies need to be pre-approved by
your clinical supervisor.
You should notify clients, your supervisor, and Directed Clinical Assistant (DCA) (if
applicable) as far in advance as possible regarding known absences.
You are responsible for contacting each of your clients to cancel or reschedule clinical
sessions for the day. Be sure to record clients, caregivers and supervisor’s telephone
number for home use. The procedure for keeping client phone numbers and
maintaining client confidentiality is to put the numbers in your address book
labeled “PSU clinic” with no additional identifying information.
You are required to offer make-up sessions for cancellations you initiate. You must notify
your clinical supervisor before scheduling make-up sessions and attempt to schedule
make-up sessions when your supervisor is available.
Make-up sessions need to be schedule during regular clinic hours so that a
supervisor is present in the clinic area.
Make-up sessions should be offered for families when cancellations initiated by the client
are due to illness or inclement weather when notified in advance of the clinic session.
There may be situations when you may be asked to work with another client when their
regular clinician is unable to be there. This typically occurs when a student is unable to
complete the term due to unforeseen circumstances (e.g. family emergency, illness) and
another student is asked to continue intervention for the client.
Non-compliance with the absence policy will be addressed on an individual basis.
CLIENT ABSENCE
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You are to instruct clients or parents to call the Speech and Hearing Sciences Clinic
Coordinator (503-725-3070) to cancel clinical sessions. Messages of cancellations will be
placed on the pink cancellation board by the entrance in the Grad Lab.
You are permitted to share your pdx.edu email account with clients, but not personal
email accounts.
You are responsible for notifying your clinical supervisor and your DCA (if applicable)
and to then record the absence on the Daily Attendance Form for that client (See
Appendix – Daily Attendance Form).
You may offer make-up sessions for client absences, but this is not required. You must
check with your supervisor prior to scheduling any make-up sessions.
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Make-up sessions should be offered for families when cancellations initiated by the
client are due to illness or inclement weather when notified in advance of the clinic
session.
When the University closes due to inclement weather, all clinic sessions are cancelled
and you are responsible for contacting your clients.
INFECTION CONTROL POLICIES AND PROCEDURES
Speech-language pathologists are highly susceptible to contracting diseases by working in close
proximity to clients (i.e. from droplet transfer of small particles of moisture such as those
expelled during speech or a sneeze). Routine adoption of standard precautions reduces the
probability of disease transmission. You have an ethical and legal obligation to provide an
atmosphere of safety for your clients, yourself, fellow student clinicians, and clinic staff. Below
are listed the standard precautions for the Portland State University Speech-Language and
Hearing Clinic.
These procedures are to be followed by all student clinicians:
IMMUNIZATIONS
All graduate students are required to be current on their immunization status for Measles,
Mumps, Rubella, and Hepatitis B before beginning the program and clinical experience. This
policy is to protect your health and to prevent institutional outbreaks of these contagious
diseases. The lack of up-to-date immunization records will affect the availability of all clinical
assignments and placements. Detailed information regarding current immunizations was
provided to you prior to the start of your first year in the program.
HAND WASHING
You will use hand sanitizer or wash your hands thoroughly prior to and after each contact with
clients. Bottles of antibacterial gel are available in each clinic room and the Grad Lab. If none is
available or the bottle is empty, please inform the Clinic Coordinator by email. The prescribed
hand-washing procedure is:
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Moisten hands completely with warm water and scrub vigorously with a liquid
antibacterial soap.
Lather hands, wrists, and forearms.
Rub all surfaces of your hands vigorously for at least 20 seconds. A good standard is
front, front, back back, in-between fingers, and repeat.
Rinse thoroughly, allowing water to drain from fingertips to forearms.
Repeat entire procedure and dry hands with paper towels.
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Wash hands IMMEDIATELY if potentially contaminated with blood or bodily fluids containing
blood.
Wash hands or use hand sanitizer after removing disposable gloves.
WEARING DISPOSIBLE GLOVES
You shall wear disposable gloves whenever there is a chance of contact with client fluid
substances (e.g. saliva, cerumen). This is typically during an oral mechanism exam or otoscopic
exam. Gloves are available in the clinic rooms. If you use the last set of gloves please inform
the Clinic Coordinator by email.
Removal and disposal of gloves should be as follows:
● Remove one glove so that it is inside-out when removed with fingertips from the other
hand.
● Hold the removed glove that is inside-out in the non-gloved hand and use it to remove the
remaining glove so that it is also inside-out and includes the first glove inside of it.
● Place used gloves in a plastic bag and dispose of them in a covered waste can outside of
the clinic room in the hallways of Neuberger Hall basement. Trash cans are located by
the elevators and in the southeast hallway.
TONGUE DEPRESSORS
You should use tongue depressors when conducting oral mechanism examinations with adults or
children. Tongue depressors should be discarded promptly after use. Do not set
contaminated/used tongue depressors on a table or counter top: place them on a paper
towel.
Place used tongue depressors in a plastic bag and dispose of in a covered waste can outside of the
clinic room in the hallways of Neuberger Hall basement. Trash cans are located by the elevators
and in the southeast hallway.
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HANDLING OF CONTAMINATED ITEMS
You may come into contact with consumable and non-consumable contaminated items.
Consumable items include disposable gloves, tongue depressors, and otoscope specula.
Non-consumable items include ear-tips, toys, etc. Plastic bags with twist ties are available in the
clinic rooms. Disposal and decontamination of these items should be as follows:
● Consumable items, which have been in contact with body fluids, should be placed in a
plastic bag, sealed with a twist tie or tied in a knot and disposed of in a covered waste can
outside of the clinic room in the hallways of Neuberger Hall basement. Trash cans are
located by the elevators and in the southeast hallway.
You should notify your clinic supervisor or the Clinic Coordinator whenever bodily fluids such
as urine or vomit need to be removed and the area cleaned. The University facilities department
will be notified and they will clean the area. The area should be vacated until cleaning is
completed.
● Disinfecting Materials - the PSU Clinic requires the disinfection of materials reused on
clients (e.g. vinyl, rubber, cards, plastic, dolls, toys, craft materials, balls, etc.).
Containers of disinfecting wipes and spray cleaner are available in the Grad Lab at the
cleaning station. Items should be wiped down with a disinfecting wipe or spray cleaner
and then dried with a paper towel. After use immediately dispose of disinfecting wipes
and paper towels.
○ All items used in clinic MUST be cleaned or sanitized prior to be returned to the
assigned shelf. This includes game boards, artic cards, game pieces, Legos,
blocks, stuffed animals, books, dolls, etc.
DISINFECTING CLINICAL AREAS
You should disinfect tables, doorknobs, chairs, and equipment, etc. following each clinic session.
Disinfectant spray is available in each clinic room. The following procedures should be
followed:
● Disinfectant procedures should be implemented after the client leaves the clinic room.
● Wear a disposable glove on the hand engaged in wiping down the surfaces.
● All surfaces used during the session including: tables, chairs, whiteboards, slide, etc must
be disinfected.
● The surface should be wiped with a paper towel using a strong rubbing action with the
disinfectant provided.
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● After use, dispose of the paper towels in a covered waste can outside of the clinic room in
the hallways of Neuberger Hall basement. Trash cans are located by the elevators and in
the southeast hallway.
INJURIES, ILLNESS OR OTHER CONTAGIOUS CONDITIONS
Any injuries that occur in the clinic area must be reported according to University guidelines.
The injury should also be reported to the clinical faculty and your supervisor. If your client falls,
has a seizure or other accident, immediately seek assistance from a faculty member or call 911.
The following procedures should be followed in the case of illness:
● You should not provide clinical services if you have a body temperature of 99.9 degrees
or higher or if you have a bad cough, cold or other illness.
● Clients and their caregivers will be requested not to attend the clinic if they have a body
temperature of 99.9 degrees or higher or if they have a bad cough, cold or other illness.
● You should cover your mouth with your elbow or tissue when coughing.
● If you have a concern about a contagious condition, you should contact your clinic
supervisor or the Clinic Director.
RESTROOM POLICY
For Children:
If the child’s parent or guardian is present, they are responsible for taking the child to the
restroom. You must take the child with you when alerting the parent or guardian that they need
to use the restroom. Do not leave the child alone in the clinic room.
If no parent or guardian is present, you may take the child to use the restroom. If the child is a
boy, they may use either restroom. When taking a child to use the restroom you must:
● Call out in the restroom to see if any other adults are present. If other adults are present in
the restroom, you can wait until they leave or politely ask them to leave so the child can
go in. If this is not possible, you may go find another student clinician or supervisor, so
another adult is present for the protection of you and the child.
● After the child enters the restroom, you must stand outside of the restroom in front of the
door to prevent other adults from entering.
● If the child needs assistance toileting, please talk to your supervisor and the child’s
family to determine a procedure that protects both the child and yourself.
● Do not be alone with the child when they need to use the restroom. Find a clinic
faculty or other student to accompany you.
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For Adults:
● Adult spouses or partners of the opposite gender may accompany the client into the
appropriate restroom. You can assist by standing outside the restroom and informing
anyone about to enter the restroom that there is a person of the opposite gender assisting
someone in the restroom.
● Adult clients in the PSU clinic may need assistance in the restroom. If their spouse,
family or caregiver is not available to assist, then please talk to your clinic supervisor to
determine a procedure that protects both yourself and the client.
CAMPUS MEDICAL INCIDENTS
When one of the following medical conditions occurs, dial 911 immediately:
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Severe allergic reaction (can be to medications, foods, insect bites)
Chest pain/Heart attack
CPR initiated
Unresponsive person
Immobile person (moving the person would cause greater injury and/or pain)
MVA-car striking pedestrian
Drug overdose
Extreme shortness of breath
Uncontrollable bleeding
Stroke (symptoms include one or more of the following: slurred speech, trouble seeing,
confusion, weakness on one side of the body or face)
Serious burns
Broken bones
Dislocated joints
In a non-life threatening incident, if campus safety is notified, they will help you determine what
to do. If SHAC is notified they can help advise you on the situation and plan. SHAC is the
primary health clinic for PSU students, and is no different than any other clinic or urgent care in
the Portland community, and is available for PSU community members experiencing a medical
emergency. One thing to note is that SHAC will only be able to provide first aid on the scene.
SHAC responders will determine what course of action is needed next, whether that is
transporting a student back to the clinic for further treatment, or even calling 911 when the
situation is critical, or the person in distress is a client or visitor. However, if you are ever in
doubt, you should always dial 911 first. Dialing 911 immediately gets the help a person needs
as quickly as possible.
You should know where the first aid kit is, what's in it and how to use what's in it. If you do use
something in it, make sure your supervisor and Clinic Coordinator knows, so it can be replaced.
Check your client for any medical ID tags, bracelets or cards to tell paramedics about.
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EVACUATION PROCEDURES
Evacuating the clinic and/or building may be necessary under certain conditions, such as an
earthquake, fire or security breach. In this event, you will be asked to take your client outside
the building between Neuberger Hall and Shattuck Hall unless otherwise directed by emergency
personnel. If you hear a fire alarm, immediately leave the building. If you are not with a client
at the time, please assist others in taking clients out of the building in the case of an emergency.
Notices are posted throughout the department and the clinic rooms on evacuation procedures.
For more emergency information:
http://www.pdx.edu/cpso/emergency-management
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CLINIC PROCEDURES (ON-CAMPUS)
EMERGENCY AND CAUTION PROCEDURES
There are occasional instances of theft of backpacks, purses, wallets, and clinic equipment such
as video cameras in our clinic area. These areas can include restrooms, clinic rooms, Grad Lab,
study spaces, and faculty offices. In some cases the items have been in plain sight, though
unattended, in other cases the items have been concealed from view. Please consider the
following tips and cautions:
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Do not leave personal items on sinks or shelves in public restrooms.
Protect your purse and or wallet by locking them in your locker
(See Appendix - Graduate Student Checklist).
Protect your backpacks by never leaving them unattended even for a short time. This
includes in the Grad Lab while at clinic.
If you bring a car to campus, keep it locked at all times and keep personal items and
packages out of view.
Report any suspicious activity to a faculty member and/or the campus police.
Community members, students, faculty, staff, and guests are encouraged to report all
crimes and public safety related incidents to the Campus Public Safety Office (CPSO) in
a timely manner.
To report a crime or emergency on the Portland State University campus call
503-725-4404 or from a PSU phone, ext. 54404.
To report a non-emergency security or public safety related manner call
503-725-4407 or from a PSU phone, ext. 54407
If you at the lab after hours or on weekends, keep the lab door closed at all times. (You
can gain access by getting the Grad Lab from the key locker. Information will be emailed
to you at the beginning of the year)
If you are interested in being able to access the building after hours you will need to
obtain a PSU student key card from ID card services in Neuberger Hall.
http://www.pdx.edu/financial-services/id-card-services-4
o The key card is used to gain access to buildings that are locked to increase
security on campus.
o After getting your card, you will need to give the access badge number to the
Office Coordinator so your key card can be activated.
o The first card issued is at no charge. Replacements are $21.
If you are working at the Grad Lab late, you can call Campus Security for an escort to
your vehicle. Contact them at: 503-725-4407
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OPENING CLINIC
ROOM ASSIGNMENTS
Clinic rooms will be assigned by the clinical faculty and clinic coordinator. It is the your
responsibility to:
● Turn on the sound system in the observation room (If applicable).
● Show client/parent/family member to the observation room.
● End the session on time and remove all materials from the clinic room quickly. Sessions
are often booked back to back and another client and clinician will be needing to use the
room.
● Clean up the room after every session according to procedures outlined in Disinfecting
Clinical Areas.
CLINIC SCHEDULE
The scheduling of clients is completed by the Clinic Coordinator and the clinical faculty. The
clinical supervisor will assign clients to you on specified days and times. Clients are assigned to
either a Monday/Wednesday or Tuesday/Thursday session time. It is your responsibility to:
● Review client files for background information and previous goals.
● Check to see that the file is appropriately organized, and that all necessary forms are
current.
● Contact the client/family to introduce yourself as the student clinician, confirm start date,
clinic times, and tell them you will meet them in the waiting room. If they have any
questions you aren’t sure of, tell them you’ll need to check with your supervisor and get
back to them.
○ When leaving a voicemail DO NOT include specific information about the reason
the client is coming to the clinic (e.g. diagnosis, treatment plan, etc.).
○ On the voicemail, leave your name, say you are calling from the Portland State
University Speech-Language Clinic.
○ Include the clinic number and your pdx email.
○ You may share scheduling information (ex: We will see you Monday, the 5th at
2pm).
● During the first week of clinic, review and obtain client/parent signature on appropriate
forms in client packets.
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CLIENT PACKETS
You will give each of your clients a New Client Packet or a Returning Client Packet.
Included in the packets are:
● Welcome and information letter which includes student clinician’s name, appointment
days and times, clinical supervisor’s name and phone number
● Privacy Policy
● Consent for Evaluation and Treatment
● Permission for Observation
● Video/Audio Agreement
(See Appendix – Welcome Letter, Privacy policy Evaluation/Treatment Forms, observation,
Video/Audio).
LESSON PLAN FOLDERS
You will maintain a working file for each client. The lesson plan folders are to be kept in a file
cabinet in the Grad Lab and are to be filed by the client’s appointment time.
These files are to be set up as follows:
● Daily Attendance Sheet is stapled on the left side of the file folder.
● Weekly Supervisor Observation Form is stapled on the right side of the folder.
● Lesson Plans, Supervisor’s Comments, Self-Reflection, and SOAP Notes are to be kept
chronologically with the most recent in front.
Each lesson plan must be completed and filed at least one hour before the session begins unless
otherwise stated by your clinic supervisor. SOAP Notes and a self-reflection of the session are
due in the folder before the beginning of the next session.
It is your responsibility to:
● Record client’s attendance on the Daily Attendance Form.
● Track weekly supervisor observation time on the Observation Form.
● Complete session lesson plans and place them in the file before each session.
● Complete SOAP notes and reflection at the end of each session.
● Store the file in the file cabinet in the Grad Lab at all times.
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SUPERVISOR OBSERVATION PERCENTAGES
ASHA requires that students be directly observed by an ASHA certified Speech-Language
Pathologist or Audiologist for a minimum of 25% of client contact time over the course of the
term.
The minimum percent of direct supervision required by ASHA and the PSU Speech, Language
and Hearing Clinic is 25% for evaluation and treatment. The level of supervision is
commensurate with the student’s abilities and experience. The supervisor will adjust the level
needed as you progress through each practicum. You and your supervisor are jointly responsible
for compliance with this requirement. You MAY NOT engage in therapy or diagnostics if your
supervisor is not present unless you have received approval in advance from your supervisor.
Clinical supervisors will inform students of the time observed for each clinic session. It is your
responsibility to:
● Keep a record of your supervisor’s observation time of each session.
● Calculate observation percentages on a weekly basis, recording this on the appropriate
form that is kept in the lesson plan file.
● Inform your clinical supervisor if percentages are falling below the required 25%.
LESSON PLANS
Blank Lesson Plan forms are available in front of the client files in the file cabinet in the Grad
Lab. Lesson plans must be typed or written legibly in ink or pencil. A .doc file is available for
those who would like to use this format. Lesson plan templates can be found in the appendix of
the Clinic Manual Make a duplicate, if desired, for use in the clinic room or to give to a DCA.
(See Appendix – Lesson Plan Form).
Lesson plans and SOAP notes need to be turned in at the end of the term as part of the client’s
permanent file. The client clinic files are located in NH 85H in a locked cabinet that can be
accessed according to the clinic file check out procedure
(See Client Files).
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SOAP NOTES
You will complete SOAP notes following each clinical session. SOAP is an acronym for
Subjective, Objective, Assessment and Plan.
S
Subjective
O
Objective
A
Assessment
P
Plan
New developments since the
last session; Additional (nondata) information about the
session and things that
affected client’s performance
during the session.
Data and observations during
the treatment session.
Qualitative and quantitative
treatment data. Probe and
treatment data.
Brief summary of treatment
session with interpretation of
data. NO NEW DATA
reported here.
Plan for next session and/or
continuation of therapy.
*Note that all SOAP notes and lesson plans are part of the client’s permanent file and will
collected at the end of the term
(See Appendix – SOAP Notes)
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BEHAVIORAL OBJECTIVES
As part of your assessment and treatment process, you will be developing behavioral objectives
for each of your clients. A behavioral objective is a statement that describes the target behavior
in an observable AND measurable form. The behavioral objective should be based on the client’s
needs, goals, and the data collected during your evaluation.
All objectives need to include the following components:
• Condition or Antecedent (a natural cue for a behavior).
o The situation or context in which the client will perform the behavior.
• Participant
o The client
• Behavior
o What the client will do; the action or behavior the client will perform.
• Criterion
o How well the client must perform the behavior before you can move on to the
next objective.
• How is the behavior measured?
o probe data, intervention data
(See Appendix - Objectives)
SELF-REFLECTION
You will complete a self-reflection following each clinic session. This is a description of how
you perceived the session went as a whole and how successful specific activities were. The selfreflection should address the strengths and weaknesses of the session. Clients should be
referred by initials only in yourself- reflections.
(See Appendix – Self-Reflection)
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CLINIC REPORTS
You will complete an Initial Report and a Progress Report each clinic term for each client.
These reports include the following information:
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Client Information
Background Information
Assessment Results
Impressions
Additional Information
Term Objectives/Results of Term Objectives
Recommendations (Progress Report Only)
* Information included in the Initial and Progress Report may vary depending on the clinic
assignment. See your clinical supervisor with any questions.
(See Appendix – Report Writing)
REPORTING STANDARDIZED TEST RESULTS
In order to report standardized test results in a consistent manner, it is imperative to include
specific data. Use the following guidelines when scoring tests and generating written reports:
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Use the full name of test with acronym in parentheses the first time you mention it in the
report
The acronym may be used in the rest of the report.
Purpose of the test; what the test assesses specifically
Raw scores
Standard scores, percentiles
Severity rating, if appropriate
Do not report age equivalents
Statement as to whether the scores fall within the average range or how far from average
they are
Comparison to previous testing, if appropriate and available
Description of overall performance; strengths and weaknesses demonstrated
Recommendations if appropriate
(See Appendix – PSU Clinic Primer: Assessment)
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SIGNATURES ON REPORTS
All clinic reports need to be signed by you and the clinical supervisor, with degree and title
included. Ask your clinic supervisor for their credentials.
__Name/Degree_________
Graduate Student Clinician
Name/Degree/CCC-SLP
Clinical Supervisor
PROCEDURES FOR PRINTING CLINIC REPORTS
All final drafts of the Initial and Progress Reports must be printed on the PSU letterhead. When
mailing out reports to clients or other agencies, you must use PSU envelopes.
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TESTS, EQUIPMENT, MATERIALS
The clinic has a variety of clinical assessments, intervention materials, and supplies which are
available in the Grad Lab for your use during clinic sessions.
● Standardized tests are stored on shelves categorized numerically. A printout cataloging
each test and their assigned number is available on top of the filing cabinet located next
to the assessments.
○ Tests must be signed out with the date, time taken, and time returned.
○ Tests are not to leave the clinic area.
○ Take the entire assessment even if only using a part of it, such as a single subtest.
● Protocol forms are available for student use in the clinic. They are kept in alphabetical
order in the filing cabinets next to the assessments.
○ You must use published assessment protocols as indicated by copyright laws. If
giving an assessment to a client use an original form. However if practicing the
assessment or giving an assessment as part of an SPHR course, use a photocopy
of the protocol.
○ Do not use the last copy of a test protocol! Inform the Clinic Coordinator by
email when there is only one copy left and new protocols will be ordered.
Clinic materials (e.g. toys, books, games, etc.) are for your use during clinic sessions and may
not leave the clinic area unless you have the approval of your clinic supervisor or Clinic
Director.
○ If using a game or anything in a set, take the entire activity/game even if you are
not planning to use it all in your clinic session. Do not take miscellaneous pieces
as this makes it difficult for others to know what is or is not currently being used.
○ Return all items to the appropriate place. Consult the inventory sheet if uncertain
of the correct location.
○ When adapting an item for a clinic session (e.g. taping on letters, pictures,
numbers, etc.) these must be removed at the end of your clinic session.
Return all items in the same condition as when you took them off the shelf.
○ All items must be cleaned prior to their being returned to the shelf.
○ If an item is broken inform the Clinic Coordinator by email.
■ Before contacting the Clinic Coordinator, try changing batteries in item.
○ If supplies are low (construction paper, paper towels, cleaning products, etc.)
contact the Clinic Coordinator by email.
○ Large bags (located in the room next to the kitchen) and a variety of containers
are available for you to use to carry materials to the clinic rooms.
○ If taking materials off-campus, you need prior approval by your clinic supervisor
or the Clinic Director.
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Electronic equipment, such as video cameras are kept in a secure area in NH Room 85H
and are available to students on a sign-out basis.
You must sign out the equipment with the date, your name, the number on the equipment,
name of any other equipment taken and date returned. This equipment is the property of
the SPHR department and for the use of all students. This equipment MUST be
returned after your clinic session so that other students may use them as needed.
The cameras may not be checked out for the entire term.
The furniture in the clinic rooms may be rearranged for sessions or put in the hallway
during the session if not used for the session.
You are responsible for putting all furniture back in the clinic rooms after each session.
You are responsible for maintaining all equipment and materials in good condition and
for placing these items in their designated storage area.
All equipment and clinical materials are for use in the PSU Speech-Language and
Hearing Clinic area ONLY and MAY NOT be removed from this area unless given prior
approval from your clinic supervisor or the Clinic Director.
You are responsible for checking your mailbox in the Grad Lab daily for communication
from professors, supervisors, and the SPHR department.
COMPUTER SOFTWARE FOR CLINIC
Systematic Analysis of Language Transcripts (SALT), Wavesurfer, and Boardmaker are
available on certain computers in the Grad Lab for your use for clinic.
● The manual for SALT is located in the Grad Lab in section 50 in the bottom drawer in the
file called ‘SALT manual’.
● To use Boardmaker, you must sign out the CD and manual which is located on top of the
file cabinets in NH 85H.
LAMINTOR
A laminator is available for your use in NH 85H. Please use this sparingly as there is a limited
amount of laminating sheets available. Each student is allocated 3 laminating sheets per term for
their use in clinic.
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DIRECTED CLINICAL ASSISTANTS
You may have a Directed Clinical Assistant (DCA) assigned to observe and participate in
clinical sessions with one or more of their clients. DCAs are undergraduate or postbaccalaureate students who are enrolled in a course designed to acquaint students with the direct
management of clients by giving them the opportunity to participate in clinic sessions with a
graduate student clinician. If you are assigned a DCA, you will be asked to:
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Respond to the initial contact from the DCA and arrange a time to meet and exchange
contact information.
Provide information to the DCA regarding the client and your initial assessment plan.
Instruct the DCA whether to observe in the observation room during assessment and/or
the first 1-2 sessions or whether to be in the clinic room.
Introduce the DCA to your client and family members.
Suggested ways to incorporate the DCA are:
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Assist in gathering materials
Assist in scoring assessments
Assist in tracking responses during intervention
Assist in setting up the clinic room
Assist in putting materials away and in cleaning the room at the end of the session
Engage the client as you meet with family members
Include the DCA in clinical activities
The DCA may have a required assignment they need for the course that requires them to plan
and implement an activity for the client. Please check with them to see if this is the case. If you
have concerns or issues with coordinating or working with your DCA contact the clinical faculty
member assigned to that DCA.
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CLOSING CLINIC
At the end of each term, the clinical supervisor will meet with you to complete end of term
paperwork, record clock hours and complete supervisor feedback forms on CALIPSO (See
Appendix - CALIPSO). The following items must be completed prior to closing clinic to receive
a grade:
•
•
•
•
•
•
•
•
•
•
Hand out Evaluation of Clinic Forms to client/parent.
Complete and sign Progress Reports.
Discuss end-of-term progress, results, and recommendations with client/parent.
Obtain names and addresses of individuals and agencies to whom reports should be sent
and make sufficient copies of each report with envelopes prepared.
Place the signed Progress Report in client’s clinic file and complete all appropriate
charting information and forms.
Enter hours into CALIPSO and submit them for supervisor approval.
Complete Supervisor Feedback Form in CALIPSO and Evaluation of Clinical Seminar
form.
Hand in all lesson plans and SOAP notes to be part of the client’s permanent file.
Shred all draft copies of reports.
o A locked recycle bin for shredding is located in the Grad Lab between the filing
cabinets by the entry way.
Participate in Grad Lab cleaning maintenance procedures.
CALIPSO
You will register for CALIPSO upon entry into the graduate program. Student evaluations, clock
hours and competencies are all tracked in CALIPSO.
ENTERING HOURS IN CALIPSO
In your PSU clinics, you will be instructed on how often to enter clock hours from your clinical
supervisors. Typically supervisors and students enter clock hours at the end of the term with the
total number of hours for the term. It is your responsibility to track the total number of clock
hours for the term. Supervision percentages will be tracked on the lesson plans and entered by
the supervisor into CALIPSO.
EXTERNSHIPS
For off-campus practica, students will submit clock hours for approval from their supervisor.
You are responsible for checking in with your supervisor to see if they prefer to approve clock
hours on a weekly basis or less frequently. Some supervisors prefer to approve clock hours once
at the end of the term. Each supervisor will have their own preference.
55
CALIPSO instructions for students and supervisors can be found in the appendix of the clinic
manual. Also see the appendix for information on grading scale and FAQs.
CLOCKHOURS
It is your responsibility to ensure that you are accruing clock hours appropriately. You are
encouraged to check in with the Clinic Director with questions about what specifically counts
towards clock hours.
For more information about clock hours:
http://www.asha.org/Certification/2014-Speech-Language-Pathology-Certification-Standards/
(Standard V-C)
ASSISTANCE FOR STUDENT CLINICIANS WHO DEMONSTRATE THE
NEED FOR A CLINICAL SUPPORT PLAN
Students who are experiencing difficulty acquiring and/or demonstrating satisfactory clinical
skills will have the opportunity to have a structured and individualized clinical support plan with
intensive input from clinical faculty. The process for a clinic support plan is as follows:
● The need for a clinical support plan will be identified as soon as possible in the term
and will be implemented for the remainder of the term and the following term.
● Student clinicians whose clinical performance is in need of additional supports or are
below expectations will be identified for support as soon as possible. Exceptions may
occur due to decreased performance after the midterm evaluation or frequent
cancellations by the client early in the term. A support plan will be recommended for any
student earning below a B- for their midterm grade.
● A meeting will be scheduled with the student clinician and supervising faculty member to
review the midterm evaluation and to discuss the need for a clinic support plan. The
process for support will be reviewed. The Clinic Director may be included in the
meeting.
● Support plans may require that the student register for additional clinic credits,
slow down their clinical program, delay the start of off-campus practica or seek
outside resources as decided by the support plan committee and the agreed upon in
the support plan. Any of the above can affect whether a student will graduate on
their original anticipated schedule.
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The support plan procedure is as follows:
● The student and clinical supervisor set up a planning meeting. Another clinical faculty
member will also attend the meeting. This may be the Clinic Director. The student may
invite another student, friend or faculty member to the meeting. These individuals
become the clinical support team.
● A formal support plan will be developed to address each area of concern and will
include specific goals and objectives and an indication of the means and methods to be
used. A time frame for meeting the goals and objectives may be included in the plan, but
specific time frames do not determine the completion of the plan. Successful completion
of the goals outlined in the plan determine the duration of the plan. The plan will be
signed and dated by the members of the clinical support team.
● The clinical faculty member and student will establish how frequently they will meet.
The meeting should include at least one other member of the support team. The purpose
of the support meeting is to facilitate and monitor progress toward the stated goals and
objectives. Other members of the support team may be requested to observe sessions and
provide other assistance as requested by the primary clinical faculty member and/or the
student.
● If a student receives an overall final grade of below a B-, the student will be required to
retake that particular clinic course in a subsequent term. Students may not receive
clock hours if they do not receive a grade of B- or above.
● Students who need to retake an on-campus clinic will meet with the supervising clinical
faculty member(s) and the Clinic Director at the start of the term. At that meeting, the
expectations for performance and performance evaluation, along with roles and
responsibilities for the student and the clinical faculty members will be determined and
documented. A written summary will be signed and dated by all parties.
● If a student does not successfully complete activities or meet criteria outlined in the
support plan, the faculty will meet in order to determine next steps, which may include a
delay in graduation or dismissal from the graduate program.
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POLICY FOR STUDENT GRIEVANCES IN THE CLINICAL ARENA
In some cases, a student may disagree with a faculty member or clinical supervisor to the extent
that the situation warrants communication and action to reach an optimal resolution. Students
are encouraged to follow the University's recommended sequence for addressing problems and
complaints. The student is advised to consult with individuals in the order listed below;
1.
Class Instructor or Direct Clinical Supervisor
●
Students are encouraged to meet with the specific clinical faculty member who is
directly involved in the situation. Both parties will discuss the concern and attempt to
come to an agreement of the appropriate way to handle the situation. The student and/or
clinical faculty member may invite the Clinic Director to this meeting.
● If the issues are not able to be addressed at this level, the student should meet with the
Clinic Director to share the concerns. The Clinic Director and student can then discuss
the situation and attempt to come to an agreement of the appropriate way to handle the
situation. If the Clinic Director is the student’s clinic supervisor than the student should
meet with the Graduate Advisor to share concerns.
2.
Academic Advisor
3.
Chair of the Department of Speech and Hearing Sciences
4.
Dean of the College of Liberal Arts and Sciences, or his representative
CONTACTING THE CAA
In addition, graduate students in the SPHR Department also have the right to submit a complaint
to the Council on Academic Accreditation (CAA) relating to CAA standards and standard
compliance. http://www.asha.org/academic/accreditation/accredmanual/section8.htm
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CLINIC MANUAL APPENDIX
59
ASHA CODE OF ETHICS
Preamble
The preservation of the highest standards of integrity and ethical principles is vital to the
responsible discharge of obligations by speech-language pathologists, audiologists, and speech,
language, and hearing scientists. This Code of Ethics sets forth the fundamental principles and
rules considered essential to this purpose.
Every individual who is (a) a member of the American Speech-Language-Hearing Association,
whether certified or not, (b) a nonmember holding the Certificate of Clinical Competence from
the Association, (c) an applicant for membership or certification, or (d) a Clinical Fellow seeking
to fulfill standards for certification shall abide by this Code of Ethics.
Any violation of the spirit and purpose of this Code shall be considered unethical. Failure to
specify any particular responsibility or practice in this Code of Ethics shall not be construed as
denial of the existence of such responsibilities or practices.
The fundamentals of ethical conduct are described by Principles of Ethics and by Rules of Ethics
as they relate to the conduct of research and scholarly activities and responsibility to persons
served the public, and speech-language pathologists, audiologists, and speech, language, and
hearing scientists.
Principles of Ethics, aspirational and inspirational in nature, form the underlying moral basis for
the Code of Ethics. Individuals shall observe these principles as affirmative obligations under all
conditions of professional activity.
Rules of Ethics are specific statements of minimally acceptable professional conduct or of
prohibitions and are applicable to all individuals.
______________________________________________________________________________
Principle of Ethics I
Individuals shall honor their responsibility to hold paramount the welfare of persons they serve
professionally or participants in research and scholarly activities and shall treat animals involved
in research in a humane manner.
Rules of Ethics
1.
Individuals shall provide all services competently.
2.
Individuals shall use every resource, including referral when appropriate, to ensure that
high-quality service is provided.
3.
Individuals shall not discriminate in the delivery of professional services or the conduct of
research and scholarly activities on the basis of race or ethnicity, gender, age, religion, national
origin, sexual orientation, or disability.
4.
Individuals shall not misrepresent the credentials of assistants, technicians, or support
personnel and shall inform those they serve professionally of the name and professional
credentials of persons providing services.
5.
Individuals who hold the Certificates of Clinical Competence shall not delegate tasks that
require the unique skills, knowledge, and judgment that are within the scope of their profession
to assistants, technicians, support personnel, students, or any nonprofessionals over whom they
60
have supervisory responsibility. An individual may delegate support services to assistants,
technicians, support personnel, students, or any other persons only if those services are
adequately supervised by an individual who holds the appropriate Certificate of Clinical
Competence.
6.
Individuals shall fully inform the persons they serve of the nature and possible effects of
services rendered and products dispensed, and they shall inform participants in research about
the possible effects of their participation in research conducted.
7.
Individuals shall evaluate the effectiveness of services rendered and of products dispensed
and shall provide services or dispense products only when benefit can reasonably be expected.
8.
8Individuals shall not guarantee the results of any treatment or procedure, directly or by
implication; however, they may make a reasonable statement of prognosis.
9.
Individuals shall not provide clinical services solely by correspondence.
10. Individuals may practice by telecommunication (for example, telehealth/e-health), where not
prohibited by law.
11. Individuals shall adequately maintain and appropriately secure records of professional
services rendered, research and scholarly activities conducted, and products dispensed and shall
allow access to these records only when authorized or when required by law.
12. Individuals shall not reveal, without authorization, any professional or personal information
about identified persons served professionally or identified participants involved in research and
scholarly activities unless required by law to do so, or unless doing so is necessary to protect the
welfare of the person or of the community or otherwise required by law.
13. Individuals shall not charge for services not rendered, nor shall they misrepresent services
rendered, products dispensed, or research and scholarly activities conducted.
14. Individuals shall use persons in research or as subjects of teaching demonstrations only with
their informed consent.
15. Individuals whose professional services are adversely affected by substance abuse or other
health-related conditions shall seek professional assistance and, where appropriate, withdraw
from the affected areas of practice.
______________________________________________________________________________
Principle of Ethics II
Individuals shall honor their responsibility to achieve and maintain the highest level of
professional competence.
Rules of Ethics
1.
Individuals shall engage in the provision of clinical services only when they hold the
appropriate Certificate of Clinical Competence or when they are in the certification process and
are supervised by an individual who holds the appropriate Certificate of Clinical Competence.
2.
Individuals shall engage in only those aspects of the professions that are within the scope of
their competence, considering their level of education, training, and experience.
3.
Individuals shall continue their professional development throughout their careers.
4.
Individuals shall delegate the provision of clinical services only to: (1) persons who hold
the appropriate Certificate of Clinical Competence; (2) persons in the education or certification
process who are appropriately supervised by an individual who holds the appropriate Certificate
of Clinical Competence; or (3) assistants, technicians, or support personnel who are adequately
supervised by an individual who holds the appropriate Certificate of Clinical Competence.
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5.
Individuals shall not require or permit their professional staff to provide services or conduct
research activities that exceed the staff member's competence, level of education, training, and
experience.
6.
Individuals shall ensure that all equipment used in the provision of services or to conduct
research and scholarly activities is in proper working order and is properly calibrated.
______________________________________________________________________________
Principle of Ethics III
Individuals shall honor their responsibility to the public by promoting public understanding of
the professions, by supporting the development of services designed to fulfill the unmet needs of
the public, and by providing accurate information in all communications involving any aspect of
the professions, including dissemination of research findings and scholarly activities.
Rules of Ethics
1.
Individuals shall not misrepresent their credentials, competence, education, training,
experience, or scholarly or research contributions.
2.
Individuals shall not participate in professional activities that constitute a conflict of
interest.
3.
Individuals shall refer those served professionally solely on the basis of the interest of those
being referred and not on any personal financial interest.
4.
Individuals shall not misrepresent diagnostic information, research, services rendered, or
products dispensed; neither shall they engage in any scheme to defraud in connection with
obtaining payment or reimbursement for such services or products.
5.
Individuals' statements to the public shall provide accurate information about the nature
and management of communication disorders, about the professions, about professional services,
and about research and scholarly activities.
6.
Individuals' statements to the public—advertising, announcing, and marketing their
professional services, reporting research results, and promoting products—shall adhere to
prevailing professional standards and shall not contain misrepresentations.
______________________________________________________________________________
Principle of Ethics IV
Individuals shall honor their responsibilities to the professions and their relationships with
colleagues, students, and members of allied professions. Individuals shall uphold the dignity and
autonomy of the professions, maintain harmonious interprofessional and intraprofessional
relationships, and accept the professions' self-imposed standards.
Rules of Ethics
1.
Individuals shall prohibit anyone under their supervision from engaging in any practice that
violates the Code of Ethics.
2.
Individuals shall not engage in dishonesty, fraud, deceit, misrepresentation, sexual
harassment, or any other form of conduct that adversely reflects on the professions or on the
individual's fitness to serve persons professionally.
3.
Individuals shall not engage in sexual activities with clients or students over whom they
exercise professional authority.
4.
Individuals shall assign credit only to those who have contributed to a publication,
presentation, or product. Credit shall be assigned in proportion to the contribution and only with
the contributor's consent.
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5.
Individuals shall reference the source when using other persons' ideas, research,
presentations, or products in written, oral, or any other media presentation or summary.
6.
Individuals' statements to colleagues about professional services, research results, and
products shall adhere to prevailing professional standards and shall contain no
misrepresentations.
7.
Individuals shall not provide professional services without exercising independent
professional judgment, regardless of referral source or prescription.
8.
Individuals shall not discriminate in their relationships with colleagues, students, and
members of allied professions on the basis of race or ethnicity, gender, age, religion, national
origin, sexual orientation, or disability.
9.
Individuals who have reason to believe that the Code of Ethics has been violated shall
inform the Board of Ethics.
10. Individuals shall comply fully with the policies of the Board of Ethics in its consideration
and adjudication of complaints of violations of the Code of Ethics.
63
PROFESSIONAL EXPECTATIONS OF PSU CLINIC
Please initial the following professional expectations for the PSU Speech and Hearing
Clinic to indicate that you agree with and understand your responsibilities in participating
in a professional program:
____ I will respect client confidentiality in the PSU Clinic and externship sites
____ I will be prompt and prepared for all clinic sessions
____ I will demonstrate consistent attendance and timeliness in my externships
____ I will end sessions on time and leave the clinic room ready for the next session
____ I will ensure that I have my clients’ contact information so that I can inform them of
unplanned absences due to illness etc.
____ I will not consume or smoke intoxicant on the PSU campus
____ I will not use my cell phone or pager during clinic sessions
____ I have read, understand, and will abide by the dress code of the PSU clinic and externship
placements as outlined in the clinic manual.
____ I will maintain a professional relationship with clients while a student at PSU as outlined in
the clinic manual
____ I have read and understand the bulletin board policies in the clinic manual
____ I have read and understand the emergency and caution procedures in the clinic manual
____ I have read and understand the evacuation procedures in the clinic manual
____ I have read, understand, and will abide by the absences and cancellation policy in the clinic
manual
____ I have read, understand and will abide by the test, equipment, and materials policy in the
clinic manual
____ I have read, understand and will abide by the infection control standard precautions
64
outlined in the clinic manual
____ I have read, understand and will adhere to the student grievances procedures as outlined in
the clinic manual
____ I have read and understand the clinic support plan procedures as outlined in the clinic
manual
____ I have read, understand and will adhere to the ASHA code of ethics during my tenure as
a graduate student clinician
I understand and acknowledge my responsibility by agreeing to the above statements.
______________________
Student Clinician Name
________________________
Student Clinician Signature
_________________
Date
65
Privacy and Confidentiality Agreement Regarding Client Files and Clinic Reports*
Please read and initial each statement below
It is my legal and ethical responsibility to preserve and protect the privacy,
confidentiality and security of all client information.
I will not remove client files from the clinic area or the basement of Neuberger Hall.
I will access, use or disclose confidential client information only in the performance of
my duties, when required or permitted by law, and disclose information only to persons
who have the right to receive the information.
I will not knowingly discuss any confidential information within hearing distance of other
persons who do not have the right to receive the information.
I will not photocopy documents or information in client files.
I agree to protect client reports by one of the following methods:
On an encrypted flash drive
On my PSU H-drive
On a partitioned section of my hard drive
I agree to use the client’s initials only on rough drafts of reports.
I will not print client reports in the PSU general population computer labs.
I agree to password protect client reports, drafts or other documentation before
emailing.
If I email my client’s report I will only do it from my pdx.edu account to another pdx.edu
account.
After the client report is finished I will delete all drafts.
I will place clinic reports, signed release forms, and other relevant documents in the
client files.
I agree not to share my login or password information with any other person and to
protect against any breach of confidentiality involving client information.
66
I agree to immediately report any breach of client confidentiality to the Clinic Director.
Signature
__
Printed Name
Date:
* For the complete Privacy and Confidentiality Policy please refer to the Clinic Manual.
67
Department of Speech and Hearing Sciences
Essential Functions of Candidates for Graduate Program Admission and Continuance
INTRODUCTION
The graduate degree in Speech and Hearing Sciences provides students with the academic
coursework and clinical practicum experiences required for clinical certification by the American
Speech-Language-Hearing Association. The education of speech-language pathologists
requires assimilation of knowledge, acquisition of skills, and development of judgment in
preparation for independent and appropriate decisions required in clinical practice. The starred
items (*), however, are skills that are more inherent and should be present when a student
begins the program.
POLICY
The graduate program in Speech and Hearing Sciences at Portland State University adheres to
the standards of the Council of Academic Accreditation (CAA). Operating within the scope of
the CAA Standards, the Department of Speech and Hearing Sciences has the freedom and
ultimate responsibility for (1) the selection of students, (2) the design, implementation, and
evaluation of the curriculum, (3) the evaluation of student progress, and (4) the determination of
who should be awarded a degree. Admission and retention decisions are based not only on
satisfactory academic achievements, but also on other academic and professional factors which
serve to ensure that the candidate can complete the essential function of the program required
for graduation.
The Department of Speech and Hearing Sciences has a responsibility to the public to assure
that graduates become fully competent speech-language pathologists, capable of delivering
quality services and preserving the well-being of the clients they serve. Thus, it is important that
persons admitted, retained and graduated possess the cognitive skills, integrity, compassion,
humanitarian concern, and physical and emotional capacity necessary to practice speechlanguage pathology.
The Department of Speech and Hearing Sciences, as part of the College of Liberal Arts and
Sciences at Portland State University, is committed to the principle of equal opportunity. The
University, College, and Department do not discriminate on the basis of race, color, creed,
religion, national origin, gender, sexual orientation, age, marital status, ability, or veteran status.
When requested, the University will provide reasonable accommodation to otherwise qualified
students with properly documented disabilities. The SPHR faculty and professional staff have
responsibility for the welfare of students in the Department and for the clients in the SpeechLanguage and Hearing Clinic. To meet this responsibility, the Department has established
academic standards and minimal essential functions (defined on the following pages) that must
be demonstrated by students with or without reasonable accommodations in order to participate
in the program and to complete it successfully. Students with conditions that may require
accommodations will be referred to the Disability Resource Center (DRC) for a determination of
68
whether the condition is a disability as defined by applicable laws, and for a determination of
what accommodations are reasonable. The determination will specifically take into
consideration whether the requested accommodation might jeopardize the safety of clients or
the ability of the student to complete the classroom, laboratory, and clinical coursework required
for the SPHR graduate program. Reasonable accommodations will be provided for students
with disabilities to enable them to meet these standards and ensure that they are not denied the
benefits of, excluded from participation in, or otherwise subjected to discrimination.
Essential Functions
PSU’s Department of Speech and Hearing Sciences endeavors to select applicants who have
the ability to become highly competent SLP professionals. Admission and retention decisions
are based not only on satisfactory prior and ongoing academic achievement but also on clinical
program requirements for graduation. Essential functions, as distinguished from academic
standards, refer to those cognitive, physical, and behavioral abilities that are necessary for
satisfactory mastery of the curriculum, and the professional attributes required of all students at
graduation.
Failure to meet or maintain the Essential Functions may result in action, including, but not
limited to dismissal from the program.
Essential functions can be described in relation to five areas: motor, sensory, communication,
intellectual/cognitive (conceptual, integrative, and quantitative abilities for problem solving and
diagnosis), behavioral/emotional, and the professional aspects of the performance of an SLP
profession. Each is described below.
A. COMMUNICATION
A student must possess adequate communication skills to:
1. Communicate proficiently in both oral and written English language.*
• Students who do not speak English as their first language will demonstrate
proficiency in oral and written language by earning the minimum required
official score on the International Test of English as a Foreign Language
(TOEFL), the PSU Institutional TOEFL, or the International English Language
testing System (IELTS) exam
• Students will demonstrate oral language proficiency by passing an oral
screening administered as part of the Clinic Orientation
• Students who do not pass the oral screening have the option to enroll in
language intervention classes provided by the IELP and/or to receive
assistance in the Speech and Hearing Clinic
2. Possess reading and writing skills sufficient to meet curricular and clinical demands.
3. Perceive and demonstrate appropriate non-verbal communication for culture and
4.
5.
6.
7.
context.
Modify communication style to meet the communication needs of clients, caregivers, and
other persons served.
Communicate professionally and intelligibly with patients, colleagues, other healthcare
professionals, and community or professional groups.
Communicate professionally and effectively on patient documentation, reports, and
scholarly papers required as a part of course work and professional practice.
Convey information accurately with relevance and cultural sensitivity.
69
B. MOTOR
A student most posses adequate motor skills to:
1. Sustain necessary physical activity level in required classroom and clinical activities.
2. Respond quickly to provide a safe environment for clients in emergency situations
including fire, choking, etc.
3. Access transportation to clinical and academic placements.
4. Participate in classroom and clinical activities for the defined workday.
5. Efficiently manipulate testing and treatment environment and materials without violation
of testing protocol and with best therapeutic practice.
6. Manipulate patient-utilized equipment (e.g. durable medical equipment to include AAC
devices, hearing aids, etc) in a safe manner.
7. Access technology for clinical management (i.e. billing, charting, therapy programs, etc.).
C. INTELLECTUAL / COGNITIVE
A student must possess adequate intellectual and cognitive skills to:
1. Comprehend, retain, integrate, synthesize, infer, evaluate and apply written and verbal
information sufficient to meet curricular and clinical demands.*
• Adequate skills in this area will be determined by review of the student’s
academic record as presented in their graduate application through academic
transcripts, GRE scores, letters of recommendation, and a written statement
2. Identify significant findings from history, evaluation, and data to formulate a diagnosis
and develop a treatment plan.
3. Solve problems, reason, and make sound clinical judgments in patient assessment,
diagnostic and therapeutic plan and implementation.
4. Self evaluate, identify, and communicate limits of one’s own knowledge and skill to
appropriate professional level and be able to identify and utilize resources in order to
increase knowledge.
5. Utilize detailed written and verbal instruction in order to make unique and dependent
decisions.
D. SENSORY/OBSERVATIONAL
A student must possess adequate sensory skills of vision, hearing, and tactile to:
1. Visually and auditorily identify normal and disordered (fluency, articulation, voice,
resonance, respiration characteristics, oral and written language in the areas of
semantics, pragmatics, syntax, morphology and phonology, hearing and balance
disorders, swallowing cognition, social interaction related to communication).
2. Identify the need for alternative modalities of communication.
3. Visualize and identify anatomic structures.
4. Visualize and discriminate imaging findings.
5. Identify and discriminate findings on imaging studies.
6. Discriminate text, numbers, tables, and graphs associated with diagnostic instruments
and tests.
7. Recognize when a client’s family does or does not understand the clinician’s written and
or verbal communication.
8. Identify and discriminate a client’s spoken responses.
9. Accurately monitor through both visual and auditory modalities, equipment displays and
controls, including those of hearing instruments, used for assessment and treatment of
patients.
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E. BEHAVIORAL/ SOCIAL
A student must possess adequate behavioral and social attributes to:
1. Display mature, empathetic, and effective professional relationships by exhibiting
compassion, integrity, and concern for others.
2. Recognize and show respect for individuals with disabilities and for individuals of
different ages, genders, race, religions, sexual orientation, and cultural and
socioeconomic backgrounds.
3. Conduct oneself in an ethical and legal manner, upholding the ASHA Code of Ethics and
university and federal privacy policies.
4. Maintain general good physical and mental health and self-care in order not to
jeopardize the health and safety of self and others in the academic and clinical setting.
5. Adapt to changing and demanding environments (which includes maintaining both
professional demeanor and emotional health).
6. Manage the use of time effectively to complete professional and technical tasks within
realistic time constraints.
7. Accept appropriate suggestions and constructive criticism and respond by modification
of behaviors.
8. Dress appropriately and professionally.
Program Participant Agreement Statement

As a graduate student in the Speech and Hearing Sciences Department at Portland
State University, my signature below indicates that I have read all four pages of the Essential
Functions document; that I agree with its contents; that I am committed to the policies
expressed therein; and that I may be advised to discontinue the program should I fail to
demonstrate all of the Essential Functions despite reasonable accommodations (if
recommended by the DRC) and reasonable levels of support from the faculty.
____________________________________
Participant’s Name
____________________
Date
The Essential Functions Policy is adapted from the following sources:
Council of Academic Programs in Communicative Sciences and Disorders (2007). Eligibility Requirements and Essential Functions.
Prepared by Schwartz et al., and retrieved from http://www.capcsd.org/proceedings/2007/talks/EFChecklist.pdf
Department of SPHR, UW.
Department of ComDis, West Chester University.
71
New Speech and Hearing Graduate
Student Checklist
SPHR
Required Documentation for Clinic
Immunizations
o Hepatitis B Series (minimum first two in series)
o MMR
o Varicella (Chicken Pox) Proof of disease or vaccine
o TB surveillance
Observation Hours
Background Check from mybackgroundcheck.com
Fingerprint Clearance from TSPC
Check for Liability Insurance in the amount of $68.00
CPR Certification
Rent a locker
• If you are interested in renting a locker, bring student ID to the Box Office window in
Smith Memorial Union. Cost is $20 per quarter or $45 for the year. It is billed to your
student account. People can share lockers if they’d like.
NSSLHA
• Consider becoming a member of the national and/or local NSSHLA Organization.
o National NSSLHA Organization
 Cost is $60 annual
 Register online at www.nsslha.org
 Read about benefits of joining at:
www.nsslha.org/join.memberbenefits.htm
o Local NSSLHA Chapter
 Cost is free if you are a national member (or $10 to join the local chapter
only)
 Download an application at www.pdx.edu/sphr/local-nsslha-chapter
SPHR Website and Facebook Page
• Bookmark and check out the SPHR website regularly for updates and information at
www.pdx.edu/sphr
• Check out SPHR’s Facebook pages for updates and information at
www.facebook.com/pdxsphr
72
ASHA academic requirements
• Make sure you have or plan on taking classes to cover the ASHA requirements
• Check with your advisor to see if you past course work meet these requirements or if you
still have some to fulfill.
o Physical Science (Chemistry or Physics ONLY)
o Biological Science
o Social Science
o Statistics (Stats 243 and Stats 244)
• ASHA requires that you fulfill 25 hours of observation before finishing your graduate
program.
Statistics Requirement
• Students who have not fulfilled the stats requirement (stats 243 and stats 244) may have
to take the stats placement test (ALEKS) or take Math 095 or higher.
• Take the stats placement test here: http://www.pdx.edu/math/placement/instructions
• If you already have taken a stats course, email the graduate advisor Dr. Jenny Larsen at
Larsenj@pdx.edu with a course description and syllabus of your past stats class. She will
let you know if your stats class fulfills this requirement.
Portland State University
Create PSU computing (ODIN) account for email, D2L and wireless internet access.
• To get started, read the instructions on your letter of admission or, for help, call
503-725-HELP(4357).
• Complete this step online at http://oam.pdx.edu
Apply for Financial Aid
• Fill out the Free Application for Federal Student Aid (FAFSA) as early as possible if you
haven’t already. Check status of your financial aid award at banweb.pdx.edu
• Complete this step online at http://pdx.edu/finaid
Get your student ID card
• Your PSU student ID card will be mailed to your current address 4-6 weeks prior to the
start of your first term provided that you are registered for classes. If you need your
photo taken or never received an ID, go to the ID office in the Neuberger hall lobby. Find
out more at http://pdx.edu/financial-services/idcard-student
Get your access Student Key card
• Portland State University utilizes an access card operated system to control entry into all
operational buildings, most computer labs, and some classrooms during the evening and
weekends. Your PSU access card will be able to let have access to the building even
when the doors are locked.
• You may get your access card by going to the ID office in the Neuberger hall lobby.
73
•
After you have received your card, please give the badge number to Rebecca so she can
register your card with campus safety to give you access to the building.
Student health insurance purchase or waiver
• PSU requires all students taking 5 or more in-load, non self-support credits* (1 credit for
international students) to have comprehensive medical insurance coverage. Learn about
the PSU Health Insurance, and the fees associated. If you have health insurance you
may wish to learn about the eligibility requirements and deadlines for the waiver
process. This waiver must be submitted every quarter.
Transportation
• Purchase a Flexpass or Parking pass for the quarter or year.
http://www.pdx.edu/transportation/
Childcare
• If you have children learn more about the resources PSU offers for childcare at the
Resource Center for Students with Children at
http://www.pdx.edu/students-with-children/
Disability Resource Center
• If you are a student with disabilities, be sure to submit your classes with the Disability
Resource Center every quarter so they know where accommodations are needed.
Call 503-725-4150 (TTY 503-725-6504) or visit their website at www.drc.pdx.edu
Register for classes
• Register for classes online at Portland State University Banweb
• You will need your ODIN account to log in
Buy textbooks
• Purchase required textbooks for your courses at the PSU Bookstore
www.psubookstore.com or other online resources.
• Information is available approx. 3 – 4 weeks before classes begin on banweb.
Pay Tuition and Fees
• Learn about your PSU One card, student accounts, and how to pay college tuition and
fees.
• Learn more at: http://pdx.edu/financial-services/student
74
Prerequisites for PSU’s Speech-Language Pathology Graduate Program
What do I need prior to my Graduate Studies at PSU?
Below are prerequisite course for PSU’s graduate program in speech-language pathology. If you are coming
from a different university, your preparation will have included different courses. Some courses are required
for ASHA certification and you must have the equivalent from somewhere; some courses are strongly
recommended to maximize your learning in our graduate program. Page 2 of this document includes a
description of PSU’s courses; the descriptions and the notes in the table will aid you in determining whether
your courses are PSU’s equivalent and what to do if you are missing required courses. The primary courses
that may differ are those related to disorder topics; these are strongly recommended but not required. If you
don’t have some of the recommended courses, we encourage you to learn what you can about the topics over
the next few months. This preparation could be taking a class, finding the materials on a similar class (such as
an undergraduate or graduate class at your current institution) and reading them thoroughly.
When noted, please contact Susan Ginley at sginley@pdx.edu so she is aware of your course discrepancy and
can help you develop an appropriate educational plan.
Prerequisite Courses
PSU
Course #
SPHR
370
SPHR
371
SPHR
372
SPHR
4/561
SPHR
380
SPHR
464
PSU COURSE
TITLE
Phonetics &
Acoustics
Anatomy and
Physiology
Speech &
Language
Development
Neurology of
Speech &
Hearing
Language
Disorders in
Children
Speech
Disorders in
Children
Required?
What to Do if You Don’t
Have the Prerequisite
Yes
Take by Fall 2013
Yes
Take by Fall 2013
Course covering typical language development
– sometimes taught in Linguistics
Yes
Take by Fall 2013
Neuro-anatomy
Yes
Let Susan Ginley know. Can
take at PSU Summer 2013,
Fall 2013
Sometimes in a course on development and
disorders
Strongly
Recommended
Learn as much as possible
about topic
Speech (phonological, articulatory)
development and disorders
Strongly
Recommended
Learn as much as possible
about topic
Equivalents
A phonetics course that included phonetic
transcription
Any speech/hearing anatomy & physiology
course (sometimes with neurology as well)
SPHR
4/587
Basic
Audiology
Typically called hearing science. Sometimes
combined with audiology.
Yes
SPHR
4/588
Advanced
Audiology
Sometimes combined with hearing science
Yes
SPHR
4/589
Aural
Rehabilitation
Might be combined with audiology (but not
usually)
Yes
SPHR
4/595
Organic
Communicatio
n Disorders
Sometimes covered in an introductory course or
in combination with neurology. Also called
acquired disorders
Strongly
Recommended
Let Susan Ginley know – take
asap. Available summer term
at PSU.
Let Susan Ginley know – take
asap
Let Susan Ginley know – take
asap. Can take at PSU in
Winter or Spring terms.
Learn as much as possible
about topic
75
SPHR
4/596
MTH 243
MTH 244
Introduction
to Clinical
Management
Intro to
Probability &
Statistics
Intro to
Probability &
Statistics
Introduction to Assessment & Intervention
Descriptive statistics (some courses combine
both statistics’ topics – check with Susan Ginley
if you’re unsure) Can be taken Pass/No Pass
Inferential statistics (some courses combine
both statistics’ topics – check with Susan Ginley
if you’re unsure). Can be taken Pass/No Pass
Strongly
Recommended
Yes
Yes
Learn as much as possible
about topic
Let Susan Ginley know. Take
summer 2013 or early in first
year.
Let Susan Ginley know. Take
summer 2013 or early in first
year.
SPHR PREREQUISITE COURSE DESCRIPTIONS
SpHr 370 - Phonetics and Acoustics
A study of sounds used in speech, their acoustic properties, and their transcription utilizing the IPA;
description of sounds, their symbolic nature, their production, and physical and psychological problems
involved in their perception. The acoustical bases of speech and hearing will also be addressed.
SpHr 371 - Anatomy and Physiology of Speech and Swallowing
A study of the anatomy and physiology of the respiratory, phonatory, and articulatory systems for speech,
with applications to speech disorders. The physiology of swallowing and swallowing disorders is also
covered.
SpHr 372 - Speech and Language Development in Children
Provides students with a foundation of knowledge regarding basic processes of language acquisition. In
addition to the study of normal language development from a theoretical, developmental, and clinical
perspective, related areas of study include cognition, social interactions, play, and literacy. Bilingual and
multicultural issues are also addressed.
SpHr 461/561 - Neurology of Speech and Hearing
A course specifically designed for speech and hearing majors to provide a study in-depth of the
neurology of the speech and hearing mechanisms with special attention given to the major deviations
affecting verbal communication.
SpHr 380 - Language Disorders in Children
An overview of developmental language disorders in children. Disorders will be presented in terms of
etiology, incidence, and characteristics. Assessment issues and treatment principles will be discussed.
SpHr 464 - Speech Disorders in Children
Discussion of normal speech development and how it can differ in individuals with speech disorders.
Exploration of assessment, diagnosis, and treatment for speech disorders in children. Introduction to
linguistic and cultural factors related to speech development and disorders, and to special populations
with high incidence of speech disorders
SpHr 487/587 - Basic Audiology
Introductory course in audiology emphasizing basic acoustics and psychoacoustics, anatomy and
physiology of the ear, hearing measurement, and types and causes of hearing impairment.
76
SpHr 488/588 - Advanced Audiology
Introduction to the audiological test battery. Topics include bone-conduction, masking, speech
audiometry, and objective tests. Auditory pathologies and their audiometric correlates are also covered.
SpHr 489/589 - Aural Rehabilitation (4)
Theoretical course covering the role of speech-reading (lip reading) and auditory training as it relates to
speech, language, and communication. Historical perspectives and philosophies considered,
communication systems, speech acoustics and perception, amplification and hearing aids, speech reading,
and auditory training. Multicultural issues will be included.
SpHr 495/595 - Organic Communication Disorders (4)
Introduction to speech and language disorders with emphasis on voice disorders, stuttering disorders and
neurogenic disorders; cleft palate and cerebral palsy will complete the survey.
SpHr 496 - Introduction to Clinical Management (4)
Provides an introduction to assessment and management of diverse persons with communication disorders
across the lifespan. Covers basic priniples of assessment and intervention, evidence-based practices, and
behavior management. Introduces terminology and basic techniques for addressing speech, language, and
hearing disorders, with special consideration of program design and delivery.
77
SPHR GRADUATE COURSES
SPHR 501 – Comprehensive Exams. Must register for 3 credits total.
SPHR 503 - Thesis (Credit to be arranged.)
Consent of instructor. Must register for minimum of 6 credits total, with at least 1 credit in
term of defense.
SPHR 506 – Special Project (Credit to be arranged.) Consent of instructor. Must register for
minimum of 3 credits total.
SPHR 509 – Clinic Practicum (Credit to be arranged.)
SPHR 510 – Advanced Literacy Topics (2)
New elective – description available fall 2013. Prerequisite: SPHR 584.
SPHR 510 – Advanced Assessment of Adult Populations (2)
New elective – description and prerequisite requirements available Fall 2013.
SPHR 510 – Advanced Assessment and Intervention for Children from Multicultural
Backgrounds (2)
New elective – description and prerequisite requirements available Fall 2013.
SPHR 530 - Clinical Management in Communication Disorders (4)
Focuses on principles of static and dynamic assessment, intervention planning and
implementation, goal writing and data collection, and behavior management—including
motivation and reinforcement—across diagnostic populations and developmental stages.
Considers contextual influences and emphasizes evidence-based practices.
SPHR 540 - Multicultural Topics in Communication Disorders (4)
Introduces topics of communication disorders within the framework of culture and identity.
Explores cultural attitudes and beliefs about communication and disabilities, cultural
differences, cultural identity, second and bilingual language acquisition, and introduces
assessment and intervention strategies for non-mainstream populations.
SPHR 541 - Bilingual Topics in Communication Disorders (2)
Explores current topics within bilingual speech & language development and disorders. Covers
typical and atypical development within many areas of speech and language, diagnostic
criteria for determining disability, and assessment and intervention topics for children and
adults from bilingual language backgrounds. Emphasis on Spanish-English bilingual
populations.
SPHR 545 - Pathways to Professional Practice (2)
Overview of topics related to professional practice of speech-language pathology: professional
organization membership, certification, licensure, and ethical and legal responsibilities.
Career development issues: preparing for national exams; résumé writing, interviewing, and
planning for the Clinical Fellowship; team collaboration; supervision; and reimbursement
practices.
SPHR 553 - Counseling in Communication Disorders (2)
Presents approaches to counseling with emphasis on and implications for developing effective
working relationships with clients with communication disorders and their families. Presents
techniques for effective therapeutic interventions. Students will explore and apply current
interviewing and counseling strategies used for assessment, treatment, and intervention in the
practice of speech-language pathology
SPHR 554 - Advanced Speech Sound Disorders: Theories and Application (4)
Development and disorders of speech sound production, with particular emphasis on children.
Phonological and phonetic theories used in understanding speech and speech sound
development and disorders. Various means of assessing and providing intervention for speech
sound disorders, including childhood apraxia of speech.
78
SPHR 558 - Symbol Systems in Early Communication (2)
Focuses on communication characteristics of individuals with severe communication
disorders and their use of augmentative and alternative communication to meet
communication needs. Emphasis on systematic communication assessment and intervention
methods to enhance emergent communication in individuals with severe communication
needs.
SPHR 559 - Augmentative and Alternative Communication (2)
Introductory course in augmentative and alternative communication (AAC) with a focus on
manual and technological communication methods. Includes strategies for appropriate
assessment of speech, language, cognitive, and sensory-motor skills, and addresses partner
support requirements for AAC use. Students gain knowledge and skills for treating children,
adolescents, and adults with moderate to severe developmental or acquired disorders in speech
and language.
SPHR 560 - Research Methods in Communication Sciences and Disorders (4)
Introduction to research methods in communication sciences and disorders. Covers research
strategies and designs commonly used in communication sciences and disorders, as well as
methods used in the collection, analysis and interpretation of data. The course focuses on
the application of research principles in the critical evaluation of journal articles and other
research literature, with the goal of enabling students to make informed decisions as to which
developments in communication disorders should be applied to clinical practice. The
principles and processes of evidence-based, clinical practice are emphasized.
Prerequisites: Stat 243, 244 or equivalent
SPHR 562 - Cognitive Rehabilitation (4)
Discusses causes, symptoms, prevention, assessment, and management of cognitivecommunication disorders following acquired brain injury across the lifespan. Specific
populations to be discussed include traumatic brain injury, stroke, and the dementias. Places
emphasis on evidence-based clinical reasoning and applying the World Health Organization
model to clinical management in rehabilitation settings. Restricted to graduate students.
SPHR 563 - Adult Language Disorders (4)
Presents theories of acquired language disorders in adults specific to aphasia rehabilitation,
including causes, symptoms, prevention, assessment, and management of aphasia in adults.
Emphasis is placed on evidence-based clinical reasoning and applying the World Health
Organization model to clinical management in a variety of rehabilitation settings.
SPHR 564 - Advanced Medical Speech-Language Pathology (2)
Addresses current topics related to practice of medical speech-language pathology in a variety
of settings. Topics may include management of tracheostomy/ventilator dependence; medical
terminology; medical billing, reporting, and appeals; interdisciplinary models; evidence-based
practices; common medications and their side effects; and other topics of contemporary
interest to learners.
SPHR 565 - Dysphagia (4)
Advanced study of normal and disordered anatomy and physiology of swallow mechanism,
including causes, symptoms, prevention, assessment, and management of swallowing
disorders across the lifespan. Emphasis on evidence-based clinical reasoning and applying
the World Health Organization model to clinical management in a variety of practical settings.
SPHR 566 - Motor Speech Disorders (2)
Discusses disorders of speech sensorimotor production, including causes, symptoms,
prevention, assessment, and management of acquired apraxia of speech and the dysarthrias
across the lifespan. Emphasis placed on evidence-based clinical reasoning and applying the
World Health Organization model to clinical management in varied settings.
79
SPHR 567 - Cleft and Craniofacial Disorders (2)
Provides in-depth clinical management of children with cleft lip and palate and other
craniofacial syndromes. Particular emphasis placed on identification, description,
assessment, and treatment of speech production, feeding, and psychosocial development.
Explores evidence-based models of team care, including the role of other medical
professionals. Pre-Requisites: SpHr 554.
SPHR 581 - Stuttering (4)
Covers disorders of fluency, including causes, symptoms, prevention, theories of stuttering,
assessment, and management of stuttering in pediatrics and adults. Emphasis is placed on
evidence-based clinical reasoning and applying the World Health Organization model to
clinical management in a variety of practical settings.
SPHR 582 - Voice Disorders (2)
Presents advanced information about the anatomy and physiology of normal and disordered
voice production, including causes, symptoms, prevention, assessment, and management of
voice disorders across the lifespan for organic and functional voice disorders.
SPHR 584 - Assessment and Treatment of Language Disorders: Birth to Age Five (4)
Focuses on causation, evaluation, and management for addressing communication disorders in
infants, toddlers, and preschool children with multiple challenges; particular emphasis on
emerging communication across multiple developmental domains, with family-centered,
interdisciplinary assessment and intervention. All topics target use of evidence-based practices
and the influence of context on performance.
SPHR 585 - Assessment and Treatment of Language Disorders in School-aged Children and
Adolescents (4)
Includes static, dynamic, and curriculum-based communication assessment of language,
learning, and communication disorders. Discusses relation between language and learning
disabilities, with focus on treatment of language-based disorders of reading and writing.
Intervention emphasizes interdisciplinary service delivery models. Topics target use of
evidence-based practices and influence of context on performance.
SPHR 586 - Autism (2)
Investigates current issues related to diagnosis and intervention for children and adolescents
with autism spectrum disorders (ASD). Focuses on current research related to theories of
social, communication, motor, sensory, cognitive, and adaptive behavior development.
Emphasizes interdisciplinary nature of serving children with ASD. Restricted to graduate
students.Expected Preparation: SpHr 585.
80
SPHR GRADUATE CURRICULUM MAP – 2015 COHORT 1
Core Classes
Winter 2014
Spring 2014
Summer 2014
Fall 2014
Winter 2015
Spring 2015
530-Cl Mgmt (4)
563: Adult Lang (4)
584: Birth to 5 (4)
560: Research (4)
585: Schl Lang (4)
554-SSD (4)
565-Dysphagia (4)
566-Motor Spch (4)
562 Cog Rehab (4)
582-Voice Dis (2)
540-Multicult (4)
545-Path to Prof (2)
581-Stuttering (2)
46
586 Autism (2)
510 Adv Asst Adults (2)
510 Adv Asst/Interv (2)
553 Counseling (2)
559 AAC (2)
510 Symbol Sys (2)
510 Adv Med SLP (2)
553 Counseling (2)
559 AAC (2)
567 Craniofacial (2)
541 Bilingual (2)
510 Adv Literacy (2)
586 Autism (2)
553 Counseling (2)
559 AAC (2)
8*
Electives/
Augmented
Comm’n*
Comps, Special
Project or Thesis**
Comps: 501 (3) OR
Special Proj: 503 (3)
509 Practicum (5)
Clinic***
Specialty Clinic
Minimum Credits
(Doesn’t include
Electives or AAC)
Total
Creds
Fall 2013
12
12
8
9
3
509 Practicum (5)
509 Practicum (6)
16
Specialty Clinic (1)
Specialty Clinic (1)
2
8
9
9
GRAND TOTAL
75
*Electives & Augmented Communication:
1. Three electives required
2. For augmented communication requirement, MUST take either 559 AAC or 558 Symbol Systems. If take both 558 and 559, one counts as an elective.
**If completing a Master’s thesis:
- Register for SPHR 503 (Thesis) instead of SPHR 506 (Special Project).
- You must complete 3 additional credits (a total of 6 thesis credits).
- At least one thesis credit must be the term you graduate. Check with adviser for details.
***The terms of registration for clinic credits does not match actual clinic participation. You will participate in clinic most if not all terms of your graduate program. Registration for
clinic credits has been distributed to minimize graduate credits load per term and thus financial impact.
PLEASE NOTE THAT THE SCHEDULE OF COURSES MAY CHANGE DUE TO UNFORSEEN CIRCUMSTANCES. WE WILL NOTIFY YOU OF ANY CHANGES.
81
SPHR GRADUATE CURRICULUM MAP – 2015 COHORT 1
ECUADOR PROGRAM SUMMER 2014 PARTICIPATION
Core Classes
Fall 2013
Winter 2014
Spring 2014
Summer 2014
Fall 2014
Winter 2015
Spring 2015
Total
Creds
530: Cl Mgmt (4)
563: Adult Lang (4)
584: Birth to 5 (4)
554-SSD (4)
560: Research (4)
585: Schl Lang (4)
565-Dysphagia (4)
566-Motor Spch (4)
562 Cog Rehab (4)
510: Cult Cons (4)
582-Voice Dis (2)
540-Multicult (4)
545-Path to Prof (2)
581-Stuttering (2)
50
586 Autism (2)
510 Adv Asst Adults (2)
510 Adv Asst/Interv (2)
553 Counseling (2)
559 AAC (2)
541 Bilingual (2)
553 Counseling (2)
559 AAC (2)
567 Craniofacial (2)
510 Adv Literacy (2)
586 Autism (2)
553 Counseling (2)
559 AAC (2)
8*
Electives/
Augmented
Comm’n*
Special Project or
Thesis**
506 (2)
Clinic***
506 (1)
509 Practicum (2)
Specialty Clinic
509 Practicum (5)
509 Practicum (2)
Specialty Clinic (1)
3
509 Practicum (7)
16
Specialty Clinic (1)
2
Minimum Credits
(Doesn’t include
Electives or AAC)
12
12
12
8
8
9
GRAND TOTAL
10
79
*Electives & Augmented Communication:
3. Three electives required
4. For augmented communication requirement, MUST take either 559 AAC or 558 Symbol Systems. If take both 558 and 559, one counts as an elective.
**If completing a Master’s thesis:
- Register for SPHR 503 (Thesis) instead of SPHR 506 (Special Project).
- You must complete 3 additional credits (a total of 6 thesis credits).
- At least one thesis credit must be the term you graduate. Check with adviser for details.
***The terms of registration for clinic credits does not match actual clinic participation. You will participate in clinic most if not all terms of your graduate program. Registration for
clinic credits has been distributed to minimize graduate credits load per term and thus financial impact.
PLEASE NOTE THAT THE SCHEDULE OF COURSES MAY CHANGE DUE TO UNFORSEEN CIRCUMSTANCES. WE WILL NOTIFY YOU OF ANY CHANGES.
82
SPHR GRADUATE CURRICULUM MAP – 2015 COHORT 2
Core Classes
Fall 2013
Winter 2014
Spring 2014
Summer 2014
Fall 2014
Winter 2015
Spring 2015
Total
Creds
554: SSD (4)
563: Adult Lang (4)
584: Birth-5 (4)
530-Cl Mgm (4)
566-Motor Spch (4)
562 Cog Rehab (4)
560-Res Meth (4)
585-Schl Lang (4)
565: Dysph (4)
581-Stuttering (2)
582 – Voice Dis (2)
545-Path to Prof (2)
540-Multicult (4)
46
586 Autism (2)
510 Adv Asst Adults (2)
510 Adv Asst/Interv (2)
553 Counseling (2)
559 AAC (2)
510 Symbol Sys (2)
510 Adv Med SLP (2)
553 Counseling (2)
559 AAC (2)
567 Craniofacial (2)
541 Bilingual (2)
510 Adv Literacy (2)
586 Autism (2)
Comps 501 (3) OR
Spec Proj: 503 (3)
553 Counseling (2)
559 AAC (2)
509 Practicum (2)
509 Practicum (4)
16
Specialty Clinic (1)
2
Electives/
Augmented
Comm’n*
Comps, Special
Project or Thesis**
Clinic***
509 Practicum (4)
Specialty Clinic
Minimum Credits
(Doesn’t include
Electives or AAC)
509 Practicum (6)
Specialty Clinic (1)
12
12
8
8
9
9
GRAND TOTAL
8*
3
9
75
*Electives & Augmented Communication:
1. Three electives required
2. For augmented communication requirement, MUST take either 559 AAC or 558 Symbol Systems. If take both 558 and 559, one counts as an elective.
**If completing a Master’s thesis:
- Register for SPHR 503 (Thesis) instead of SPHR 506 (Special Project).
- You must complete 3 additional credits (a total of 6 thesis credits).
- At least one thesis credit must be the term you graduate. Check with adviser for details.
***The terms of registration for clinic credits does not match actual clinic participation. You will participate in clinic most if not all terms of your graduate program. Registration for
clinic credits has been distributed to minimize graduate credits load per term and thus financial impact.
Please Note that the schedule of courses may change due to unforeseen circumstances. We will notify you of any changes.
83
SPHR GRADUATE CURRICULUM MAP – 2015 COHORT 2
ECUADOR PROGRAM SUMMER 2014 PARTICIPATION
Core Classes
Fall 2013
Winter 2014
Spring 2014
Summer 2014
Fall 2014
Winter 2015
Spring 2015
554: SSD (4)
563: Adult Lang (4)
584: Birth-5 (4)
530-Cl Mgm (4)
566-Motor Spch (4)
585-Schl Lang (4)
560-Res Meth (4)
562 Cog Rehab (4)
565: Dysph (4)
510 Cult Cons (4)
581-Stuttering (2)
582 – Voice Dis (2)
545-Path to Prof (2)
540-Multicult (4)
586 Autism (2)
510 Adv Asst Adults (2)
510 Adv Asst/Interv (2)
553 Counseling (2)
559 AAC (2)
541 Bilingual (2)
553 Counseling (2)
559 AAC (2)
567 Craniofacial (2)
510 Adv Literacy (2)
586 Autism (2)
553 Counseling (2)
559 AAC (2)
Electives/
Augmented
Comm’n*
Special Project or
Thesis**
503 (2)
Clinic***
509 Practicum (2)
Specialty Clinic
Minimum Credits
(Doesn’t include
Electives or AAC)
503 (1)
509 Practicum (6)
509 Practicum (4)
Specialty Clinic (1)
12
12
12
8
9
9
GRAND TOTAL
Total
Creds
50
8*
3
509 Practicum (4)
16
Specialty Clinic (1)
2
9
79
*Electives & Augmented Communication:
3. Three electives required
4. For augmented communication requirement, MUST take either 559 AAC or 558 Symbol Systems. If take both 558 and 559, one counts as an elective.
**If completing a Master’s thesis:
- Register for SPHR 503 (Thesis) instead of SPHR 506 (Special Project).
- You must complete 3 additional credits (a total of 6 thesis credits).
- At least one thesis credit must be the term you graduate. Check with adviser for details.
***The terms of registration for clinic credits does not match actual clinic participation. You will participate in clinic most if not all terms of your graduate program. Registration for
clinic credits has been distributed to minimize graduate credits load per term and thus financial impact.
Please Note that the schedule of courses may change due to unforeseen circumstances. We will notify you of any changes.
84
Praxis Examination in Speech-Language Pathology
In order for the Chair to sign off on ASHA paperwork, candidates must have taken the
appropriate specialty area examination administered by the Educational Testing Service (ETS),
and report the overall and individual scores to the Department for use in evaluating teaching and
clinical practica. The examination is administered several times each year at local testing sites. It
is suggested that students schedule the examination during the next to final term of your graduate
studies. You must indicate on the registration form that the score is to be sent to the Department
of Speech and Hearing Sciences at Portland State University.
Registration information and booklets including Test at a Glance, General Information and Study
Tips,Reducing Test Anxiety, and others may be obtained online at: http://www.ets.org. There are
now specific study guides for the examinations that you can order when you register. The Praxis
materials will provide examples of former test questions that are no longer used in the testing. In
addition some individuals have reported the following sources to be helpful:
Payne, K. T. (2000). How to Prepare for the Praxis Examination in Speech-Language Pathology.
San Diego: Singular.
Roseberry-McKibbin, C., & Hegde, M. N. (2006). An Advanced Review of Speech-Language
Pathology, 2nd ed. Austin, TX: ProEd. .
Ruscello, D. M. (2010). Mosby's Review Questions for The Speech-Language Pathology Praxis
Examination. St. Louis: Mosby.
PRAXIS SCORE REPORTING
The Educational Testing Service (ETS) will provide you with detailed information about your
Praxis test performance within 8 weeks of the examination date. This will include information on
how you did on categories within the test, and how you compared with others who took the test
at the same time you did. If you have not passed the examination, this information will be of
assistance to you in determining areas you need to study prior to attempting to retake the
examination. If you take the computer based test you will receive an immediate score which will
inform you of whether you met the passing criteria then additional information will be sent to
you via the mail.
SAVE YOUR EXAM SCORE
ETS saves your examination score for only ten years. Therefore, it is extremely important that
you retain a copy of your exam score in your own records. If you apply for certification or state
licensure in the future without a copy of your exam score, it will be necessary for you to retake
the examination.
Additional information on examination content and preparation tips can be accessed at:
http://www.asha.org/certification/praxis/
85
GRAD LAB – What you need to know!
1. SIGN OUT ALL MATERIALS
Please complete all aspects of the sign out sheet when applicable
2. ALWAYS TAKE OUT ENTIRE ITEM
Never separate parts of a test, game, kit, etc. (Never just take the manual from the
assessment envelope, or just the cards from a game)
3. RETURN ALL MATERIALS TO THE EXACT PLACE YOU FOUND THEM
4. WHEN YOU RETURN AN ITEM, PLEASE SIGN IT BACK IN
5. NEVER TAKE THE LAST COPY OF ANYTHING
6. WHEN YOU SES ONLY 2 COPIES LEFT. EMAIL THE CLINIC
COORDINATOR
7. KEEP THE ROOM CLEAN AND ORGANIZED
It is not the job of the Clinic Coordinator, faculty or student workers to clean up
behind you or put any of YOUR things away
8. IF YOU ARE THE LAST PERSON IN THE ROOM AT THE END OF THE DAY,
TURN OUT THE LIGHTS AND CLOSE THE DOOR BEHIND YOU
9. IF YOU EAT OR DRINK IN THE ROOM, CLEAN UP AFTER YOURSELF AND
PLEASE BE CAREFUL
If you bring food to share, remember to clean up any dishes or leftovers at the end
of the day. DO NOT LET FOOD SIT OUT IN THE LAB!
10. PLEASE USE COPIES OF TEST FORMS FOR CLASSES AND NOT
ORIGINALS
Familiarize yourself with what is in the room.
It is filled with great things! Refer to the inventory lists.
Respect the room and its contents!
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GRAD LAB ASSIGNMENTS
All 1st year graduate students are assigned a section of the lab that is their responsibility to
maintain.
At the end of each week, please check:
□ Items are all accounted for
□
No items from other sections are mixed in with yours
□
Pieces of the game or toy are together
□
Items are clean (if not, clean item)
** If any items are broken, send an email to the Clinic Coordinator
** If any items are running low, send an email to the Clinic Coordinator
At the end of the term, each student will be expected to participate in a lab wide cleaning.
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Kitchen/Lab Duty Cleaning Checklist
Put all clean dishes left in the dish rack away
Wash any dirty dishes left in the sink
• Dry and put away
Spray down and clean sink
• There should be no food particles left in the sink
• Spray down sink
• Use brush and scrub inside of the sink
• Make sure there is no standing water left on the upper sink
Wipe down table next to sink (where dishes are stored)
Clean inside of microwave
• Fill a bowl with warm water
• Put a little bit of dish soap inside
• Microwave for 1 minute (until it starts to steam)
• Take the bowl out and dump water in sink
• Take a damp sponge and wipe the inside of the microwave
Wipe outside of microwave clean
Clean out refrigerator
• Trash any food left in the refrigerator unless otherwise noted on food
Clean all tables in the Grad Lab
• Spray and wipe down
• Recycle any papers left on the tables (including by computers)
• Throw away any garbage left on the tables
• Put away any supplies left out
Take garbage cans in kitchen and lab out to the hallway so they can be emptied
• Bring garbage cans back in the lab no later than Monday morning
CHECKLIST FOR CLEANING MATERIALS USED IN CLINIC
□ Remove any materials you used to adapt the item for clinic
□ Spray and wipe down all materials used in clinic (e.g. bean bags, balls, games boards, etc)
□ Wipe dry materials used
□ Put back in same place that you got it.
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COMPUTER LABS
OIT computer labs are available to PSU students, faculty, and staff. They are closed
during university holidays and closures.
Labs
Broadway/Integrated Digital Support Center (IDSC)
Broadway Housing Building (BHB 225/226)
Phone: 503-725-9111
24 hours a day, 7 days a week
Millar Library Labs
Library 1st & 2nd Floors
Phone: 503-725-8425
Millar Library Hours
Neuberger Hall Lab
Neuberger Hall Basement (NH 96)
Phone: 503-725-3288
Closed for Summer Term
Reopens Monday, Sept. 30 at 8:00am
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Computer Kiosks
Smith Memorial Student Union
1st Floor:
North side by Student Union
South side by Subway entrance
2nd Floor
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South-east side by Student Groups
West side by lounge
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Neuberger Hall Lobby
12 kiosks in Admissions area
Classrooms
List of classrooms that are sometimes used as labs.
Instructional Computing Classrooms (ICC)
Neuberger Hall 4th Floor (NH 437, NH 439, NH 446, NH 448, NH 450)
Cramer Hall Basement (CH 1)
Phone: 503-725-9134
Closed for break until Mon 9/30 at 8:00am
The Instructional Computing Classrooms are scheduled for full term, CRN-bearing courses.
When not in use as classrooms, the ICC rooms are open computer labs.
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ICC computer classrooms seat up to 40 students and contain up to 24 computer workstations per
classroom. Most computer classrooms are equipped with Windows 7 PC's and one is equipped
with Apple iMac computers. All classrooms include an instructor's station connected to a ceilingmounted video projector and include access to scanners and a printer.
Once requests for CRN-bearing courses are fulfilled, ICC rooms are also available for partial
term and ad-hoc reservations for both internal and external clients. A request must be sent
through your departmental scheduler if your reservation involves a permanent room assignment
for a credit course. Non-credit/Non-CRN-bearing reservations are charged lab rental and support
fees. For further information, email icchroom@pdx.edu.
Freshman Inquiry (FRINQ) Classrooms
Cramer Hall 1st Floor (CH 145-196)
Phone: 503-725-5980
Closed for break until Mon 9/30 at 7:45am
Sophomore Inquiry (SINQ) Classrooms
Cramer Hall 2nd Floor (CH 245-247)
Phone: 503-725-8249
Closed for break until Mon 9/30 at 7:45am
When not in use as classrooms during operational hours, the UNST Freshman and Sophomore
Inquiry Computer Classrooms are open for use as computer labs. Schedules are posted outside of
each room. For UNST lab scheduling changes, email barichk@pdx.edu.
Further Resources
You can contact Audio Visual Services for assistance in setting up audio/visual technology in
any classroom.
View the General Pool Classroom List for a list of classrooms on campus.
Contact the Helpdesk for additional assistance.
Broadway/IDSC Lab
The Broadway Lab is also known as the Integrated Digital Support Center (IDSC) and is a
multimedia computing lab available to the entire PSU community. The IDSC houses specialty
hardware software and printers and offers a variety of multimedia services. It also has a range of
color and wide-format printing services for undergraduate students.
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Visit Us
Open 24 hours a day, 7 days a week
Assistance also available via phone/mail:
IDSC Lab: 503-725-9111
IDSC Student Coordinator: 503-725-9113 or email
IDSC Lab Manager: 503-725-5483 or email
Inter-campus Mail Code: OIT
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•
o
Located in Broadway Housing Building, 2nd Floor (BHB 225/226)
Entry: There are two entrances to this building, one on SW 6th Avenue and the other on SW
Jackson.
o Evenings/Weekends: The open hours of the IDSC lab may not match the open hours of the
BHB itself. The doors to the BHB are locked during evening or weekend hours, requiring a valid
PSU-issued ID to gain access.
If you need access to the lab after 9:00pm, you can obtain a white access badge from ID Services
on the first floor of Neuberger Hall. After receiving the access badge, send an email with your
badge number toaccessrequest@pdx.edu and request after hours access to the BHB.
IDSC Services
BHB 226: General Access Lab
BHB 226 is the general access portion of the lab, which can be utilized by anyone in the PSU
community.
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BHB 225: Faculty and Graduate Student Lab
BHB 225 is dedicated specifically to faculty and graduate student use. This room houses IDSC
services such as video editing and wide-format printing. Services requiring a work order are
provided only between Monday-Friday at 8:00am-5:00pm. Most resources are free of charge.
However, there are fees associated with some products and services. Please refer to the IDSC
Price List for the complete list of services available.
Ordering Products/Services
Inquire with one of the lab attendants on duty to request a fee-based service. Your request will
then be entered into our online work order management system, and will include contact and
billing information along with a description of the work to be completed and an estimate.
Be prepared to provide billing information when placing your order, along with as much detailed
information on your project as possible.
Review files to be printed with a lab attendant to ensure accuracy. Complex projects may require
additional information or time to complete.
Review copyright, liability and services policies prior to submitting a work order.
Paying for Products/Services
Work orders will be processed in the order they are received and will not be billed until pick-up.
Acceptable forms of payment are checks (made out to "PSU"), exact cash, Visa/MC credit card
(minimum $5.00 purchase) or departmental index or grant code. Payment must be made through
the IDSC lab.
Payment is required in full at the time of completion/delivery. Materials and/or services will be
withheld until full payment can be made.
Please be aware that cash or check payments can only be made during lab office hours.
Evening/weekend lab clients that are paying with cash or check must wait until the next business
day to pay for and pick up their order. Work that is to be paid with credit card or pre-authorized
to be billed to an index or grant can be picked up during normal lab hours.
For color printing, we recommend purchasing a punch card which can be used at a later time.
Punch Cards
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If you plan on doing multiple color prints, you can purchase a punch card for $1.00. This card is
good for 10 prints on our Xerox color printer. Punch cards never expire and require no further
paperwork after the initial purchase.
If you plan on ordering a large quantity of color prints in the future, we recommend purchasing
multiple punch cards at a time to minimize waiting.
Further Resources
Do you have an idea or feedback that you would like to share about the IDSC? Please take a
minute to tell us about your experience by filling out the IDSC survey. Curious about how we’re
doing so far? Check out the results.
Contact the Helpdesk for additional assistance.
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PSU Hearing Screening Guidelines
(Information gathered from AAA Childhood Hearing Screening Guidelines, Sept 2011)
1. Perform a biologic listening check on pure tone equipment prior to daily screening.
Ensure equipment is functioning properly.
2. Screen using pure tones for populations age 3 (chronologically and developmentally) and
older.
3. Perform a pure tone sweep at 1000, 2000, and 4000 Hz at 20 dB HL. Provide child with a
familiarization trial at 40 dB HL at the initial screening frequency so that they know what to
expect and listen for.
4. After familiarization trial, present a tone at least twice but no more than four times if a
child fails to respond.
5. Screen in an acoustically appropriate screening environment. The screening environment
should be quiet enough for a normal hearing adult to perceive 1000, 2000, and 4000 Hz tones
presented at 10 dB HL. If this is not possible, then the effectiveness of the hearing screening may
be compromised due to higher‐than‐acceptable failure rates.
5. Lack of response at any frequency in either ear constitutes a failure in order to maximize
the number of newly identified or emerging hearing losses that will be identified.
6. Rescreen immediately. Any child that fails to respond at any frequency in either ear should
be rescreened immediately, preferably by a different tester and with a different audiometer
(including the removal of earphones from the child’s head and carefully replacing them over the
ears a second time).
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Portland State University
College of Liberal Arts and Sciences
Department of Speech & Hearing Sciences
Post Office Box 751
Portland, Oregon 97207-0751
85 Neuberger Hall
724 SW Harrison
503-725-3533 tel
503-725-9171 fax
www.sphr.pdx.edu
_______________________________ recently participated in hearing screenings at
Elementary School. Please find their test results below:
Pure tone screening:
Results: (P = pass, R = refer)
Passing Level: 20 dB HL
1000Hz
Right Ear:
Left Ear:
________
2000 Hz
________
________
________
4000 Hz
________
________
Please feel free to contact Portland State University’s Speech Clinic if you have any questions
or concerns with regard to this matter at 503-725-3070.
Portland State University
College of Liberal Arts and Sciences
Department of Speech & Hearing Sciences
Post Office Box 751
Portland, Oregon 97207-0751
85 Neuberger Hall
724 SW Harrison
503-725-3533 tel
503-725-9171 fax
www.sphr.pdx.edu
_______________________________ recently participated in hearing screenings at
Elementary School. Please find their test results below:
Pure tone screening:
Results: (P = pass, R = refer)
1000Hz
Right Ear:
Left Ear:
________
________
Passing Level: 20 dB HL
2000 Hz
________
________
4000 Hz
________
_______
Please feel free to contact Portland State University’s Speech Clinic if you have any questions
or concerns with regard to this matter at 503-725-3070.
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PORTLAND STATE UNIVERSITY
SPEECH AND HEARING SCIENCES
VOICE SCREENING PROTOCOL
Name: (Please Print)_____________________________________________________________
DOB:________________________________ Occupation:_____________________________
Phone Number:________________________ Email:__________________________________
Release
I, ___________________________allow the Speech and Hearing Sciences Department at
Portland State University to complete a voice screening on me. I understand my results will be
kept confidential to the extent permitted by law. I understand that there is no risk to me for
participating in this screening and that it is free of charge. I may obtain results by contacting the
clinic supervisor at 503.725.3546.
_________________________________
Signature
_______________________________
Date
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Case History:
1. Do you ever have problems with your voice? If so, what are the problems?
2. How long have you had these problems?
3. Was the onset gradual or sudden? Describe.
4. Are there times when your voice is better? Worse?
5. Have you ever seen an Ear, Nose, Throat specialist? If so, why?
6. Have you ever had treatment for your voice? If so, describe.
7. Do you participate in activities that require excessive use of your voice?
8. Describe your current general state of health.
9. Do you:
smoke___
drink alcohol___
drink caffeine ___
take medications____
have allergies____ work near toxins____
If so, describe.
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Assessment within context of speech:
1. Read a standard passage
(1 = slight deviation, 2 = moderate deviation, 7 = severe deviation, No score = normal/any score of 2-7
requires a retest)
a.
Laryngeal tone
normal
1234567
breathy
Laryngeal tension
normal
1234567
hypertense
c.
Vocal abuse
present
1234567
absent
d.
Loudness
normal
1234567
too soft
too loud
Vocal inflection
normal
1234567
monotone
excessive
Pitch
normal
1234567
high
low
g.
Pitch breaks
present
1234567
absent
h.
Diplophonia
present
1234567
absent
i.
Resonance
normal
1234567
hypernasal
j.
Nasal emission
present
1234567
absent
k.
Speech rate
normal
1234567
fast
Overall vocal efficiency
1234567
b.
e.
f.
l.
harsh
hoarse
hypotense
hyponasal
slow
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Comments:
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
Overall screening results:
Pass_______________
Retest_________________
Client is interested in follow-up services and would like to be contacted. Yes___
Date:_____________________
No___
Examiner:__________________________________
Supervised by:_____________________________________________________________
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PSU CLINIC PRIMER: ASSESSMENT
Assessment
• More than just tests
• Used to determine goals for therapy
• Ongoing process
What to do before the assessment?
• Review file
• Generate questions
• Identify skills to be assessed directly
o Choose a way to assess those skills
o Learn tests
o Plan materials
o Think of “Plan B”
o Practice
Standardized Tests
• Rigid rules for administration
• Same for every client
• Use for comparative purposes
• Provides significant structure, and often contain internal contextual cues
• Criterion-referenced
• Norm-referenced
Norm-Referenced Tests
• Standardized
• Contain a reference database of performance
o Specific to a population
o Results not a generalizable outside of that population
• Use for determining overall level of function
• Most evaluations will rely heavily on Norm-referenced tests
o It’s not always like this in the real world
• Why?
o Administering tests is a specific skill
 Must be learned before out-placements
 University is ideal location for this training
 Value and limitations of tests can be acknowledged
o Provide structure to initial sessions
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How to Choose a Test
• Use client history to determine skills that should be assessed
o e.g. expressive and receptive language skills, speech intelligibility, cognition,
speech fluency
• Look for a test that evaluates those skills
o Evaluate the test
• Returning clients
o Same test or different test?
 If > 6 months since last administration, you can use the same test,
statistically speaking
 For any test, be ready to answer the question, “Why this test?”
After you Choose a Test
• Learn the Test
o Read the Manual
 Order of administration
 Prompts/cues that are allowed (or more often not allowed)
 Props/materials that are needed
 Scoring criteria
o Practice. Really. Practice. With friends. With colleagues.
Specifics
• Items scoring
o Know what the item is testing
• Raw score into standard score
• When and how to modify
• When to abandon the task
How Many Tests?
• As few as necessary
o For many of you, one.
o For some, two.
o Rarely, three.
• Plus an oral mechanism exam later if applicable.
Basic Procedures for Norm-Referenced Tests
• Keep table/materials area clean and free of potential distractions
• Ensure unobtrusive data recording
o Note error responses
• Neutral feedback
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Monitor your rate of speech when presenting items
Know what prompts/cues are allowed by your specific test (and which are now allowed)
If family member are in the room
o They might provide feedback to clients
o They might answer for the client
o They might provide “context” for client’s response
o Consider gentle feedback regarding purposes of evaluation
Client might also seek specific feedback
o “We can talk about how it went when we finish”
 Comment on effort rather than performance
• “You’re really working hard”
Limitations of Norm-Referenced Tests
• Validity and Reliability
• Rigidity of administration
• Test- and Task-internal cues
• Match between client and reference database
• Tests don’t diagnose people; People diagnose people
• Usually test broadly, not deeply
o Follow-up with criterion referenced assessment is usually necessary
What do you really get from a test?
• Mostly quantitative information
• Primarily statistical comparison
o Standard scores
o Scaled scores
o Percentile Ranks
o Z-scores
o Standard Deviations from the Mean
• If you take good notes, you can often get rich qualitative data that does not figure into
norm-referenced scores
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CLINIC OBJECTIVES
There are several types of objectives you could be working on with your clients. Some examples
are:
1. Language
• Questions
• Narrative
• Syntax
• Vocabulary
• Communication functions
• Literacy
• Etc……
2. Social communication and/or engagement
• Imitation
• Eye contact
• Joint attention
3. Articulation or Speech
4. Play
Considerations:
1. Typical development? Don’t expect more than is expected of their typical peers
2. Emerging skills (e.g. if they are requesting objects occasionally)
3. Family preferences
4. Results of assessment
5. Baseline observations
6. School benchmarks
7. Sense of the child’s learning rate?
You can measure your objectives with:
1. Probe data
2. Intervention data
3. Don’t forget to observe and ask family – how are they doing at home?
All objectives need to include the following components:
1.
2.
3.
4.
5.
Condition or Antecedent (a natural cue for a behavior)
Participant
Behavior
Criterion
How measured?
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Language Objectives
Examples:
Language:
While looking at a book, Sammy will answer What and Who questions in 80% of opportunities
as measured by probe data.
Play:
While engaged with the clinician, Sammy will link 2 or more related actions in a pretend play
sequence in 4/5 opportunities over 2 sessions.
What about scaffolding and support?
Include this in your lesson plan procedures. You need to collect intervention data even if your
objectives are measured by probe data. Probe data tells us how the client is generalizing the skill.
Intervention data gives us the information we need to adapt supports, teaching methods, and
activities.
Learning Steps:
This is where you try to think through how the objective will be learned in discrete steps over the
course of the term and how you will support your client’s learning. Usually you can break it
down into 4-6 steps. Your first step will always be what your client is doing right now. For
example, if your objective is:
While looking at a book, Sammy will answer What and Who questions in 80% of opportunities
as measured by probe data.
Your learning steps may be:
1. Answers What and Who questions occasionally (20%) with no prompts and consistently
when given two choices with visual cues (e.g. While looking at a book “Who has the
ball?” and then offered 2 choices “The dog or the girl?”)
2. Answers What and Who questions sometimes (50%) with no prompts and consistently
when given pause time, cloze procedure, or choices to cue an answer (you are fading
your supports)
3. Answers What and Who questions sometimes with no prompts and consistently when
given pause time, and occasionally cloze procedure.
4. Answers What and Who questions in 60-70% of opportunities with no prompts and
consistently when given pause time.
5. Answers What and Who questions in 80% of opportunities with no prompts and
consistently when given pause time.
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If you are unsure what the steps will be – just begin to teach and it will become more clear as
you work with your client.
Setting the Criteria:
Most common:
1. Quantity – name 8 colors
2. Accuracy – usually a percentage or number of opportunties
Less common, but still good:
3. Latency of performance - child will return a greeting within 1 second
4. First response – how they respond to an antecedent over a number of days – good for
greetings
5. Level of independence – will initiate 70% of steps to complete toileting routine
6. Time duration – will maintain a topic for 10 minutes
Be careful of “80% of the time” – this is hard to measure and may not reflect developmental
norms.
Speech Objectives
You could be writing objectives for 3 general phases of learning:
1. Shaping or introducing a sound(s)
2. Practicing a sound(s) that the client is stimulable for in more naturalistic, functional
practice
3. Generalizing speech targets to multiple contexts and uses
Speech:
When shown picture cards containing the target sounds, Sammy will use bilabials p,b,and m with
75% accuracy when given faded visual/tactile cues and models.
Why 75% ? If Sammy is only 2-3 years old then it is developmentally appropriate for him to be
50-75% accurate with these sounds.
Setting the criteria:
• If you take a multi-level approach you may set different percentages of accuracy for
words vs. phrases (e.g 80% accuracy in words, 60% in phrases)
• You may decide to take a modified cycling approach (eg. Work on a skill for 3-4 weeks
and then take a break no matter what your criterion)
• You may measure the skill over one or more sessions (usually no more than 3 is a safe
bet)
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What about scaffolding and support?
Include this in your lesson plan procedures and your objectives. You need to collect
intervention data even if your objectives are measured by probe data. Probe data tells us how the
client is generalizing the skill. Intervention data gives us the information we need to adapt
supports, teaching methods, and activities.
Learning Steps:
This is where you try to think through how the objective will be learned in discrete steps over the
course of the term. Usually you can break it down into 4-6 steps. Your first step will always be
what your client is doing right now. For example, if your objective is:
When shown picture cards containing the target sounds, Sammy will use bilabials p,b,and m in
CV, VC, and CVCV words with 75% accuracy when given faded visual/tactile cues and models.
Your learning steps may be:
1. Baseline: Occasionally uses bilabials p, b, and m when given no prompts and/or a model.
Produces /m/ in word “my”. Is stimulable for all three sounds with support.
2. Consistently uses bilabials p, b, and m when given an model and visual and verbal
shaping instruction (e.g “put your lips together” while looking a mirror and showing how
to produce the sound)
3. Consistently uses bilabials p, b, and m when given an faded model and faded visual and
verbal shaping instruction (e.g “put your lips together” while looking in a mirror and
showing how to produce the sound)
4. Consistently uses bilabials p, b, and m when given an initial model and occasional visual
and verbal shaping reminders
5. Consistently uses bilabials p, b, and m when given an initial model and no visual/tactile
prompts
6. Consistently uses bilabials p, b, and m with no prompting by the clinician
These steps will look very different for different types and levels of objectives. They will also
vary depending on your methodology and approach (e.g. drill/shaping, motor learning, or
phonology approaches such as multiple oppositions).
Take away message:
When writing objectives be sure that you know what you are doing, how you will measure it, and
think of the next clinician – will they understand what you are trying to achieve and where to
start?
Development is a moving target – you can always change your objectives if you have erred on
the side of too easy or too hard.
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SOAP NOTES
Instructions for Writing
S (Subjective):
Use this section to document how the client did today and to describe impressions of client
behavior and participation in the session. Use quotes when possible. Add any comments from
the client/parent/caregiver about progress, confusion or general education and/or medical issues
(e.g. not feeling well this past week due to the flu.) Comment on anything relevant that has
happened to the client since the last session. Comment on completion of homework and any
problems and/or insights. Add any insights or other comments the client made throughout the
session. For example, after explaining the instructions again this week, the client said, “Oh, now
I get it.” Be sure to use objective language and comment only on what you observed. Do not
comment on who came with the client or what time they arrive unless it’s relevant to your
intervention plan. Write this section in past tense.
O (Objective):
This section is for measurable information. Use this section to state the objective and report your
data. It should be easily readable. You can create a data table or use bullets and include scores
from the current session and the previous session so that you can see changes. Keep the data
brief and only report data relevant to your objectives. Assessment results are included in this
section. Remember, data can be numerical or narrative. You may also write a brief description
of the activities here. Write this section in past tense.
A (Assessment):
Use this section to interpret and analyze the data reported above. Questions to address in this
section include:
• Have there been changes since the previous session?
• What was different about today’s session?
• Why is the client (not) achieving 100% accuracy?
• Why types of cues were effective? Not effective?
• Was my feedback useful to elicit correct productions?
• What are the barriers to the client achieving mastery?
This section can be written in present or past tense.
P (Plan):
This section includes what you will do in the next session and what changes you may make in
what you will do as a clinician. Specifically state objectives for the next session.
Write this section in the future tense.
*SOAP notes are always written in third person (no I, we, me) and are focused on the client, not
the clinician’s performance during the session.
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GUIDELINES FOR REPORT WRITING
Before submitting a report to your supervisor, proofread for the following areas:
GRAMMAR: The correctness of sentence structure, verb conjugation, subject/verb agreement,
and tense.
PUNCTUATION: The use of apostrophes, colons, semicolons, dashes, quotation marks and
commas.
TYPING: Consistency in spacing, margins, and paragraph format.
SPELLING: Correct spelling of words and use of approved abbreviations.
CLARITY: The text is easily understood with examples to support client’s behavior, and/or test
findings. Specific terminology is defined as appropriate.
COMPLETENESS: All pertinent information is included in the semester treatment plan, final
semester report, or diagnostic report. Case history, and impressions and recommendation
sections are complete (i.e. the reason for referral, disorder, severity level, prognostic statement,
specific recommendations).
PARALLEL VERB TENSES: There is consistent use of the same verb tense throughout the
report as appropriate.
ACCURACY: All identifying information, direct quotes, client history, and performance
information is accurate.
COHERENCE: The report follows logically from one section to another. The body of the report
supports the “Impressions and Recommendations” sections.
REDUNDANCY: Excessive repetition of the client’s name, a specific type of sentence structure
(e.g., prepositional phrases) or information is avoided.
NONESSENTIAL INFORMATION: All information from the file or observation that is not
pertinent or important is omitted from the report.
FILE ORDER: Consent/waiver and release forms, report, and pertinent forms (e.g., diagnostic
protocols) are filed in correct order in the client’s folder.
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Report Writing Dos and Don’ts
1. Don’t use the word around, Do use the word approximately.
• Don’t: GB’s intelligibility is judged to be around 80% in a known context.
• Do: GB’s intelligibility is judged to be approximately 80% in a known context by
the clinician
2. Always include the degree of the supervising clinician and other clinicians, professionals
mentioned in the report.
• Don’t: GB was referred by Jill Smith.
• Do: GB was referred by Jill Smith, MA, CCC-SLP
3. Always refer to the measured skill rather then the child.
• Don’t: He was found to be within the typical range.
• Do: His expressive language was found to be within the typical range according
to this measure
4. Always write out the full name of the clinic before abbreviating.
• Don’t: GB receives intervention twice week for 50 minutes at the PSU clinic
• Do: GB receives intervention twice week for 50 minutes at the Portland State
University Speech and Hearing (PSU) clinic
5. Always write out the full name of the test before abbreviating.
• Don’t: GB was administered the GFTA on October 9, 2009.
• Do: GB was administered the Goldman Fristoe Test of Articulation (GFTA) on
October 9, 2009.
6. Always use exact percentages when possible.
• Don’t: According to probe data collected on October 9, 2009, GB was able to
produce s blends in over 80% of opportunities
• Do: According to probe data collected on October 9, 2009, GB produced /s/
blends in 85% of opportunities
7. Always state who reported the information in the report.
• Don’t: GB’s motor development occurred within the expected time frames.
• Do: Per GB’s mother, his motor development occurred within the expected time
frames
8. Always state what IS reported.
• Don’t: Mrs. S doesn’t report that there is an increase in dysfluencies at certain
times of the day, during certain activities, or emotional states.
• Do: Mrs S. reports that there is no increase in dysfluencies at certain times of the
day, during certain activities, or emotional states.
9. Always give an example of what Mean Length of Utterance means.
• E.g. According to a language sample collected on October, 10, 2010, john
demonstrates a mean length of utterance of 3.1. mean length of utterance is a measure
of the number of words per utterance as well as the morphemes used in that utterance
(e.g. past tense ed, and plural s)
10. Describe what you see demonstrated in assessment
• Don’t: John has a severe language disorder
• Do: According to an assessment conducted on October 10, 2010, John demonstrates a
severe language disorder
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11. Always describe behaviors demonstrated rather than make a conclusion about the
abilities of a client.
• Don’t: Fred demonstrated the ability (or Fred was able to use) to use 3 word
phrases
• Do: Fred demonstrated the use of 3 word phrases in multiple opportunities
throughout the session.
12. Include information about a client’s interests in your documentation of their behavior
• Don’t: Fred loves to play with blocks and is a big fan of Star Wars
• Do: Fred demonstrated coordinating eye contact with one word requests and
appeared to enjoy playing with blocks with the clinician as demonstrated by
smiles and frequent requests for more play.
109
DAILY ATTENDANCE
Client
Clinician
Schedule
(Time)
Date
Present
Absent
(Days)
Reason
(Term)
Date
Present
Absent
Reason
110
LESSON PLAN
CLIENT:____________________________________________________________________________________
DATE: _________________
DOB:______________________________________________________________________________________
TIME: _________________
CA:________________________________________________________________________________________
SESSION#:______________
CLINICIAN:__________________________________________________________________________________
ROOM#:________________
OBJECTIVES
PROCEDURES
MATERIALS
TIME
RESULTS
111
Daily Progress Report
Client’s Initials:______________
Subjective
Date:_________________________
Objective
Assessment
Plan
112
SUPERVISOR’S COMMENTS:
113
Self-Reflection
Session Strengths
Session Weaknesses
Other Comments
114
Welcome to the Portland State University Speech-Language and Hearing Clinic
Your student clinician this term is
Your appointment days and times are
The faculty supervisor is
and can be reached at
Attached is a packet containing information and forms that you will be asked to sign. The student clinician will review
the packet with you and answer any questions that you have. The packet also contains a calendar of the term, which
your clinician has filled in with your appointment times and the days when the clinic is closed due to a holiday or a
professional conference that faculty and students will be attending.
Clinic Sessions
Clinic sessions are 50 minutes and begin promptly on the hour and end at 10 minutes before the next hour. You
may wait for your clinician in the clinic waiting room, Neuberger Hall room 85. Clients are scheduled on a term-byterm basis.
Payment
Payment is due at the time services are rendered. We accept cash, credit cards and checks made out to PSU.
Please return the enclosed form with your payment to the clinic receptionist in Neuberger Hall room 85H. Other
arrangements can be made with the Clinic Receptionist or the Clinic Director on an individual basis.
Parking
You may park in PSU parking structures #1 and #3 (see map). The parking attendant will issue you a 2 hour pass
when you tell them you’re here for the Speech Clinic. Please allow extra time for parking, as the parking structures
are often very full. Structure #3 is occasionally unattended; at those times go to structure #1 first to get a pass, then
go to structure #3.
Cancellation Policy
If you are unable to attend a clinic session, please notify the clinic receptionist at 503-725-3070. You may also notify
your clinician and faculty supervisor.
Please do not attend clinic if you or your child are ill. Your clinician will also be considerate and cancel the session if
he or she is ill. Please provide your clinician with contact information for yourself or others who may be transporting
you to the clinic for your scheduled sessions. If the schedule permits, we try to make up sessions that are cancelled
for illness.
If you have 3 appointment “no shows” or “cancellations”, your graduate clinician’s educational program may suffer.
Therefore, your services may need to be deferred to the following quarter. We make every effort to accommodate
your scheduling challenges.
Late Policy
If a client is more than 20 minutes late the session will be cancelled unless prior arrangements have been made
between the client, student and supervisor.
115
Observation Rooms
Most of our clinic therapy rooms have observation rooms for viewing the sessions. You will see your faculty
supervisor and Speech-Language students in the observation room during most sessions. Family members are
invited to observe at any time. The students are instructed to make chairs available for family members and to
remain quiet so as not to interfere with your ability to hear the sessions.
Children
You are welcome to bring your other children with you to clinic sessions and you are welcome to use the toys from
our shelves for your children to play with while you are here. We just ask that you return them to the same shelf
when you are finished. If your child is noisy in the observation room, it can be distracting for the clinician and the
client and the other observers will have trouble hearing the session, so we ask that you take them out at that time.
Gift Policy
Students and staff in the Speech and Hearing Sciences Department are not permitted to accept or give gifts. Small
rewards (stickers, etc.) may be given as reinforcements as part of their clinical plan.
Diversity Statement
Portland State University and the Speech and Hearing Department promote the value of diversity, equity, and the
recognition that it enriches our campus community by supporting and enhancing an inclusive and culturally
respectful environment. The University, College, and Department do not discriminate on the basis of race, color,
creed, religion, national origin, gender, sexual orientation, age, marital status, ability, or veteran status.
Additional Procedures
When a gender neutral or wheelchair accessible bathroom is needed, please see the Clinic Receptionist in
Neuberger Hall room 85 for a sign to post on the bathroom door. The receptionist can assist you with the sign if
needed.
If you have any questions, please feel free to contact your faculty supervisor
or the Clinic Receptionist at 503-725-3070
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College of Liberal Arts and Sciences
Department of Speech & Hearing Sciences
Post Office Box 751
Portland, Oregon 97207-0751
85 Neuberger Hall
503-725-3533 tel
503-725-9171 fax
www.sphr.pdx.edu
Consent for Evaluation and Treatment
This consent is effective beginning and ending with the _______________________________academic
year.
Client’s Name
DOB:
I give permission to the Portland State University Speech-Language and Hearing Clinic to provide speech
and language services. These services may include evaluation and/or treatment.
I understand that the results of testing and treatment, as well as the discussions I have with my clinicians
and supervisors will be kept confidential. I will sign a Request for Release of Confidential Information to
authorize release of any information from Portland State University or to request that information be sent
to Portland State University from another agency. I am aware that no information will be released without
my written consent.
Name (please print)
Signature
Address
City/State/Zip
Relationship to Client
Date
117
College of Liberal Arts and Sciences
Department of Speech & Hearing Sciences
Post Office Box 751
Portland, Oregon 97207-0751
85 Neuberger Hall
503-725-3533 tel
503-725-9171 fax
www.sphr.pdx.edu
Consent for Observation
This consent is effective beginning and ending with the _______________________________academic
year.
Client’s Name
DOB:
I understand that Portland State University students and faculty of the Department of Speech and Hearing
Sciences may be observing our clinic sessions.
And, I understand that our clinic sessions will be kept confidential.
Name (please print)
Signature
Address
City/State/Zip
Relationship to Client
Date
118
College of Liberal Arts and Sciences
Department of Speech & Hearing Sciences
Post Office Box 751
Portland, Oregon 97207-0751
85 Neuberger Hall
503-725-3533 tel
503-725-9171 fax
www.sphr.pdx.edu
Video-Audio Agreement
This agreement is effective beginning and ending with the
_______________________________academic year.
I,
give permission for
to be audio and/or videotaped
while participating in the Speech-Language and Hearing Clinic at Portland State University.
I understand that these audio/video tapes will be used solely for educational purposes for students
enrolled in the Speech and Hearing Sciences Program at Portland State University and will not be used
outside the university without written permission.
Name (please print)
Signature
Address
City/State/Zip
Relationship to Client
Date
119
Speech-Language and Hearing Clinic
This form can be used to Release Information From or To PSU
Client’s Full Name
Date of Birth
Month /
Day
/
Year
I authorize the Portland State University Speech-Language and Hearing Clinic to release information
to
Agency or Professional
address
OR:
I authorize
Agency or Professional
Fax Number
to release information to the Portland State University Speech-Language and Hearing Clinic.
I understand that this information will be kept confidential and used by professional personnel for the sole purpose of
diagnosis and treatment in the Portland State University Speech-Language and Hearing Clinic.
I understand that this information will be kept confidential and used by professional personnel only.
Date
Name (please print)
Signature
Address
City/State/Zip
Phone Number
Relationship to Client
120
College of Liberal Arts and Sciences
Department of Speech & Hearing Sciences
Post Office Box 751
Portland, Oregon 97207-0751
85 Neuberger Hall
503-725-3533 tel
503-725-9171 fax
www.sphr.pdx.edu
Privacy Policy
The Portland State University Speech-Language and Hearing Clinic is committed to protecting the privacy
of clients. Discussion regarding evaluation and treatment of clients will be conducted in academic and
seminar classes and in private faculty offices only.
Files
•
•
•
•
Clinic files will be kept at all times in a locked file cabinet. Student clinicians may have access to
the files.
Client files may not leave the clinic area and, when not in use, should be appropriately placed in
the locked file cabinet.
Information contained in the files may not be photocopied.
Student clinicians are responsible for placing clinical reports, signed release forms and other
relevant documents in the file.
Release Forms
•
•
•
•
Exchange of information will occur only with a signed and dated Request for Release of
Confidential Information form. One form is designated for release of information from PSU and
one form for release to PSU from another agency.
To fax information, the Speech-Language and Hearing Clinic Fax Cover Sheet will be used.
There will be no electronic exchange of information.
All release forms should be current and placed in the client’s file chronologically in the appropriate
section.
Clinic Reports
•
•
•
•
No identifying information should be on rough drafts of reports. Use client’s initials only.
Reports may not be transmitted electronically.
All rough drafts must be turned in to the clinical supervisor for shredding.
Student clinicians are responsible for placing clinical reports in the client’s file chronologically in
the appropriate section.
Video and Audio Taping
•
•
•
•
•
Student clinicians should obtain a signed release for audio and video taping each academic year.
Client sessions may be audio and/or videotaped only if and when clients sign and date the
Video/Audio Agreement.
The audio and/or video tapes will be used solely for educational purposes for students enrolled in
the Department of Speech and Hearing Sciences and will not be used outside the university
without additional permission.
Student clinicians will put the Video/Audio Agreement in the client’s file in the appropriate section.
Videotapes are the property of the Speech-Language and Hearing Clinic and are to be collected
by clinical supervisors at the end of each term.
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CALIPSO INSTRUCTIONS
FOR STUDENTS
https://www.calipsoclient.com/pdx
Step 1: Register as a Student User on CALIPSO
•
•
•
•
•
Before registering, have available the PIN provided by your Clinical Coordinator via e-mail.
Go to https://www.calipsoclient.com/pdx
Click on the “Student” registration link located below the login button.
Complete the requested information, being sure to enter your “school” e-mail address, and record your password
in a secure location. Click “Register Account.”
Please note: PIN numbers are valid for 45 days. Contact your Clinical Coordinator for a new PIN if 45 days has lapsed
since receiving the registration e-mail.
Step 2: Login to CALIPSO
•
To login, go to https://www.calipsoclient.com/pdx and login to CALIPSO using your school e-mail
and password that you created for yourself during the registration process (step one.)
•
Upon logging in for the first time, you will be prompted to pay the student fee and to provide consent for the
release of information to clinical practicum sites.
Step 3: Enter Contact Information
•
•
•
•
Click on “Student Information”
Click on “Contact Info” and then “Edit” for each corresponding address.
Enter your local, permanent, and emergency contact info. Enter “rotation” contact info when on externships.
Return to this link to update as necessary.
Click “Home” located within the blue stripe to return to the home page.
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Step 4: View Immunization and Compliance Records
•
•
•
•
•
Before each semester, click on “Student Information” and then “Compliance/Immunizations” to view a record of
compliance and immunization records.
Missing or expired records are highlighted in red.
To create a document to save and/or print, click “PDF” located within the blue stripe.
An electronic file of the original documents can be accessed, if uploaded by the Clinical Coordinator, by
clicking “Files” located within the blue stripe.
Click “Home” located within the blue stripe to return to the home page.
Step 5: View/Upload Clinical Placement Files
•
•
•
•
•
•
•
The file management feature allows you to upload any type of file (e.g. Word, PDF, JPEG, audio/video) to
share with your clinical supervisor or clinical administrator.
Click on “Student Information” and then “Clinical Placement” to upload your own file and/or view a file uploaded by
your supervisor or clinical administrator.
First, select a folder by clicking on the folder name or create a new folder or subfolder. To
create a new folder or subfolder, type in desired folder name in the "Add folder" field and press
"create."
Upload a file by pressing the “Browse” button, selecting a file, completing the requested fields, and clicking "upload."
The upload fields will display if you have selected an unrestricted folder. Set the file permission by choosing “public”
for supervisor and clinical administrator access or “private”
for clinical administrator access only.
Move files by dragging and dropping from one folder to another.
Rename folders by clicking the "rename" link to the right of the folder name.
Delete files by clicking the “delete” button next to the file name. Delete folders by deleting all files from the folder.
Once all the files within the folder have been deleted, a “delete” link will appear to the right of the folder name.
Step 6a: Enter Daily Clock Hours
•
•
•
•
•
•
•
•
•
•
Click on the “Clockhours” link located on the lobby page or the “Student Information” link then “Clockhours.”
Click on the “Daily clockhours” link located within the blue stripe.
Click on the “Add new daily clockhour” link.
Complete the requested information and click “save.”
Record clock hours and click “save” located at the bottom of the screen. You will receive a “Clockhour
saved” message.
Repeat above steps to enter additional clock hours gained under a different supervisor or in a different
clinical setting.
To view/edit daily clock hours, click on the “Daily clockhours” link located within the blue stripe.
Select the record you wish to view (posted by supervisor, semester, course, and setting) from the drop-down
menu and click “Show.”
Select the desired entry by clicking on the link displaying the entry date located along the top of the chart. Make
desired changes and click save.
Please note: Supervisors are not notified and are not required to approve daily clock hour submissions.
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Step 6b: Submit Clock Hours for Supervisor Approval
•
•
•
•
•
Click on the “Daily clockhours” link located within the blue stripe.
Select the record you wish to view (posted by supervisor, semester, and course) from the drop-down menu and click
“Show.”
Check the box (located beside the entry date) for all dates you wish to submit for approval then click “Save selected
clockhours to semester clockhour form.” Clock hours logged for the dates selected will be consolidated into one record
for supervisor approval. The designated supervisor will receive an automatically generated e-mail requesting approval
of the clock hour record.
Please note: Daily entries cannot be edited once approved. However, if you delete the entry from the “Clockhour list”
link prior to approval, daily hours may be resubmitted.
View consolidated clock hour entries by clicking “Clockhours list” located within the blue stripe.
Step 7: View Clinical Performance Evaluations
•
•
•
Click on “Student Information” and then “Evaluations.”
As clinical performance evaluations are completed on you by your supervisors, the evaluations will automatically
post to this link.
View a desired evaluation by clicking on the “current evaluation” link highlighted in blue.
Step 8: View Cumulative Evaluation
•
•
•
Click on “Student Information” and then “Cumulative evaluation” to view a summary of your clinical
competency across the 9 disorder areas.
Upon graduation, you must demonstrate competency for all clinical competencies listed on the form.
Please make note of any areas of deficiency which are highlighted in orange.
Step 9: View Performance Summary
•
Click on “Student Information” and then “Performance summary” to view a summary of your clinical
performance across all clinical courses to date.
124
Step 10: View My Checklist
•
•
Click on “Student Information” and then “My Checklist” to view your progress in meeting the clinical
requirements for graduation.
Upon graduation, all requirements should have been met, represented with a green check mark.
Step 11: Complete Self-Evaluation
•
•
•
•
•
•
•
•
•
At the completion of each clinical course or as directed by your Clinical Coordinator, complete a self-evaluation.
From the lobby page, click on the “Self-evaluations” link.
Click on “New self-evaluation.”
Complete required fields designated with an asterisk and press “save.”
Continue completing self-evaluation by scoring all applicable skills across the Big 9 using the provided scoring
method and saving frequently to avoid loss of data.
Once the evaluation is complete, check the “final submission” box and click “save.”
Receive message stating “evaluation recorded.”
Please note: you may edit and save the evaluation as often as you wish until the final submission box is checked. Once
the final submission box is checked and the evaluation saved, the status will change from “in progress” to “final”.
To view the evaluation, click “Evaluations list” located within the blue stripe.
Step 12: Complete Supervisor Feedback Form
•
•
•
•
•
At the completion of each clinical course or as directed by your Clinical Coordinator, complete feedback for
each clinical supervisor.
From the lobby page, click “Supervisor feedback forms.”
Click “New supervisor feedback.”
Complete form and click “Submit feedback.”
Your completed feedback form will be posted for Clinical Coordinator approval. Once approved, feedback will be
posted for the clinical supervisor to view. Until approved, the feedback may be edited by clicking on “View/edit.”
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Step 13: View Site Information Forms
•
•
•
The “Site Information Forms” link located on the lobby page displays pertinent information on the sites/facilities that
your school affiliates with for clinical placements.
To view available information, identify the desired site and click “View” located in the fifth column under submitted.
Please note: “In progress” forms are not accessible to students; only “submitted” forms are accessible to
students.
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CALIPSO Evaluation
Performance rating scale:
1: Not Evident
Skill not evident most of the time (less than 25%). Student is unaware of the need to change. Supervisor
must repeatedly model the skill required for the client to receive optimal care. Student does not change
behavior despite support from the supervisor.
2: Emerging
Skill is inconsistent or inadequate, but emerging to 25-40% of the time. Student shows awareness of
need to change behavior with supervisor input and modeling. Supervisor frequently provides instructions
and support for all aspects of the skill.
3: Developing
Skill needs further development, refinement or consistency, but is present 40-70% of the time.
Student is aware of the need to modify the behavior, but does not do this independently. Supervisor
provides on-going monitoring and feedback; focuses on increasing student’s critical thinking and
how/when to improve skill.
4: Adequate
Skill needs continued refinement or consistency, but is implemented most of the time (70-80%).
Student is aware and can modify behavior in-session and can self-evaluate. Problem solving is
independent. Supervisor acts as a collaborator to plan and suggest possible alternatives.
5: Consistent
Skill is consistent and well developed and is present 80-100% of the time. Student can modify own
behavior as needed and is an independent problem solver. Student can maintain skills with other clients,
and in other settings when appropriate. Supervisor serves as a consultant in areas where student has less
experience. Supervisor provides guidance on ideas initiated by the student.
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Grading Scale:
Every student will typically have 5 clinical experiences (3 at PSU and 2 off campus). Students can have up
to 7 clinical experiences. Students must go on a support plan if they receive a grade of B- or below.
Students need to repeat the clinic if they receive a grade of C or below.
Clinical experience 1-2
3.50-5.00
2.90-3.49
2.40-2.89
2.00-2.39
1.80-1.99
1.50-1.79
1.20-1.49
1.00-1.19
A
AB+
B
BC
D
F
Clinical experience 3-4
3.80-5.00
3.10-3.79
2.60-3.09
2.20-2.59
2.00-2.19
1.60-1.99
1.30-1.59
1.00-1.29
A
AB+
B
BC
D
F
Clinical experience 5-7
4.00-5.00
3.4-3.99
3.00-3.49
2.60-2.99
2.20-2.59
1.80-2.19
1.50-1.79
1.00-1.49
A
AB+
B
BC
D
F
Frequently Asked Questions:
128
When creating a new evaluations, how do I know which course number my student is completing?
All the clinical practicums at PSU are under the course number 509. The courses are named in Calipso :
Clinical Practicum 1 – Fall Yr 1
Clinical Practicum 2 – Winter Yr 1
Clinical Practicum 3 – Spring Yr 1
Clinical Practicum 4 – Summer Yr 1
Clinical Practicum 5 – Fall Yr 2
Clinical Practicum 6 – Winter Yr 2
Clinical Practicum 7 – Spring Yr 2
Pick the term and year that pertains the student’s level in the program. Most students working off campus
will be in the last 3 Clinical Practicums highlighted. Occasionally a student will complete the program out
of sequence or on a slower track. For these students, be sure to check with the faculty liaison at PSU.
How often should my student enter their clock hours?
We recommend that students enter their clock hours for your approval on a weekly basis. You will need to
approve their clock hours every time they are entered. More frequently than once a week can be too much,
less frequently can be too little.
Who do I contact if I have a question about Calipso?
Always get in touch with the PSU faculty liaison. We will get right back to you!
What happens if there is more than one supervisor working with the student?
We recommend that one supervisor act as the “main” supervisor and fill out the evaluation after consulting
with the other supervisor. To ensure that the perspective of both (or more) supervisors is represented in the
evaluation, we ask that the “main” supervisor consult with the other supervisors to get their input on the
feedback and grade. All supervisors should familiarize themselves with the grading scale and note what
level their graduate student has completed.
What if one of the areas in the evaluation does not pertain to the clinical experience that the student
is getting at my site?
Simply leave it blank. It will not affect the overall grade.
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EXTERNSHIP PACKET INSTRUCTIONS
Attached is the packet for your externship. Included in the packet are procedures for externship
supervisors, students, and the PSU faculty liaison. In addition, all the forms that you need are included in
the packet. Please review the packet with your site supervisor at the beginning of your externship.
Please follow these instructions for the packet:
Cover Letter
The cover letter has the due dates for the various forms in the packet. These due dates have been
written to correspond to the timeframe of your externship. It is the student’s responsibility to remind their
site supervisor of the due dates and it is the student’s responsibility to be sure all the forms are turned in
to the PSU faculty liaison.
Contract for Externship
This should be filled out with the student and site supervisor together and signed by both student and
supervisor. Be sure to include the site supervisor’s ASHA number and email address. The contract is
due at the end of the first week of your externship.
Policies for Externships
Please review policies for externships. These include policies on attendance, absences,
observation/supervision, evaluation of student, clinical levels, grading, counting clock hours and
developing a support plan.
Procedures for Externship
Please review the procedures for the site supervisor, the student, and the PSU faculty liaison with your
site supervisor. Contact the PSU faculty liaison if you have any questions. It is important that students
are directly supervised no less than 25% of your time with clients. It can be helpful to set up a weekly
time, if possible, for the student and site supervisor to meet to review feedback and suggestions.
Clinical Practicum Student Evaluation (Midterm and Final Evaluations)
Student evaluations are completed in CALIPSO. Instructions on using CALIPSO are included in this
packet.
At times a student is not finished with the externship at the end of the term, particularly in the summer. In
that case, the PSU faculty liaison will assign a grade of ‘Incomplete’ which will be changed once the
externship is completed, typically at the beginning of the next term.
Entering Clock hours in CALIPSO
Each student is responsible for tracking their clock hours and entering them in CALIPSO for approval by
their site supervisor. We recommend that students enter their hours in CALIPSO on a weekly basis.
Included in the packet are daily clock hour forms so students can track their hours during the week and
then enter them at the end of the week.
Evaluation of Externship Site and Supervisor
Students complete the Evaluation of Supervisor in CALIPSO and the Site Evaluation form that is part of
this packet at the conclusion of the practicum experience. The Site Evaluation will be available for future
students to read in the externship site notebook.
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POLICIES FOR EXTERNSHIPS
Attendance
During the Fall, Winter, and Spring terms, externships will start on the first day of the term and end on the
last day of classes for the term. Students enrolled in a full-time school externship in the Fall term will start
at the beginning of the district’s school year. During the Summer term, start and end dates for
externships may vary from site to site.
Students are expected to maintain consistent attendance throughout the externship. This includes
arriving at the externship site at the agreed-upon time each day and staying until the agreed-upon time at
the end of the day. It is recommended that the site supervisor and student clarify expectations for the
start and end times at the beginning of the externship. These times might vary during the term depending
on the needs and demands of the job. Students are expected to follow the lead and instruction of their
site supervisor regarding schedule variations. Students will complete an attendance form that is to be
turned in at the end of the term.
Absences
Under some circumstances, such as illnesses, absence may be necessary. It is the student’s
responsibility to notify their site supervisor if they will be absent. Students must also notify their PSU
faculty liaison when they will be absent. Absences are expected to be made up at the end of the term.
Supervisors are asked to notify the PSU faculty liaison regarding concerns relating to frequent absences.
The student’s grade may be negatively affected as a result of the absences. If more than 3 absences
occur in a part-time externship, or more than 5 absences in a full-time externship, the PSU faculty liaison
and the site supervisor will meet to determine if the student will be able to complete the externship
successfully, and what the timeline will be for completion. It is possible that the student would need to
extend the externship into the next term.
Observation/Supervision
Students must be observed and supervised according to ASHA guidelines. At least 25% of total contact
time with clients must be observed directly by the site supervisor. ASHA guidelines are as follows:
Direct supervision must be in real time and must never be less than 25% of the student’s total
contact with each client/patient and must take place periodically throughout the practicum. These
are minimum requirements that should be adjusted upward if the student’s level of knowledge,
experience, and competence warrants. A supervisor must be available to consult as appropriate
for the client’s/patient’s disorder with a student providing clinical services as part of the student’s
clinical education. Supervision of clinical practicum must include direct observation, guidance,
and feedback to permit the student to monitor, evaluate, and improve performance and develop
clinical competence.
Clinical Clock Hours
Students are responsible for entering their clock hours in CALIPSO on a weekly basis and tracking their daily clock
hours on the forms provided. Supervisors will approve student hours directly in CALIPSO.
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Clock hours are defined by direct contact with clients. Students who are participating in any way with the session
can count that time towards their clock hours. Activities that count as clock hours include: assessment or
intervention with clients and meeting with families regarding assessment and intervention. Activities that do not
count for clock hours include: observation only, report writing and/or charting when not with the client, session
planning, staff conferences and staff meetings.
Clinic Evaluations of Students
Site supervisors are asked to complete a mid term and final evaluation in CALIPSO for their practicum
student. Information on using CALIPSO and competing the evaluation are included in this packet.
Clinical Support Plan
Students who are experiencing difficulty acquiring and/or demonstrating satisfactory clinical skills in an externship
will have the opportunity to have a structured and individualized clinical support plan with input from the site
supervisor and the PSU faculty liaison. The Clinic Director may also be involved in a student’s support plan. The
process for developing a clinical support plan is as follows:
•
The need for clinical support will be identified by the scheduled midterm evaluation week
o Student clinicians whose clinical performance is below expectations will be identified for
support as soon as possible. Exceptions may occur due to, for example, decreased
performance after the midterm evaluation or frequent cancellations by the client early in the
term. Support will be recommended for any student earning below a B- for their midterm
grade for any clinical faculty member.
•
A meeting will be scheduled with the student clinician, the site supervisor, and the PSU faculty
liaison to review the midterm evaluation and to discuss the need for a support plan. The
process for developing support will be reviewed.
•
The support procedure is as follows:
o The student, the site supervisor, the PSU faculty liaison, and optionally the Clinic Director will
set up a support planning meeting. The student may invite another student or faculty
member to the meeting. These individuals become the support team.
o
A formal support plan will be developed to address each area of concern and will include
specific goals and objectives and an indication of the means and methods to be used. A
timeline for meeting the goals and objectives will be included in the plan. The plan will be
signed and dated by the members of the support team.
o
The PSU faculty liaison and the student will meet weekly, or more often if necessary. The site
supervisor and/or the Clinic Director may also attend some or all meetings. The purpose of
the support meeting is to facilitate and monitor progress toward the stated goals and
objectives.
o
Students may not receive clock hours if they do not receive a grade of B- or above.
132
PROCEDURES FOR EXTERNSHIPS
Procedures for Student Clinician
Prior to the externship:
• Meet academic and clinical prerequisites of the externship site
• Complete applications and interviews that may be required by the site
• Complete required paperwork, background checks, documentation of immunization, etc. as required by
the site
• Meet with site supervisor during the term before the scheduled term and finalize externship schedule
• Register for SPHR 509 Practicum for the number of credits indicated on your curriculum map and/or
indicated by your academic advisor
• Complete Contract for Externship with site supervisor and return to PSU faculty liaison by due date
During the externship:
Display professional behavior at all times including:
• Consistent attendance that meets the needs and demands of the job (see Attendance and Absences
policies)
• Follow all rules and regulations of the externship site
• Follow instructions of the site supervisor
• Follow the working schedule of the site supervisor
• Perform all duties that are expected of the site supervisor, such as attending meetings, workshops and
participation at in-service meetings
• Utilize charting, planning and report writing systems of the site
• Track clock hours on a daily basis and enter clock hours on a weekly basis in CALIPSO
Conclusion of externship
• Complete any projects or paperwork as directed by the site supervisor
• Return any materials belonging to the site or the site supervisor
• Ensure that all clock hours have been approved by the site supervisor in CALIPSO
• Complete Evaluation of Externship Site and return to the PSU faculty liaison
• Complete the Evaluation of Supervisor in CALIPSO
133
Procedures for Site Supervisor
Prior to the externship
• When contacted by the assigned student clinician, arrange a meeting to allow the student to visit the site
and to present expectations and instructions of which the student should be aware
• Verify that your ASHA certification is current
• Inform the student of the date, place, and time to report on the first day
• Review the Externship Packet with the student and sign the Externship Contract
• Contact the PSU faculty liaison with any questions
During the externship
• The student should be expected to perform all activities expected of your position as independently as
possible
• Introduce the student to all areas of the site, including administrators and other professionals that the
student will come in contact with
• Act as a model for all aspects of providing service at the site, allowing the student sufficient observation
time before being given responsibility for various tasks
• Provide supervision according to ASHA guidelines. At least 25% of total contact time must be observed
directly by the site supervisor (see Observation/Supervision Policies)
• Expose the student to a sample of activities typically performed at the externship site. Provide some
experience in as many of the following activities as possible, such as:
• Participation in relevant meetings and staffing
• Evaluation and intervention activities
• Daily charting and report writing utilizing systems at the site
• Complete midterm Student Evaluation in CALIPSO and review with the student
• Contact the PSU faculty liaison and/or the PSU Clinic Director at any time during the term with questions
and/or concerns
• When contacted, schedule a convenient time for the PSU faculty liaison to visit the site and meet with the
supervisor and student together
Conclusion of the externship
• Complete final Student Evaluation in CALIPSO and review with the student
• Approve clock hours that have been entered in CALIPSO by the student
• Submit any suggestions to the PSU faculty liaison and/or the PSU Clinic Director which you feel would
enhance or improve the practicum experience for students
Procedures for PSU Faculty Liaison
Prior to the externship
• Provide information regarding externship sites and the application process for sites, where appropriate
• Contact designated student externship coordinator at the site to set up externship placements
• Meet with site supervisors who have not had a PSU student previously to review externship packet,
Policies and Procedures for Externships, and answer any questions
• Inform students to set up a meeting with site supervisor during the term prior to the externship
• Inform students of paperwork required by the site, if appropriate
134
•
•
Distribute the externship packet to the student, and review if necessary
Review the Policies and Procedures for Externships with the student
During the externship
• Serve as a liaison between the student and the site supervisor through phone and email contact
throughout the term
• Make one visit during the term to meet with both the student and site supervisor together to hear in more
detail what experiences the student is having and to answer any questions that may have arisen. The PSU
faculty liaison may observe the student with a client if possible, but this is not a requirement of the visit
• Be available for additional site visits if necessary
• Review completed midterm Student Evaluation in CALIPSO
Conclusion of the externship
• Review the final Student Evaluation in CALIPSO
• Verify total clock hours in CALIPSO
135
CONTRACT FOR EXTERNSHIP
I, _____________________________________________________________________,
have met with my externship site supervisor,____________________________________
at ______________________________________________________________________
(Name of Site)
concerning my responsibilities for ___________________________________________.
(Term/Year)
We have agreed that my responsibilities will include the following:
1. I will be at the site during the dates________________________________.
2. I will be at the site during the hours of _______________on____________.
(Time)
(Days)
3. My clinical experience will include________________________________
____________________________________________________________
____________________________________________________________
I am also aware that I must complete the forms listed below to ensure that the clock hours I earn are
properly recorded and to earn my grade.
1. Midterm and Final Evaluations in CALIPSO
2. Clock hours entered and approved in CALIPSO
3. Site/Supervisor Evaluation in CALIPSO
________________________________________________________________________
(Student Clinician)
(Date)
________________________________________________________________________
(Site Supervisor)
(Date)
________________________________________________________________________
(ASHA Number)
(Email Address)
136
EXTERNSHIP ATTENDANCE FORM
Consistent attendance is essential for a positive learning experience and necessary for successful
completion of your practicum. Please notify your site supervisor and your PSU faculty liaison of all
absences.
Please track and days/hours missed and submit at the end of the term to your PSU faculty liaison.
DATE
NUMBER OF
HOURS MISSED
REASON
Please sign below indicating that the attendance information is correct.
________________________________________ __________________________
Student Clinician
Date
________________________________________ __________________________
Site Supervisor
Date
137
Name
Site
Term/Year
SLP Externship Practicum Daily Clock Hour Log
- Adult
A = Assessment
I = Intervention
SO = Supervisor Observation
Date
Articulation
A
I
SO
Fluency
A
I
Voice &
Swallowing
Rec./Expr.
Cognitive
Social
Comm.
Hearing
Resonance
Language
Aspects
Aspects
Modalities
SO A
I SO A
I SO A
I SO A
I SO A
I SO A
I SO A
I SO
Totals
Date
Articulation
A
I
SO
Fluency
A
I
Voice &
Swallowing
Rec./Expr.
Cognitive
Social
Comm.
Hearing
Resonance
Language
Aspects
Aspects
Modalities
SO A
I SO A
I SO A
I SO A
I SO A
I SO A
I SO A
I SO
Totals
Supervisor’s Signature
ASHA #
138
Name
Site
Term/Year
SLP Externship Practicum Daily Clock Hour Log
- Child
A = Assessment
I = Intervention
SO = Supervisor Observation
Date
Articulation
A
I
SO
Fluency
A
I
Voice &
Swallowing
Rec./Expr.
Cognitive
Social
Comm.
Hearing
Resonance
Language
Aspects
Aspects
Modalities
SO A
I SO A
I SO A
I SO A
I SO A
I SO A
I SO A
I SO
Totals
Date
Articulation
A
I
SO
Fluency
A
I
Voice &
Swallowing
Rec./Expr.
Cognitive
Social
Comm.
Hearing
Resonance
Language
Aspects
Aspects
Modalities
SO A
I SO A
I SO A
I SO A
I SO A
I SO A
I SO A
I SO
Totals
Supervisor’s Signature
ASHA #
139
EVALUATION OF EXTERNSHIP SITE
STUDENT_____________________________________________________TERM/YEAR___________
SITE______________________________________________SUPERVISOR______________________
DAYS/WEEKS ON SITE________________
Please provide feedback to students who may consider this site for an externship in the future. This information will be
available to other students in a binder kept by the clinic director. Thank you for sharing information about your
experiences at his site.
1.
Describe the clinical populations that you worked with.
2. Describe the types of clinical activities that you were engaged in, e.g. evaluation, treatment (individual and/or
groups), staffings, rounds, etc.
3.
Did you feel adequately prepared for this site? If not, please explain.
4.
What would you consider to be the strengths of this site?
5. What would you consider to be the weaknesses of this site?
6. Please describe the overall quality of this experience.
140
7. What are your recommendations to future graduate students who are considering this site?
8. Please make any additional comments that you would like.
Clock Hour Summary
Adults
Dx
Tx
Articulation
______
Fluency
______
Voice and Resonance ______
Swallowing
______
Rec./Expr. Language ______
Cognitive Aspects
______
Social Aspects
______
Comm. Modalities
______
Hearing
______
Children
Dx
Tx
______
______
______
______
______
______
______
______
______
______
______
______
______
______
______
______
______
______
______
______
______
______
______
______
______
______
______
Total Clock Hours ______________
DEMOGRAPHIC INFORMATION (be sure to indicate number of clients in each group, not
checkmarks or number of hours):
AGE LEVEL
______ 0-5 yrs.
English On
______ 6-16 yrs.
______ 17-40 yrs.
______ 40+ yrs
SEVERITY LEVEL
ETHNICITY
______Typical Range/WNL
______ Mild
______ Moderate
______ Severe
LANGUAGES SPOKEN
______ African American
______
______ Asian/Pacific Islander ______ Non-native
______ Latino
English speaker/Bilingual
______ Native American
______ White
______ Multiple Unspecified
141
Licenses and Certificates
1. ASHA Certificate of Clinical Competence (CCCs)
Info: http://www.asha.org/certification/
Cost: $225 every year
Continuing Education Requirements: 30 hours every 3 years
Pros/Cons/How important?:
• ASHA provides us with all our professional guidelines, position statements, advocacy, code
of ethics etc.
• Typically required in medical settings, and national certification holds credibility with
school district unions (salary battles etc) that the other licenses do not. Unlikely that you
will be hired in a medical setting without it or without the intention of getting your CCCs.
Holding your CCCs is supported in the schools and also makes you a stronger candidate.
• You can supervise students with this license
• Can apply for this certificate after your CF year. Documentation needs to take place
throughout the CF year.
2. Oregon Board of Examiners License
Info: http://www.oregon.gov/bspa/Pages/forms.aspx
Cost: Conditional license is $90 and upgrade is $160 every 2 years. This cost will probably go up
substantially in the next few years.
Continuing Education Requirements: 30 hours every 2 years
Pros/Cons/How important?:
• Required for medical settings
• Most area school districts require Oregon Board license or TSPC (e.g. Beaverton, PPS,
Centennial, David Douglas, Hillsboro, etc)
• Does not require any additional tests – works well in conjunction with ASHA certificate
• Does not fulfill requirements for teaching license that may exist if you move out of state
• Can be applied for when you receive your Masters on a conditional basis
3. Teachers Standards and Practices Commission (TSPC) also called a “Teaching License”
Info: www.pdx.edu/education/licensure
Cost: $100 every 3 years for first 6 years then is renewed every 5 years
Continuing education requirements: More narrow than the other licenses in that you get an Initial
Teaching I license that lasts for 6 years and then you need to have 9 graduate level credits
accumulated over the 6 years in order to renew to the next level. The credits need to be
“transcripted”. In other words, you have to get these credits through a university continuing ed
program or a university class.
Pros/Cons/How important?:
• Essential if you move out of state and want to obtain a job in a district that requires a
teaching license of SLPs. Already having a license from Oregon will cut through a great
deal of the red tape when obtaining a license out of state.
142
•
•
•
•
Inexpensive
Some administrators value this license and will only allow flexibility in your role in the
schools (e.g. classroom teaching) with a teaching license. TSPC licensure also holds
credibility with teachers and administrators that you hold the same license as a teacher.
This license has multiple additional requirements (e.g. Civil Rights Test, Basic Skills Test,
Work Sample)
There is current debate in the field about whether TSPC is an appropriate exclusive
licensing body for SLPs. Your cohort is caught in the middle of this debate and it is likely
that the rules will change within the next few years.
If you are thinking of moving out of state either now or someday:
•
Check with the state’s Board of Examiners or the state’s speech and hearing association
to see what is required in that state.
First step in deciding which licenses to pursue prior to your school placement:
Decide if you would like to pursue a teaching license through the Teachers Standards and Practices
Commission (see attached explanations of the licenses). If you would like to pursue a teaching license
then you must complete the following prior to your school placement:
• Finger prints. These should already be completed, but if you have not received confirmation you
will need to make sure to have these DONE, SENT and APPROVED by TSPC (Teachers
Standards and Practices Commission) BEFORE your student teaching. You can schedule to have
these done individually with security on campus. A student from last year recommends a
fingerprinting service at: http://fingerprintingservices.net/index.html. If you have any concerns
about your record it is best to send in your prints with plenty of processing time. The School of
Education recommends full disclosure on the "character questions". Please see me if you have any
concerns. Photocopy of PA-1 form (fingerprint form sent to TSPC) is acceptable proof or a printout
from the TSPC website of a “licensure Inquiry” report showing fingerprint clearance and date is
acceptable.
•
You will need to take the C-Best or equivalent PRIOR to student teaching. Photocopy of the Basic
Skills test passed: CBEST OR PRAXIS PPST (Actual scores must be listed, not just “passing
notification”). Information on how to register can be found at: http://www.cbest.nesinc.com. See
the attached sheet for more specific information.
The following is a list of requirements if you decide to pursue your teaching license through TSPC that are
NOT required if you decide to do a full time school placement without pursuing your teaching license:
• Orela Civil Rights Test – see attached for detailed information on this test.
•
A Work Sample must be completed with your student teaching that includes two weeks of data on
clients on your caseload, background information on the school and district, and other information.
This is usually a 10 page document that does not require outside research, but does take time to
prepare and write.
•
The C-Best Test – see attached for detailed information on this test.
143
•
National Evaluation Series (NES) Essential Academic Skills Test
All applicants to Oregon professional educator licensure programs are now required to pass the
National Evaluation Series (NES) Essential Academic Skills test in the areas of reading, writing,
and mathematics. Offers of admission to the University of Oregon CDS doctoral and master's
programs will be contingent on applicants documenting passing scores on the reading, writing,
and mathematics subtests. Information about the test can be viewed on the following
website: http://www.orela.nesinc.com/TestView.aspx?f=HTML_FRAG/NT001_TestPage.html. T
his test may be waived for applicants who provide an official transcript that documents a fully
conferred master's or doctoral degree from a regionally accredited institution of higher education
or can provide documentation that indicates they were licensed in Oregon prior to 1985.
•
Other considerations:
• Student Teaching is a full time practicum. The typical schedule is Monday-Thursday all day and
Friday half day.
•
Fall placements typically start the first week in September right after Labor day and
sometimes even earlier. You need to be prepared to start at this time if you are doing a fall
placement.
•
There is a seminar that accompanies your student teaching that is on Friday afternoons.
144
Speech and Hearing Sciences
Name:
PSU ID:
Required courses for Masters in Speech and Hearing Sciences and to apply for Initial Teaching License
DEPT NO.
COURSE TITLE
CR
TERM/YR
INSTITUTION
SPHR
509
SPHR
530
SPHR
540
SPHR
SPHR
SPHR
SPHR
SPHR
SPHR
SPHR
SPHR
SPHR
SPHR
SPHR
545
554
559
560
562
563
565
566
581
582
584
SPHR
585
SPHR
SPHR
Practicum (On campus clinics,
specialty clinics, Student Teaching,
externships)
Clinical Management in
Communication Disorders
Multicultural Topics in Communication
Disorders
Pathways to Prof. Practice
Speech Sound Disorders
AAC
Research Methods
Cognitive Rehabilitation
Adult Language Disorders
Dysphagia
Motor Speech Disorders
Stuttering
Voice Disorders
Assessment & Treatment of Language
Disorders: Birth to 5
Assessment &Treatment of Lang.
Disorders-School-Age
Culminating Project OR
Comprehensive Exam
Selection of Electives
18
4
4
2
4
2
4
4
4
4
4
2
2
4
4
3-6
6
Total: 75-78 credits
Elective courses that may be taken to fulfill the elective requirement for Masters in Speech and Hearing Sciences
DEPT. NO.
COURSE TITLE
CR
SPHR
SPHR
SPHR
SPHR
541
546
553
564
SPHR
SPHR
SPHR
567
586
581
Bilingual Topics in Communication Disorders
Professional Ethics
Counseling in Communication Disorders
Advanced Medical Speech-Language
Pathology
Cleft and Craniofacial Disorders
Autism
*Stuttering
2
2
2
2
2
2
2
*Students graduating in the class of 2013 took an extra 2 credits of Stuttering 581 to partially fulfill their elective
requirement
These courses fulfill the requirements for the M.S. degree in Speech-Language Pathology and the Oregon Initial Teaching
License.
145
Student File Review
Communication Disorders
Please review the following form prior to applying for your Initial License
Name:
•
Licensure Program of Study – entire course list including signatures of Student, Advisor, and
Program Director/Student Teaching Coordinator
•
Photocopy of the Basic Skills test passed:
CBEST
OR PRAXIS PPST
(Actual scores must be listed, not just “passing notification”)
•
Photocopy of proof of a passing score on The Protecting Student and Civil Rights in the
Educational Environment Examination
•
Photocopy of Praxis scores: Specialty II Area Test
(Exam code #20330, Speech-Language Pathology)
•
Student Teaching Summary Report (“met/not met form”)
•
Work Sample Evaluation
•
Photocopy of PA-1 form (fingerprint form sent to TSPC)
(a printout from the TSPC website of a “licensure Inquiry” report showing fingerprint clearance
and date is acceptable)
•
Photocopy of bachelors degree transcript – with degree, major, and date earned posted clearly.
Basic Skills Test Requirement
National Evaluation Series (NES) Essential Academic Skills Test
All applicants to Oregon professional educator licensure programs are now required to pass the National Evaluation Series
(NES) Essential Academic Skills test in the areas of reading, writing, and mathematics. Information about the test can be
viewed at: http://www.orela.nesinc.com/TestView.aspx?f=HTML_FRAG/NT001_TestPage.html.
This test may be waived for applicants who provide an official transcript that documents a fully conferred master's or
doctoral degree from a regionally accredited institution of higher education or can provide documentation that indicates
they were licensed in Oregon prior to 1985.
This test is a new requirement to obtain a teaching license after you obtain your master’s
degree in Speech-Language Pathology. This test must be taken prior to entry in the
graduate program as of September 2013 required by the Oregon Teachers Standards and
Practices Commission. Students who entered programs prior to September 2013 need to
take this test prior to their student teaching practicum.
146
•
NOTE: PSU does not require an official copy of scores, a photocopy is adequate
Protecting Student and Civil Rights in the Educational Environment Test
•
•
•
•
•
•
Registration
o Register online at any time
o http://www.orela.nesinc.com/TestView.aspx?f=HTML_FRAG/OR008_TestPage.html
Cost
o $130
Dates
o By appointment, year round throughout Oregon and nation
Format
o Computer based test
o 60 multiple choice questions
Passing score
o 240
Practice Guides
o Are available from the School of Education, Suite 204, for $5.00 per CD, call 503-725-4619
147
Portland State University
Graduate Teacher Education Program
Student Teaching Summary Report
____________________ ___________________
__Portland State University__
Candidate’s Name
Term/Year
Institution
__________________________ _________________________ __________________________
School
Grade/Authorization Level
Subject Area(s)
The Information reported on this form presents summary judgments by the candidate’s supervisors about his or her
performance on the TSPC-prescribed teaching competencies. The Student Teaching Summary Report Manual, which
presents a rationale, types of relevant data, and bases for summary judgments for each area of competence, should be used
to complete this form.
DIRECTIONS: Check the appropriate box by each area of competence, to attest to the candidate’s performance in that area.
Completion of student teaching requires verification of satisfactory performance by both university supervisor and
cooperating teacher in all five areas.
1.PLAN INSTRUCTION THAT SUPPORTS STUDENT PROGRESS IN LEARNING AND
IS APPROPRIATE FOR THE DEVELOPMENTAL LEVEL:
a.Select or write learning goals for units of instruction that are consistent with the school’s
long-term curriculum goals, State content standards and district standards, research
findings on how students learn, and the physical and mental maturity of one’s students;
b.Determine the current performance level of one’s students with respect to the learning
goals established for a unit of instruction;
c.Establish objectives within the unit of instruction that will be useful in formulating daily
lessons and in evaluating the progress of students toward the attainment of unit goals;
d.Determine content, skills, and processes that will assist students in accomplishing
desired unit outcomes, and design learning activities that lead to their mastery;
e.Select and organize materials, equipment and technologies needed to teach a unit of
instruction;
f.Adapt unit and lesson plans for students with diverse needs, and for students with
varying cultural, social, and linguistic backgrounds; and
g.Estimate the time required within a unit for teacher-directed instruction, studentmanaged learning and practice, student evaluation/reporting and reteaching/problem
solving.
University
Supervisor
MET NOT
MET
Cooperating
Teacher
MET
NOT
MET
148
2. ESTABLISH A CLASSROOM CLIMATE CONDUCIVE TO LEARNING:
a.Affirm the dignity and worth of all students and provide the positive support students
need to be effective learners;
b.Communicate classroom rules and behavioral expectations that provide a safe and
orderly environment for learning, are appropriate to the level of development of students,
and are consistent with laws governing student rights and responsibilities;
c.When establishing classroom rules and procedures, apply to all students principles of
gender equality and racial justice, and apply principles of least restrictive environment for
students with disabilities;
d.When establishing and maintaining classroom rules and procedures, model appropriate
social behavior, and provide meaningful reinforcement when it occurs;
e.When establishing and maintaining classroom rules and procedures, take into account
the influence of the physical, social. And emotional climates of students’ homes and the
community on motivation and behavior;
f.Monitor student conduct, and take appropriate action when misbehavior occurs;
g.Interact thoughtfully and courteously with students and their parents and resolve
conflicts in a professional manner, respecting the cultural context of the community;
h.Use classroom time effectively to provide maximum time for learning;
I.Manage instructional transitions decisively and without loss of instructional time;
j.Arrange and set up instructional materials and equipment in advance of class to facilitate
their effective and efficient use during lessons; and
k.Coordinate the use of instructional assistants, parent volunteers, student assistants and
other support personnel to achieve instructional objectives, if these resources are
available in the school setting.
3. ENGAGE STUDENTS IN PLANNED LEARNING ACTIVITIES:
a.Apply organizational structures appropriate for the developmental level of students,
including individual and group instruction;
b.Communicate learning outcomes to be achieved and focus student interest on tasks to
be accomplished;
c.Implement instructional plans that employ knowledge of subject matter and basic skills;
d.Use a variety of research-based educational practices that reflect how students learn,
are sensitive to individual differences and diverse cultures, and encourage parent
participation;
e.Emphasize instructional techniques that promote critical thinking and problem solving,
and that encourage divergent as well as convergent thinking; and
f.Monitor the engagement of students in learning activities, and the progress they are
making to determine if the pace or content of instruction needs to be modified to assure
that all students accomplish lesson and unit objectives.
4. EVALUATE, ACT UPON, AND REPORT STUDENT PROGRESS IN LEARNING:
a.Select and/or develop tests, performance measures, observation schedules, student
interviews, or other formal assessment procedures that are appropriate to determine the
progress of all students including those from diverse cultural or ethnic backgrounds;
b.Document student progress in accomplishing State content standards and district
standards, supervisors, and parents about progress in learning;
c.Evaluate student progress in learning and refine plans for instruction, establish
alternative learning options, or make appropriate referrals;
d.To the extent appropriate and feasible, collaborate with parents, colleagues, and
members of the community to provide internal and external assistance to students and
their families if needed to promote student learning;
e.Assemble, reflect upon, interpret, and communicate evidence of one’s own
effectiveness as a teacher including evidence of effectiveness in planning further
instructions.
University
Supervisor
MET
NOT
MET
Cooperating
Teacher
MET
NOT
MET
University
Supervisor
Cooperating
Teacher
MET NOT
MET
MET
University
Supervisor
Cooperating
Teacher
MET NOT
MET
MET
NOT
MET
NOT
MET
149
5. EXHIBIT PROFESSIONAL BEHAVIORS, ETHICS AND VALUES:
a.Is dependable, conscientious, and punctual;
b.Meets work schedule demands;
c.Is aware of the importance of professional appearance and demeanor;
d.Is aware of and acts in accordance with, school policies and practices;
e.Is respectful of cultural patterns and expectations that operate within a school;
f.Interacts constructively with colleagues, administrators, supervisors, and educational
assistants and parents;
g.Performs advisory functions for students in formal and informal settings;
h.Functions as a member of an instructional team to achieve long-term curriculum goals,
State content standards and district standards;
I.Exhibits energy, drive and determination to make one’s school and classroom the best
possible environment for teaching and learning; and
j.Exhibits energy, drive and determination to become a professional educator.
University
Supervisor
Cooperating
Teacher
MET NOT
MET
MET
NOT
MET
COMMENTS:
We have conferred in the summary of the candidate’s classroom performance and work samples. Our signatures
below attest to our judgments regarding the student teacher’s performance on TSPC’s five teaching standards.
___________________________ _____Portland State University_____ ____________________________
Name of University Supervisor
Institution
Signature / Date
__________________________ ________________________________ ___________________________
Name of Cooperating Teacher
School/District
Signature / Date
__________________________
Name of Cohort Leader
___________________________
Signature / Dat
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LEGACY HEALTH REHABILITATION SERVICES
CLINICAL PLACEMENT STUDENT PASSPORT FY12-13
STUDENT NAME: Last:
SCHOOL:
First:
MI:__
DATE OF CLINICAL ROTATION:
LEGACY/SCHOOL CONTRACT EXPIRATION DATE:
LEGACY CLINICAL INSTRUCTOR:_
Students must bring this passport and give it to their Legacy Clinical Instructor
VERIFICATION
REQUIREMENTS
FACULTY
SIGNATURE
DATE
VERIFIED
To be Completed by School
CPR Current at a Healthcare Provider
level ( bi-annual)
Date of Expiration:
Criminal Background Check Completed
Type:____________________
(Federal, State, County)
OIG Exclusion Report. List can be checked on
(http://exclusions.oig.hhs.gov/search.aspx)
If student is on the OIG exclusions list, Legacy may NOT accept the
student under any circumstance.
Proof of Professional & General Liability Insurance
School, must provide coverage for student @ minimum of
$1M per occurrence/$3M aggregate. Student must provide if
school doesn’t cover per contract w/Legacy.
Proof of Personal Health Insurance
or School is providing workers’ comp or health insurance to
cover occupational injuries or illness
IMMUNIZATION / HEALTH RECORD
Proof of Hepatitis B vaccination
Proof of Negative Tuberculosis Test
(annual requirement)
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Proof of current immunization or immunity for:
■ Rubella (measles)
■ Rubeola
■ Mumps
■ Varicella (chickenpox)
MANDATORY EDUCATION
Legacy CI will send Legacy Mandatory Ed. to the School for
student to complete prior to clinical internship
Certification from School that Student has been
Educated in and has basic understanding of the
following subject areas: Legacy FY10 Mandatory Ed
■ HIPAA Information Security
■ LH Mandatory Education (Fire, Safety, Infection
Control, Standard Precautions, Hand Hygiene)
Student must bring Safety Test to Legacy for scoring
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LEGACY HEALTH REHABILITATION SERVICES
CLINICAL PLACEMENT: STUDENT PASSPORT
VERIFICATION
REQUIREMENTS
To be Completed by Legacy CI
LEGACY CI
SIGNATURE
DATE
VERIFIED
Obtain signed confidentiality form (Legacy’s NonDisclosure Statement)
Obtain access to Epic
Obtain student identification badge from Security
Fit test for TB mask (prn) (contact employee nurse)
Tour of Department and Patient Care Areas
(including facility and equipment)
Specific Department Safety
Fire alarms, fire extinguishers, Evacuation,
Security alarms, Codes, Conditions
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Orientation Checklist and Orient Access to Legacy
& Department relevant policies.
Verify compliance of school/student requirements
Legacy Rehab Department will keep a copy of this form on file for one year.
Approved: 11/2009 by Legacy Rehab Managers/Supervisors
Reviewed/Updated: 6/2012
Policy Reference:
LH900.3050 Clinical Experience for Student Nurses, Allied Health
Occupation Students & Paramedic or ENT Student
LH 907.4223 School Contract Procedure for Therapy Departments
Resources: Outlook > Public Folders > All Public Folders > Systemwide > Compliance >
Student Observer Information > •Resources for Preceptors & Managers
•Handouts for Observers, Interns
Location of Mandatory Education for Students:
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STUDENT CLINIC RESOURCES
Academy of Neurologic Communication Disorders and Sciences (ANCDS)
www.ancds.org
Founded in 1983, ANCDS is a group of professionals interested in encouraging the highest quality of life
for adults and children with neurologic communication disorders. The purposes of the ANCDS are
professional, clinical, educational, scientific, and charitable.
American Speech-Language-Hearing Association (ASHA)
http://www.asha.org/
ASHA is the professional, scientific, and credentialing association for more than 123,000 members and
affiliates who are speech-language pathologists, audiologists, and speech, language, and hearing scientists
in the United States and internationally.
ASHA’s Special Interest Groups (SIG)
http://www.asha.org/SIG/
Division 1, Language Learning and Education
Division 2, Neurophysiology and Neurogenic Speech and Language Disorders
Division 3, Voice and Voice Disorders
Division 4, Fluency and Fluency Disorders
Division 5, Speech Science and Orofacial Disorders
Division 6, Hearing and Hearing Disorders: Research and Diagnostics
Division 7, Aural Rehabilitation and Its Instrumentation
Division 8, Hearing Conservation and Occupational Audiology
Division 9, Hearing and Hearing Disorders in Childhood
Division 10, Issues in Higher Education
Division 11, Administration and Supervision
Division 12, Augmentative and Alternative Communication
Division 13, Swallowing and Swallowing Disorders (Dysphagia)
Division 14, Communication Disorders and Sciences in Culturally and Linguistically Diverse (CLD)
Populations
Division 15, Gerontology
Division 16, School-Based Issues
Stuttering Foundation of America
www.stutteringhelp.org
National Institute of Deafness and Other Communicative Disorders
www.nidcd.nih.gov
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NSSLHA - The National Student Speech-Language-Hearing Association
www.nsslha.org
NSSLHA is the national organization for students interested in the study of normal and disordered
communication behavior. Membership is open to undergraduate and graduate students. Membership at the
national level will translate into reduced initial dues for ASHA, so students are encouraged to join. In
addition to the national organization, many universities, including PSU, maintain active chapters which
meet during the year on a regular basis.
The Portland State Chapter of NSSLHA encourages student membership and support of its activities.
Through the PSU Chapter programs, students will learn more about the opportunities that can result from
professional training, more about the national NSSLHA Chapter, and about the workings of the ASHA.
Each clinical trainee is urged to become a member of the PSU Chapter of NSSLHA.
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Portland State University Resources
Bookstore
http://www.portlandstatebookstore.com/
Campus Public Safety
http://www.pdx.edu/cpso/
Campus Rec
http://www.pdx.edu/recreation/
Center for Student Health and Counseling
http://www.pdx.edu/shac/
Disability Resource Center
http://www.drc.pdx.edu/
Dining
http://www.pdx.edu/housing/dining
Financial Aid
http://www.pdx.edu/finaid/
Housing and Resident Life
http://www.pdx.edu/housing/
Millar Library
http://library.pdx.edu/
Research help is available in person at the Reference Desk on the 2nd floor of the library. For more indepth research help, you can make an appointment with the subject librarian for your discipline.
Speech & Hearing Arthur Hendricks 503.725.5879
bvah@pdx.edu
Office of Graduate Studies
http://www.pdx.edu/ogs/
Office of International Affairs
http://oia.pdx.edu/
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Office of Information Technology
http://www.pdx.edu/oit/
Phone | Available 24/7
503-725-HELP (4357)
Email
help@pdx.edu
Location | Mon-Fri 8am-7pm
Smith Memorial Student Union
Room 18 (basement level)
1825 SW Broadway
Portland, OR 97201
Queer Resource Center
http://www.pdx.edu/queer/
Resource Center for Students with Children
http://www.pdx.edu/students-with-children/
Registrar
http://www.pdx.edu/registration/
Resources related to sexual assault
http://www.pdx.edu/sexual-assault/
Student Legal Services
http://www.pdx.edu/sls/
Transportation and Parking Services
http://www.pdx.edu/transportation/
Veteran’s Services
http://www.pdx.edu/veterans/
The Women’s Resource Center
http://www.pdx.edu/wrc/
The Writing Center
http://www.writingcenter.pdx.edu/
Additional Resources
American Red Cross
http://www.redcross.org/
Trimet
www.trimet.org
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