ut-mslp program student handbookut‐mslp program student handbook rev 2015 3 all provisions of the...

School of Health Sciences

Speech-Language Pathology Program

UT-MSLP PROGRAM

STUDENT HANDBOOK

PO Box 3030 Gurabo, PR 00778-3030 Phone: (787) 743-7979 Ext. 4017 Fax: (787) 704-2703 ©2005 - Rev 2015

UT‐MSLP Program Student Handbook Rev 2015

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All provisions of the SLP Graduate Student Handbook are in effect for the year in which the graduate student enters the program. The Graduate SLP Program reserves the right to change the regulations and policies in the Handbook at any time and to add, modify, or withdraw courses at any time. Program changes will be notified formally to all students. Non-Discrimatory Policy

Our Institution does not exclude from participating and do not reject benefits, nor discriminate against any person for reasons of ethnicity, sex, age, color, place of birth, origin or social condition, impairment or political, religious, social or labor views. Last revision: August 2003.

The UT MSLP Program faculty, staff, students and visitors in the academic area and the program’s clinic are treated in a nondiscriminatory manner—that is, without regard to race, color, religion, sex, national or ethnic origin, disability, age, sexual orientation, genetic information, citizenship, or status as a covered veteran. General Description

The Masters in Science in Speech-Language Pathology Program at Universidad del Turabo follows the highest standards of quality and professional ethics for the professional preparation of future SLP’s. The curriculum offer courses that prepare the student for prevention, evaluation, differential diagnosis and treatment activities. The curriculum prepares the student to take care of infants, children, adolescents and adults with communication, feeding, and swallowing disorders.

Students are prepared to exert a profession with a scientific base and the best evidence-based practices. Our Program graduates are qualified to complete ASHA’s Clinical Fellowship (CF), under the supervision of an ASHA Certified Speech-Language Pathologist.

The master's education program in Speech-Language Pathology at Universidad del Turabo is accredited by the Council on Academic Accreditation in Audiology and Speech-Language Pathology of the American Speech-Language-Hearing Association, 2200 Research Boulevard #310, Rockville, Maryland 20850, 800-498-2071 or 301-2965700. The accreditation period is from April 1, 2011 to March 31, 2016.

Approved by the Health Professions Department Faculty and by the School of Health Sciences Executive Committee on April, 2010. 1st. Rev May 2011 Completed January 2012 2nd. Rev. March 2013 3rd. Rev. June 2014 4th.Rev. August 2015

TABLE OF CONTENTS

Welcome Letter 7 Introduction 9 Purpose of the Handbook 10

Program Accreditation and Memberships 10 The School of Health Sciences and the MSLP Program Organizational Chart 11 The MSLP Program History and Statistics 12 The MSLP Program Mission Statement 13 The MSLP Program Vision Statement 13 MSLP Program Philosophy 13 The profession 14

Program Overview 15 Program Faculty 16 Residency 19 Equipment and physical facilities 19 MSLP Program Courses Description 21 Duration and Plan of Study 28 Academic Program Plans 30 Graduate Profile 30 Expectations from Students 30 Student representation 31 Confidentiality and policy for the retention and disposal of student’s academic records 31

Academic Policies 33 Admission to the MSLP Program 34 Re-admission to the UT-MSLP Program 35 Transfer Credits to the MSLP Program 35 Registration 35 Semester Academic Load 36 Absences 36 Grades 37 Academic Withdrawals 37 Incomplete (I) Grade 37 In-Progress (IP) Grade 38 MSLP Program Graduation Requirements 38 PRAXIS Examination 39 MSLP Program Comprehensive Examination 40

ASHA Standards and Knowledge & Skills 42 ASHA Standards 43 ASHA Knowledge and Skills 44


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UT Knowledge and Skills Acquisition Form 45 Non-Compliance with ASHA Knowledge and Skills 47

American Speech-Language and Hearing Association 48 ASHA Certification 49 ASHA Clinical Fellowship 51 ASHA Action Center 53 CAA Complaint Procedure 53

Organización Puertorriqueña de Patología del Habla-Lenguaje & Audiología 54 History 55 Becoming an OPPHLA Student Member 56

National Student Speech-Language Hearing Association (NSSLHA) 57 Becoming a NSSLHA Member 58 NSSLHA Chapter 59

Puerto Rico Board and Licensure Procedures 61 Clinical Component of the Program 63

Clinical Observation Requirements 64 Clinical Practicum Requirements 64 Clinical Assignments 65

MSLP Program Research Component 66 Ana G. Méndez University System Office of Research Compliance 67 IRB Process 68 Research Compliance Chart 69 Certifications 69 IRB Net 70 Research Mentorship and Authorship 70 The Research Proposal 73 Oral Defense of the Research Proposal 76 The Thesis 77 Poster Presentation 80 Research Ethics 82 Additional Information on MSLP Program Student Research History 82

Academic Services and Student Life 84 Museum and Center for Humanistic Studies 85 Webpage 85 E-Campus 85 Services for Students with Disabilities 85 Academic Mentoring and Advising 86 Financial Aid 86

Miscellaneous 88 Academic, Clinical Services and Research Honesty 89 Procedures for client/patient safety, confidentiality, and security of records 91 Conflict Management Procedure 91 MSLP Program’s policy and procedures regarding corrective action of violations to Institutional compliance with nondiscrimination statutes 92


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Computer Literacy and Professional Presentation Skills 92 General Dress Code Policies 92 Uniform Policies 93 Cellular, Bluetooth, Tablets, and Texting 93

Program Forms 94 Rubric for the Evaluation of the Oral Defense of the Research Proposal 95 KASA Summary Form for Certification in Speech-Language Pathology 96 Clinical Observation Form - Treatment 109 Clinical Observation Form - Assessment 111 Clinical Hours Daily Log 113 Clinical Observation Presentation Letter 115 MSLP Program Academic Mentoring Referral Form 116

Clinical Practicum Application Form 117 Speech-Language Pathology Program Act 118 Speech-Language Pathology Program Research Authorship Agreement Form 119 Clinical Observation Record Form Summary 120 Authorization to Publish Materials in the Webpage 121 Academic Services Mentoring Act 122

MSLP Program Interdepartmental Communication 123 School of Health Sciences Faculty and Administrative Personnel

Contact List 124


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MSLP STUDENT HANDBOOK

WELCOME LETTER


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UNIVERSIDAD DEL TURABO SCHOOL OF HEALTH SCIENCES

SPEECH-LANGUAGE PATHOLOGY PROGRAM

Dear Speech Language Pathology Student:

Welcome to the Health Professions Department at the School of Health Sciences,

Universidad del Turabo. As a student in our Department you may pursue a Master of Science degree in Speech-Language Pathology. This degree will prepare you to work in a variety of settings including schools, rehabilitation centers, hospitals, and private practice.

Students in our Program come from a variety of backgrounds including

communication sciences and disorders, sciences, psychology, and education to mention a few. All of our students share a common goal: to prepare for a career in the field of Speech-Language Pathology. For that purpose you have chosen Universidad del Turabo. Our program will not only prepare you for the provision of clinical services, but also the strong research component of the program will help you develop your skills as a young researcher and a knowledgeable consumer of research in the field.

The Speech-Language Pathology program is a rigorous, full-time program of study. Students with or without an undergraduate background in communication sciences and disorders can expect to complete the requirements in 2 or 3 years, including summer sessions.

Requirements for Masters of Science in Speech-Language Pathology at Universidad del Turabo incorporate academic and practicum requirements for the ASHA Certification of Clinical Competence (CCC), as well as departmental and college requirements. Students who complete the degree program are also eligible for the Puerto Rico licensing in speech and language pathology.

We welcome you to our graduate program and look forward to assist in order for

you to achieve your academic goals. Sincerely, Dr. Nydia Bou Dr. María A. Centeno Dean of the School of Health Sciences Speech-Language Pathology Program

Director


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INTRODUCTION

Purpose of Handbook

This handbook has been prepared by the Speech-Language Pathology Program (SLP) faculty as an orientation guide to policies, procedures, and other information specific to the SLP Program. Information in this handbook is representative of the program’s mission and clinical standards. Due notice will be given to all students when changes are made to policies contained in the handbook. If there are questions about any of the information contained in this document, do not hesitate to contact the Director of the SLP Program for clarification.

Program Accreditation and Memberships

The MSLP program has full accreditation through the Council on Higher Education in Puerto Rico. The

program is accredited by the Council on Academic Accreditation (CAA) in Audiology and Speech-Language Pathology of the American Speech-Language-Hearing Association (ASHA), 2200 Research Boulevard #310, Rockville, Maryland 20850, 800-498-2071 or 301-296-5700. The accreditation period is from April 1, 2011 to March 31, 2016.


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The School of Health Sciences (SHS) & MSLP Program Organizational Chart

SHS DEANDr. Nydia Bou

SPEECH ‐ LANGUAGE CLINIC DIRECTOR AND CLINICAL COORDINATOR

Prof. Mildred Del Valle

SPEECH ‐ LANGUAGE CLINIC ADMINISTRATIVE

ASSISTANT Ileana Claudio

SHS STUDENT SERVICES DIRECTOR

W anda Rodríguez

STUDENT SERVICES OFFICIAL

Nelly González

HEALTH PROFESSIONS DEPARTMENT DIRECTOR

Dr. María A. Centeno

SHS ASSOCIATE DEAN Dr. Nilda I. Boria /

Diannie Rivera

SPEECH ‐ LANGUAGE THERAPY Isabela Yabucoa Ponce

BarcelonetaCayey

SHS ADMINISTRATIVE COORDINATORAna Serrano

SHS ADMINISTRATIVE DIRECTORJoannie Ortíz

SHS ACADEMIC AFFAIRS COORDINATOR

Angeliz Pérez

SHS ACADEMIC ADVISOR

Lenisse Mirabal

SLP PROGRAM ACADEMIC COORDINATOR

Lizette Lebrón

The MSLP Program History and Statistics In 1998 the School of Health Sciences was established. On August 2000 a group

of 40 students enrolled in the newly initiated Bachelor’s Degree Program in Speech Language Therapy. In 2003 the MSLP Program was developed. At that time it was the second SLP Graduate Program available in the Island. In 2005 the MSLP Program enrolled its first class of 25 students. The Program received Candidacy Status from the Council on Academic Accreditation in Speech-Language Pathology and Audiology (CAA) on January 2006. On February 24-25, 2011 a CAA site visit was conducted. On August 8, 2011 final accreditation was received by the CAA. Accreditation period is from April 1, 2011 to March 31, 2016.

From it’s beginning, the Program has shown a consistent growth and development. Currently, there are 83 students enrolled in the Program (academic year 2015-16). As of May 2015 the Program has graduated a total of 145 Speech-Language Pathologists who are currently serving local and national communities. The Program statistics as reported to the CAA are:

The following table presents the Program Completion Rates

Class Percentage # Graduates # Originally admitted

2014 100% 14 14 2013 92% 12 13 2012 46% 11 24

The following table reflects the alumni Employment Rates

Class Percentage # Students 2014 79% 14 2013 83% 10 2012 100% 11

The following table reflects Praxis Passing Rates

Class Percentage #who passed # Test takers 2014 86% 12 14 2013 88% 15 17 2012 57% 4 7

*Class of 2013 was the first class for which taking the PRAXIS test was a requirement


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The MSLP Program Mission Statement

To prepare well trained professionals in the Speech-Language Pathology field who can deliver excellent clinical services to a variety of populations with ethical and professional practice standards.

The Program is committed to graduate well educated Speech-Language Pathology professionals by promoting in our faculty the development of outstanding academic credentials and innovative teaching strategies. The Program also fosters research development among our faculty and students.

The MSLP Program Vision Statement

To be the first academic choice for students wanting to become Speech Language Pathologist, by providing the best academic and clinical education sustained by the latest technology, materials and knowledge based on evidence.

MSLP Program Philosophy

Our MSLP Program philosophy is based on Stephen R. Covey’s seven habits of

highly effective people; Fairness, Integrity, Honesty, Human Dignity, Service, Excellence, Potential, Growth, Patience, Nurturance, and Encouragement.

Our Speech-language pathology students are encouraged to be proactive

individuals. They are trained to look at alternatives, choose a different approach when needed, and control their own feelings while providing clinical services.

The Program focuses on creating leaders; clinicians who will be able to begin

with the end in mind, starting with a clear understanding of their destination. The MSLP Program prepares students to deal not only with the client’s needs now, but also working out a preventive intervention plan for their future.

Our MSLP Program students are educated to recognize new opportunities, new

ways of assessing and treating clients. We motivate our students to work within a transdisciplinary approach. Students are prepared to transcend multicultural barriers by designing intervention plans according to client’s culture and language.

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The Profession

The profession of Speech-Language Pathology and Audiology is growing dramatically. The US Bureau of Labor Statistics predicts a 10% increase in the number of available jobs between 2006 and 2016, placing it in the top 30 (out of 700) fastest growing occupations over the next decade. Certified SLPs may choose from a large number of available positions in schools, hospitals, skilled nursing facilities, clinics, rehabilitation centers, home health agencies, and private practice.

As defined in section 14 (20 L.P.R.A. Leyes de Puerto Rico Anotadas - sec. 3114), a Speech-Language Pathologist or Audiologist is:

Any person who aims to practice the Speech-Language Pathology or Audiology

profession, besides complying with the requisites established in [20 LPRA sec. 3112] of this law, should; 1. Holds a bachelor’s degree or its equivalent from an institution accredited by the Council of Higher Education if the Institution is from Puerto Rico, or by a nationally accredited and recognized institution if the Institution is from the United States of America or recognized by the Board if the Institution is from any other country. 2. Holds a master’s degree or doctorate degree in Speech-Language Pathology or Audiology, as applicable, from an institution accredited by the Council of Higher Education if the Institution is from Puerto Rico or an institution recognized by the Board if the Institution is from the United States, the District of Columbia or any other country. Those professionals, who obtained their master’s degree in sciences with a concentration of deaf habilitation on or before 1978-79, will be included in the speech language pathologist definition, as described by [20 LPRA sec. 3102] of this law. They will have the same rights and obligations and the penalties under this law will also apply to them.


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PROGRAM OVERVIEW

Program Faculty

The MSLP Program Faculty is conformed of highly qualified professionals with diverse backgrounds in the Speech-Language Pathology field. In the following pages you will find tables describing the MSLP Program faculty qualifications, academic areas of interest, and research areas of interest among other relevant information.

Name ASHA

Certified Title University Graduation

Year Date Hired

Full Time (FT) Part Time (PT)

Courses MSLP

Research Mentor-

Academic Mentor

Institutional Committees

Student organizations

mentoring

R

Nydia Bou

CCC-SLP

EdD

MS-SLP

Interamerican University

UPR

2001

1996

2000 FT 500 550 559 569 635 669 545

Yes- Yes

Yes No

Gianna Crisson

CCC-SLP

DHEd (c)

MS-SLP

AT Still University

UPR

In-progress

2001

2001 FT 510 570 595 645

No- Yes

No No

Maribel González

CCC-SLP

DHSc

MA-SLP

AT Still University

University of

Colorado

2012

1991

2005 FT 535 530 590 540 620 630 615 650 525 545 600 610 595

Yes- Yes

Yes No


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UT-

Name ASHA Certified

Title University Graduation Year

Date Hired

Full Time (FT) Part Time (PT)

Courses MSLP

Research Mentor-

Academic Mentor

Institutional Committees

Student organizations

mentoring

R

María A. Centeno

CCC-SLP

PhD

MS-SLP

University of Cincinnati

UPR

2013

1995

2010 FT 620 630 535 559 569 540 550 669 590 600 610

Yes- Yes

No No

Luz P. García

CCC-SLP

EdD (c)

MS-SLP

Interamerican University

UPR

In-Progress

1992

2007 FT 600 610 550 555 625 570 559 569 669 510

Yes- Yes

No Yes

Mildred Del Valle

CCC-SLP

MA-SLP

Northwestern University

1996 2007 FT 550 505 595 600 610

No- Yes

No No

Lillian Pintado

CCC-A FAAA

MSc AuD

MS-A

UPR-RCM Salus

University

UPR

2015 2008

2004

2008 FT 520 580 559 569 669 560 517

Yes- Yes

Yes Yes

Maribel Abadía

CCC-SLP

MS-SLP

UPR 1999 2012 PT 595 600 610 550 555 685 515

No- Yes

No No


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Lilliana Rios

CCC-SLP

MS SLP

UT 2013 2015 FT 500 559 569

Yes Yes Yes

Lushana Rosario

CCC-SLP

MS SLP

UPR-RCM 2013 2015 PT 600 610 505

No No No

Awilda Rosa

CCC-SLP

EdD MS-SLP

UT UPR-RCM

2012 2000

2015 FT 559 569 669 600 610

Yes Yes Yes


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Residency

Completion of the program requirements in Speech-Language Pathology takes a considerable dedication of time. Evening program students need to be available for related coursework and practicum experiences that are offered during the day as well as for evening coursework. Day program students are considered full time students during the day and should be available for additional class or practicum related work during the evenings. The program is designed as a full-time course of study and students are discouraged from working full-time.

Students must be available for summer courses. Summer courses are usually scheduled from the last week of May until the last week of July. During summer students are expected to participate in practicum experiences, academic courses, and related academic work. Once assigned to field placements, students will need to be available up to four days per week. In order to accommodate all the practicum requirements, flexibility regarding scheduling is necessary. Students are required to be in residency during the summer as some courses are only offered during that time, and Practicum (MSLP 595) is ongoing during the summer months.

Students are expected to complete all the academic and clinical requirements within the original time-frame planned.

Equipment and Physical Facilities

Universidad del Turabo has demonstrated a serious compromise with the MSLP Program development. Financial support for equipment purchases and maintenance during the past three years has been consistent and increasing. During the last five years, UT has invested over 80,000 dollars in the purchase and maintenance of equipment to enhance and support the MSLP Program student’s academic and clinical learning experience.

AUDIOLOGY

The audiology clinic, at the CSIUT offers services to individuals of all ages from infants to geriatrics. The services include otoscopy, middle ear evaluations (tympanometry, acoustic reflex, reflex decay), hearing evaluation (behavioral air and bone conductions, speech audiometry, pediatric evaluations), and otoacoustic emissions test. We have a sound booth a ERO SCAN Standard Otoacustic Emissions (DPOAE Test System), a Middle Ear Analyzer with Reflexes and Reflex Decay with High Frequency and a PC Based audiometer with Sound Field acquired in 2010.

The aural rehabilitation services offered through our clinic may consist of

auditory training, speech reading, communication strategies, and counseling. There are


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six portables audiometers to perform hearing screening at the clinic and as part of the community services.

MAICO MA 25 screening audiometers designed to meet quality and safety standards within a light weight model (3.6 lb/1.6 kg). The audiometers have the advantage of small dimensions (9”W x 2.5”H x 7.5”D) for easy handling. The frequency range is 125 Hz to 8000 Hz and a hearing level range of -10dB HL to 100dB HL. Among other important features the MA 25 can be operated with both batteries and AC adapter and comfortable headsets comfortable enough for a 3 year old as well as an adult. These screening audiometers are use during hearing screening at the clinic and for activities related to the community services. The audiometers are portable and lightweight, also enables testing in a full range of frequencies (250 Hz to 8 KHz) and intensity levels with steady, frequency-modulated, and pulsed stimulus modes.

VOICE AND SWALLOWING

ATMOS Roadster Portable Stroboscope Set including noiseless stroboscope with flash light and continuous light for larynx diagnosis; 1/3” CCD camera with high light sensitivity for video stroboscopy; ATMOS MedDoc Software; foot switch, and laryngoscope acquired in 2011.

Computerized Speech Lab (CSL) The CSL and Multi – Speech equipment

(Model 4500) are used in the voice and speech lab to record, display and analyze acoustic parameters of speech and voice signals for linguistic and communication sciences application. The equipment is used to diagnose and treat voice disorders, class demonstrations and for research.

AUDIO RECORDING EQUIPMENT Marantz PMD671 Compact Flash Recorder can record audio files to Microdrives

or Compact Flash cards. Designed for compatibility with MP3, MP2, BWF, and WAV formats. Features include: non-stop recording with 6 hours of battery life; menu-driven remote operation; and an EDL marking system for creating new files on-the-fly during recordings for easy file selection during playback.

Marantz PMD-620 Pro Handheld SD MP3/WAV Recorder Handheld portability

with one-touch stereo recording, professional recording features and flexible file formats, digital recording with file size limited only by SD card capacity, on-board editing and playback features, full inputs and outputs, including USB 2.0 connectivity.


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MSLP Program Courses Description This section includes a current description of all the courses offered at the MSLP Program. Revised descriptions as they apply will be available through courses syllabus. MSLP 500 Phonology (3 credits) Study and analysis of phonology. Topics include phonological analysis, distinctive features assessment, and manner, place, and voice analysis among other key elements for speech sample analysis. Linguistic treatment approaches as well as traditional approaches will be discussed. Issues related to students reading and writing performance will be presented and analyzed including phonological awareness theories and principles. Multidimensional analysis and interpretation of speech samples will be stressed as well as therapy stimulus selection. MSLP 510 Language Disorders in Children (3 credits)

This course discusses the nature of language disorders in children from a developmental perspective to achieve a functional definition of what constitutes language disorders. Related conditions such as Autism, mental retardation, attention deficit disorder and sensory impairments are discussed as they relate to language disorders in children. Assessment procedures are studied including formal and norm reference tests. MSLP 520 Audiology for Speech- Language Pathologists (3 credits) Study of the standard and special audiometric procedures including the interpretation of audiograms, use of hearing aids, and diagnostic clinical audiometry. This course is directed toward audiology issues as they relate to the practice of SpeechLanguage Pathology. MSLP 525 Seminar: Multicultural Issues in Speech- Language Pathology (2 credits)

Study of bilingualism, second language acquisition, and its relation to normal language development. Study of minority groups difficulties in the access to appropriate clinical and health services in Puerto Rico and abroad, including the legal aspects involved. MSLP 530 Fluency Disorders (3 credits) This course presents the theory, diagnosis and treatment of fluency disorders in children, adolescents, and adults. We will study the symptomatology of stuttering, survey theories of stuttering, and examine normal versus abnormal fluency development. It will focus on diagnosis of fluency disorders and differential diagnosis of stuttering and related disorders of fluency. A central focus will be placed on the design and application of appropriate treatment programs for young children, school-aged children and adults. MSLP 535 Neuroscience Applied to Speech-Language Pathology (3 credits)

Study of the nervous system across the lifespan in terms of the organization of the brain, descending motor and ascending sensory pathways, cranial nerves, and muscles are


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covered. The neural mechanisms of language, learning and memory are described. Diagnostic techniques in the field of neurology are presented. The effects of specific localized disease processes and brain injury on human speech and communication such as aphasia, alexia, agnosia, apraxia, dysarthria, and dysphonia are discussed. Strategies for patient and family education are presented.

MSLP 540 Voice Disorders (3 credits) Study of the speech mechanism as it relates to voice production. Analysis of voice and voice problems in children and adults, such as phonotrauma, psychogenic voice problems, neurogenic disorders, laryngeal cancer, and problems of professional voice are addressed. Diagnostic procedures and clinical intervention, prevention and remediation of voice disorders are studied. MSLP 545 Seminar: Contemporary Professional Issues in Speech-Language Pathology & Audiology (2 credits) Study of the issues related to the profession of speech-language pathology, service delivery, ethics, and legal considerations, funding issues, program administration, credentialing, and professional issues. Content is in accordance with the American Speech-Language-Hearing Association Scope of Practice, Code of Ethics, Preferred Practice Patterns and guidelines for credentialing. The course also includes topics like certification standards, professional legislation, licensure, and liability. We will present information and resources that can be used for a professional lifetime. Professional activity, including advocacy for the profession and the clients/patients one serves, will be encouraged. MSLP 550 Clinical Assessment Skills (3 credits)

During this course the students will study the aspects related to Speech Language Assessment clinical skills. Principles of observation, interviewing, effective interpersonal communication, self-evaluations, and theories in Language Assessment will be study and analyzed. The students will be able to select and administer Speech and Language Test and criterion tasks in Speech and Language. The students will describe the assessment report format and the writing process. Clinically related academic activities and practical experiences with children and adults will be provided. Assessment principles in each area will be studied according to the guiding principles and the fundamental components of preferred practice patterns of the American Speech- Language and Hearing Association. MSLP 555 Clinical Intervention Skills (3 credits) This course covers the study and analysis of the contemporary issues and techniques of treatment, observation, counseling, team-work in speech-language pathology. Current legal issues and aspects in the practice of intervention in speech-language pathology are discussed.

Introduction to interdisciplinary treatment techniques are studied and exercised. Basic principles of speech language intervention and information reporting systems are


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analyzed and discussed. Therapy strategies are described. Methods for effective parent and family counseling are modeled.

MSLP 559 Research in Speech-Language Pathology I (2 credits) This is the first course offered as part of the research track of the MSLP Program. Students will be introduced to all aspects and steps necessary to conduct responsible research. The course will take students from identifying a research problem and formulating research questions all the way through sampling methods, reviewing literature, and selecting the research design. Students will work with their research mentors in the development of their research proposal chapters I and II. MSLP 569 Research in Speech-Language Pathology II (2 credits)

This is the second course offered as part of the research track of the MSLP Program. In this course students will work with their mentors finishing the literature review and in the development of the methodology of their proposal. Human subjects in research, compliance, and SUAGM Institutional Review Board (IRB) requirements will be discussed. MSLP 570 Augmentative and Alternative Communication (3 credits)

This course aims to develop an understanding of the strategies available to compensate the functional communication needs of children and adults with moderate and severe speech-language impairments. Basic principles of assistive technology (AT) and augmentative alternative communication (AAC) will be introduced, in particular the components of an AAC system and symbolization skills and levels. The principles of evidence-based practice are the focus of both the assessment process as well as the intervention phase. MSLP 580 Aural Rehabilitation (3 credits) Discussion of the effects of a hearing impairment on speech and language development. The theoretical and methodological aspects of remediation are studied. Visual and manual communication, auditory training, and assistive listening devices are discussed and studied. MSLP 590 Neurogenic Speech and Language Disorders (3 credits) Study of neurologically-based disorders of speech and language in children. Differential diagnosis and treatment of speech-language disorders in children with cerebral palsy, dysarthria, apraxia of speech, and all other acquired neurogenic disorders are studied and analyzed. MSLP 595 SLP Clinical Practicum Workshop (3 credits)

An initial graduate clinical practicum experience supervised by Universidad del Turabo in-house supervisors and carefully selected external supervisors. The experience emphasizes planning and conducting an emergent literacy program, preparing and selecting therapy materials, taking case histories, conferring with parents, writing therapy notes and plans, and making recommendations. A weekly one hour staffing will be held


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with students. Intervention management, professional organization, and service delivery issues will be discussed. MSLP 600 Clinical Internship I (3 credits) Hands-on clinical experience including observation, interviewing, basic assessment, clinical diagnosis, and intervention experiences. MSLP 610 Clinical Internship II (3 credits)

This course is the continuation of MSLP 600. Students will complete the required 400 supervised clinical practicum hours during this course. Diagnostic and identification techniques along with intervention strategies, therapy techniques, record keeping, and report writing will be stressed. MSLP 620 Oral Motor and Swallowing Disorders (3 credits) Analysis of the assessment and management of oromotor swallowing disorders in children and adults with an emphasis on a neurodevelopmental approach. Oralmotor development and swallowing physiological anatomy is described. Etiology and classification of dysphagia is studied. Medical and nonmedical management issues in dysphagia are addressed in children and adults. MSLP 630 Language Disorders in Adults (3 credits)

Study of the theoretical bases of acquired language disorders in the adult population. Diagnostic tools and treatment approaches based on theories of the nature of aphasia, apraxia, dysarthria, and other adult language and cognitive disorders. Current trends in language and cognitive treatment in response to changes in the health care environment will be discussed. Areas covered include acquired communication problems, traumatic brain injury, apraxia of speech, dysarthria and Alzheimer’s disease among other language disorders. Adaptation of the environment, particularly the home is studied.

MSLP 669 Research in Speech-Language Pathology III (2 credits) This is the third course offered as part of the research track of the MSLP Program. The course includes the development phase of a research project. Students will conduct their research along with their research mentors. At the end of the course students will prepare a publishable paper about the research and will conduct a research poster presentation. MSLP 680 Knowledge Integration in Speech-Language Pathology (3 credits) Integration, analysis, and application of all Master level Speech-Language Pathology courses (MSLP code courses). The course provides a means to guide students in their preparation for the Speech-Language Pathology local and national board exams.


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ELECTIVE COURSES DESCRIPTION MSLP 505 Early intervention (3 credits)

Assessment and intervention strategies for children birth to three with or at risk for specific language impairment are studied. The family-centered services model is studied and described. The early intervention team roles and responsibilities are discussed as well as current law mandates for early intervention.

MSLP 515 Seminar: Administration of School-Based SLP Programs (3 credits) This course will provide the students with the knowledge and skills necessary to plan, initiate, and maintain a collaborative program that enhances the student's communication skills in all educational related tiers. Legal, ethical and clinical components for functioning successfully in Puerto Rico and United States educational system will be discussed. MSLP 517 Deaf Culture & Sign Language Foundations (3 credits) The course is designed for the health science student who does not have previous Sign Language experience or knowledge of Deaf culture. The purpose of the course is to develop primarily receptive skills as well as expressive skills guided to the development of basic dialogue instructed in a functional scenario. Students will also learn about the Deaf community and their culture. Legal aspects and related services will be discussed.

MSLP 655 Acoustics (3 credits)

The course will contemplate sound as a physical phenomenon and will cover the basic principles of acoustics, especially those related to speech and hearing science. The course will address descriptions of sound, simple harmonic motion, pressure waves, decibels, complex waves, resonance, and sound transmission. Acoustics theories of speech production and perception, the relationship between articulation and acoustics, prosodic, and some speech technology will be discussed as fundament to evidence- based practice. MSLP 565 Language, Reading, and Writing (3credits)

The course focuses on language development and its influence on the acquisition of literacy skills. Examines contextual influences on language and literacy development, reading and writing as integrated processes, and models appropriate practices to foster language and literacy. MSLP 575 Emergent Literacy (3 credits)

This course focuses on the research based principles and practices for early literacy development of children aged birth to eight. Current law mandates related to the services of helping professionals such as Speech Language Pathologists on preventing reading and writing disabilities are described and analyzed. The use of appropriate


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materials and activities to promote early literacy skills on preschool children in collaboration with teachers and family are studied. MSLP 585 Supervisory Process (3 credits)

This course presents conceptual and empirical literature on supervision including models, approaches, techniques, relationship, and process issues as well as ethical and legal considerations. The course provides the student with knowledge and skills for successful supervision. Comprehensive models of clinical supervision, self-assessment and developmental assessment of supervisees are included as well as intervention techniques in the supervisory relationship. Guidelines for developing a supervision contract are also reviewed. MSLP 615 Craniofacial Disorders (3 credits) This course studies the anatomical, physiological and psychosocial aspects of craniofacial disorders. Development, disorders, assessment, and intervention of speech, language, and hearing in patients with craniofacial disorders are analyzed. Basic anatomical information pertinent to craniofacial growth and development is described. Genetic and embryological information is studied. Specific protocol for observing orofacial structures are discussed. MSLP 625 Related Conditions to Speech- Language and Hearing Disorders (3 credits) This course exposes students to the range of genetic, developmental, social and psychological conditions associated with speech, language, hearing and communication impairments and their disabling consequences. Methods of speech and language assessment and interventions including the intervention of a multidisciplinary team will be discussed. Alongside, theoretical background and current research, practical and clinical aspects are considered.

MSLP 635 Qualitative Research in Speech- Language Pathology (3 credits)

Study, analysis and application of the qualitative research paradigm for conducting research in speech-language pathology. Several approaches within the qualitative research paradigm will be discussed. Basic data collection procedures, analysis, and presentation will be studied. MSLP 640 Counseling Strategies for SLP (3 credits)

Psychosocial and humanistic existential adapted theories such as psychoanalytic theories, cognitive-behavior and experiential approaches are studied to facilitate the development of intervention skills for the speech pathology student. Emphasis is placed on the models of Alfred Adler, Albert Ellis and Carl Rogers. Self-evaluation and understanding of the student’s feelings and attitude which develop during the therapeutic process is analyzed. The role of counseling in treating children and adults with communication disorders is discussed and relevant strategies are described. Multicultural considerations in counseling communicative disordered persons and their families are


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also included. This course is a complement to the technical and professional knowledge of the speech pathology student. MSLP 645 Computers in SLP (3 credits)

All aspects of technological advancements have become increasingly present in the clinical applications of Speech-Language Pathologists. At present, computer and digital technology in general are tools that impact patient care in a very direct way both in the assessment and intervention processes; and this is a trend that will only increase in the future. Speech-Language Pathologists need to stay current in the skills needed to incorporate the technology that is increasingly available to improve the service delivery to patients. MSLP 650 Traumatic Brain Injury (3 credits)

Neurophysiological, cognitive, neuropsychological, and social/emotional issues associated with traumatic brain injury are studied. Demographic information describing occurrence patterns and at-risk populations is provided. Primary and secondary mechanisms of injury are described. Stages of recovery are studied and family adjustment issues are discussed. Principles of language and cognitive assessment and intervention are analyzed. MSLP 675 Auditory Disorders for SLP (3 credits)

Auditory disorders through the lifespan will be the focus of this course. The etiology and onset of genetic disorders will be discussed. The development of acquired disorders will also be explained. Audiological results including audiometric configuration and middle ear function test will be presented. The type of hearing loss and the main manifestations of the auditory problem will be described. Clinical intervention strategies as well as the most established methodologies used to treat the conditions in children as well as in adults will be addressed. Implications for the speech-language pathologist and the management of the communication disorders will also be presented.


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Duration and Plan of Study The Master of Science in Speech-Language Pathology (MSLP) Program offers

two academic options; the traditional evening program and a day program. Both consist of a total of 64 credits. The evening program is completed during three academic years and two summer sessions. The day program is completed during two academic years and one summer session. Students without an undergraduate degree in communication sciences and disorders may be required to complete additional coursework even before admission to the MSLP Program or during their enrollment in the Program. MSLP code courses must be approved with A or B grade.

Following the plan of study ensures completion of all requirements for the

Masters of Science degree, as well the requirements for certification and licensing in a timely fashion.

Every student enrolled in the evening program will follow this Plan of Study:

MSLP Program EVENING PLAN OF STUDY

FIRST YEAR

FIRST SEMESTER (12 CREDITS) SECOND SEMESTER (11 CREDITS)

MSLP 500 Phonology (3dts) MSLP 510 Language Disorders in Children (3cdts) MSLP 520 Audiology for Speech-Language Pathologists (3cdts) MSLP 535 Neuroscience Applied to Speech- Language Pathology (3cdts)

MSLP 530 Fluency Disorders (3cdts) MSLP 540 Voice Disorders (3cdts) MSLP 630 Language Disorders in Adults (3cdts) MSLP 559 Research in Speech-Language Pathology l (2cdts)

FIRST SUMMER SESSION (4 CREDITS)

MSLP 525 Seminar: Multicultural Issues in Speech-Language Pathology (2cdts) MSLP 545 Seminar: Contemporary Professional Issues in Speech-Language Pathology & Audiology (2cdts)

MSLP 570 Augmentative and Alternative Communication (3cdts) Req. MSLP 510-520

SECOND YEAR


MSLP 550 Clinical Assessment Skills (3cdts) Req. MSLP 500-510-520-530-540-630 MLSP 569 Research in Speech-Language Pathology II (2cdts) Req. MSLP 559 MSLP 590 Neurogenic Speech and Language Disorders (3cdts) Req. MSLP 500-510-535 MSLP 580 Aural Rehabilitation (3cdts) Req. MSLP 520

MSLP 620 Oral Motor and Swallowing Disorders (3cdts) Req. MSLP 535-590 MSLP 555 Clinical Intervention Skills (3cdts) Req. MSLP 550 MSLP 669 Research in Speech-Language Pathology III (2cdts) Req. MSLP 560 ________ Elective from specialty (3cdts)*

SECOND SUMMER SESSION (6 CREDITS)


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MSLP 595 SLP Clinical Practicum Workshop (3cdts) Req. 25 clinical observation hours and all MSLP courses except MSLP 680

MSLP 680 Knowledge Integration in Speech-Language Pathology (3cdts) Req. All MSLP Courses

THIRD YEAR


MSLP 600 Clinical Internship I (3cdts) Req. MSLP 595

MSLP 610 Clinical Internship II (3cdts) Req. MSLP 600

TOTAL CREDITS 64

Every student enrolled in the day program will follow this plan of study:

MSLP Program DAY PLAN OF STUDY

FIRST YEAR


MSLP 500 Phonology (3dts) MSLP 510 Language Disorders in Children (3cdts) MSLP 520 Audiology for Speech-Language Pathologists

(3cdts) MSLP 535 Neuroscience Applied to Speech- Language Pathology (3cdts) MSLP 530 Fluency Disorders (3cdts) MSLP 540 Voice Disorders (3cdts) MSLP 630 Language Disorders in Adults (3cdts)

MSLP 590 Neurogenic Speech and Language Disorders (3cdts) Req. MSLP 500-510-535 MSLP 580 Aural Rehabilitation (3cdts) Req. MSLP 520 MSLP 550 Clinical Assessment Skills (3cdts)

Req. MSLP 500-510-520-530-540-630 MSLP 620 Oral Motor and Swallowing Disorders (3cdts) Req. MSLP 535 MSLP 555 Clinical Intervention Skills (3cdts) MSLP 570 Augmentative and Alternative Communication

(3cdts) Req. MSLP 510-520 MSLP 559 Research in Speech-Language Pathology I

(2 cdts)

FIRST SUMMER SESSION (6 CREDITS)

MSLP 680 Knowledge Integration in Speech- Language Pathology (3cdts) Req. MSLP 590-580-550-620-555-570

MSLP 595 SLP Clinical Practicum Workshop (3cdts) Req. MSLP 590-580-550-620-555-570 and 25 clinical observation hours

SECOND YEAR



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________ *Elective from specialty (3cdts)

MSLP 600 Clinical Internship I (3cdts) Req. MSLP 595 MLSP 569 Research in Speech-Language Pathology II (2cdts) Req. MSLP 559

MSLP 545 Seminar: Contemporary Professional Issues in

Speech-Language Pathology & Audiology (2cdts)

MSLP 610 Clinical Internship II (3cdts) Req. MSLP 600 MSLP 525 Seminar: Multicultural Issues in Speech- Language Pathology (2cdts) MSLP 669 Research in Speech-Language Pathology III (2cdts) Req. MSLP 569

Academic Program Plans Courses enrollment is conducted at the School of Health Sciences. Each student

will follow the Program’s plan of study described above. Students may not choose to stay out of the plan or enroll in a part-time plan of study.

Courses are offered once a year only. If a student fails a course he or she will need

to wait until the course is offered to re-enroll. Students must not expect to complete the program within the original time frame if a course is failed.

When failing a course the student will meet with the Program’s Academic

Coordinator to develop an individualized plan of study. Once a student fails a course, there is no future guarantee that the courses the student needs to take according to his individualized plan will not have a time meeting conflict. If time conflicts occur, the academic coordinator will advise the student and will re-arrange the plan of study. Most likely Program completion dates will be affected by a revision of the plan of study.

Graduate Profile

MSLP Program graduates are ready to sit for the PR SLP Board Examination and

the PRAXIS examination. Graduates are also candidates to begin the ASHA Clinical Fellowship (CF) experience. They will be able to work with governmental agencies, public and private organizations. Graduates will also be prepared to work with diverse populations like bilingual and rural or disadvantage population.

Expectations from Students

UT-MSLP Program students are expected to:

1. Complete the course’s required prerequisites prior to enrolling in any given course.


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2. Adhere to the standards of SLP practice appropriate to their level. 3. Follow independent learning activities. 4. Be prepared on-time for class’s presentations and clinical activities. 5. Prepare and deliver academic, professional, and clinical presentations in front of

class, parents, or guests. 6. Adhere to ethics principles while engaging in coursework or practicum activities. 7. Care, maintain, and replace, if needed, any materials or equipment used during

clinical practice, research or courses presentation. 8. Complete and hand-in assignments when due or make alternate arrangements with

the instructor PRIOR to the due date. 9. Follow the current edition of the Publication Manual of the American

Psychological Association (APA) in preparing written course work including their thesis.

10. Document proof of immunizations and provide health, good conduct, and CPR certifications as requested.

Student Representation

Students in the MSLP Program are eligible and encouraged to serve as representatives on the UT SLP Student Association, the student chapter of the Puerto Rico Organization of Speech-Language Pathology and Audiology (OPPHLAwww.opphla.org), and the National Student Speech Language Hearing Association (NSSLHA-http://www.nsslha.org/default.htm).

Confidentiality and Policy for the Retention and Disposal of

Student’s Academic Records

In accordance with federal statutes and regulations student records are confidential. Students may have access to their record upon request. Disclosure of any information contained in student records to anyone other than the student will be made only with written permission of the student. A form for release or information is available from the SHS Student Services Director.

The Institutional Policy for the Retention and Disposal of Academic Records

establishes the time for record retention: • Registrar Office - for life • Admission and Financial Assistance Office - 5 years • Treasurer Office - 5 years if the student has no debt, if they have a debt with the

Institution their record is retained for life. • Speech-Language Pathology Program - 5 years (clinical and academic records). A

permanent electronic record of students accrued clinical hours is kept in the


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Program for life. After the five year period is completed each May, Program graduates will be informed through their electronic mail on file that their academic records will be disposed and the date this will be done. Graduates will have the option of picking up their records at the Program. Days and times for records pick up will be included in the electronic communication. If a graduate wants someone else to pick up his record, a written and signed authorization must be received at the Program. After the deadline for records pick up has passed, records will be disposed. Graduates expressively release the Program of the responsibility of any record not claimed and properly disposed after the deadline.


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ACADEMIC POLICIES


34

Admission to the UT MSLP Program

Universidad del Turabo (UT) and the School of Health Sciences (SHS) MSLP Program are committed to the principles of nondiscrimination and equal opportunity for all persons. Students are evaluated for admission to the MSLP Program without regard to race, color, religion, gender, age, or national origin.

Admission to the MSLP Program occurs each year only for the fall semester. The

last day to submit all the required documentation for admission consideration is March 1st. Students must meet all of the following admission requirements:

1. Hold Bachelor’s degree or an equivalent degree from an accredited institution of higher education with a minimum grade point average (GPA) of 3.0 out of a 4.0 scale.

2. Complete a graduate programs application and submit it with the nonrefundable

application fee.

3. Submit official transcripts of credits with the graduate application for admission. This transcript must demonstrate the candidate’s compliance with the following courses:

• Biological Sciences Biology, human anatomy and physiology, neuroanatomy and neurophysiology, human

genetics, veterinary science

Physical Sciences Physics or Chemistry

• Social/Behavioral Sciences Psychology, sociology, anthropology, or public health

• Statistics A stand-alone course in statistics is required. Research methodology courses in

communication sciences and disorders (CSD) may not be used to satisfy the statistics requirement.

Acoustics*

Courses taken only as a pre-requisite requirement do not count toward the students GPA for admission. At the moment of the evaluation for admission a student may have in progress only two (2) of the required courses. Interested candidates are strongly encouraged to submit their transcripts ahead of time to the MSLP Program Academic Coordinator in order to receive an academic requisites evaluation. * The course in acoustics can be taken while enrolled in the graduate program.

4. A minimum of 450 points in the Examen de Admisión a Estudios de Postgrado

(EXADEP) Test. Test results will be valid for five (5) years.


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5. Three (3) letters of recommendation. The format to be used is included in the application for admission form. Letters of recommendation from UT MSLP or BSLT Program part-time or full-time faculty will not be accepted.

6. Candidates who met all the requisites and hand-in their documents on time

according to the established dates, will be cited for a personal interview with the appointed MSLP Program admission committee. As part of the interview a written essay in Spanish, conversational skills in English, and professional presentation skills will be assessed.

Readmission to the UT MSLP Program

A student readmitted to the Program need to complete a minimum of nine (9) credits during the last semester in order for the degree to be awarded. In order to be considered for readmission to the UT MSLP Program students:

1. Must have interrupted his/her studies for a full academic term or more. 2. Must have a cumulative grade point average of 3.0 in the MSLP Program. 3. Must have been in academic good-standing during the last semester of studies. 4. Will be subject to an interview by the MSLP Program Director in addition to the

regular admission committee interview. 5. Must meet the requirements for the admission to the MSLP Program (including

original EXADEP scores) as well as other general readmission requirements.

Transfer Credits into the MSLP Program

Students transferring from other CAA-ASHA accredited institutions or with completed masters or doctoral degrees in other disciplines must meet all the admission requirements established for the MSLP Program (undergraduate GPA, EXADEP, interview, and specific academic requisites).

Candidates must not have been subjected to any academic or disciplinary

sanctions at their previous academic Institution. A student can transfer a maximum of eighteen (18) graduate credits from an SLP-CAA-ASHA accredited program.

Registration

Students will register for courses in person at the School of Health Sciences. Also students can make an electronic authorization for the Program Academic Coordinator to complete their courses registration. Clinical practice courses (MSLP 595; MSLP 600, and


36

MSLP 610) cannot be registered on-line. These courses will be registered by the Program Academic Coordinator with the approval of the Program’s Clinical Coordinator.

Students, who are in a plan of study because of a failed course, will review their

plan with the Academic Coordinator every term before completing the enrolment process. Students must be aware that once they fail a course there is no future guarantee that the courses the student needs to take according to his personalized plan will not have a meeting time conflict. If time conflicts occur, the Academic Coordinator will advise the student on which course to take and will re-arrange the plan of study. Program completion dates will likely be affected by a revision of the plan of study.

Semester Academic Load

The MSLP Program courses are designed to be completed on blocks. Courses are offered once a year only. Students must follow their assigned block each semester. If a student fails one of the block courses, he will need to wait until the failed course if offered again. No further courses requiring the failed requisite can be taken.

Students taking 6 credits are considered full-time students by UT. Students taking

anything less than 6 credits are considered part-time students by UT.

Absences

Students are expected to be diligent in the pursuit of their studies and regular in

their class and clinical attendance. Loss of time in any course (defined by the student missing 4 or more class meetings in any semester or summer sessions) may require that the student repeat the course. This will be evaluated on individual basis through the mechanism of academic mentoring.

Students have the responsibility of making arrangements satisfactory to the

instructor regarding all absences. Such arrangements should be made prior to the absence whenever possible.

Policies for making up work missed as a result of an absence are at the discretion

of the instructor. Students should inform themselves at the beginning of each semester concerning these policies. The MSLP Program in consultation with the faculty member(s) involved reserves the right to withdraw a student from a course because of excessive absences that interfere with the attainment of course objectives and the development of knowledge and skills.

Clinical learning experiences represent a commitment and responsibility to clients as well as essential application of knowledge. Satisfactory demonstration of course


37

requirements and clinical competency is necessary for successful completion of the course.

Grades

All MSLP code courses must be approved with a minimum grade of B. Universidad del Turabo is on a 4.0 grade point system. Graduate courses are graded A, B, C, D, and F. The grading scale for the MSLP Program is:

NUMBER GRADE

90 – 100 A

80 – 89 B

70 – 79 C

60 – 69 D

Bellow 59 F

Academic Withdrawals

Academic withdrawals must be made through the Registrar’s Office or a failing

grade will be recorded. Deadlines for withdrawal are provided by the Institution each semester.

Incomplete (I) Grade

In lecture courses students who fail to take the final examination and have at least one partial grade, will be given an incomplete grade. Students must present official evidence to the professor of a valid reason for their absence to the final test (eg., hospitalization, accident or serious family illness).

It is the student’s responsibility to make the necessary arrangements with the

professor to complete any final class requirements and/or take the final exam in order to remove the incomplete grade. Students need to complete this process thirty (30) days after the next semester begins. If the grade is not made up within the time period required, it will be changed automatically to an F. After this is completed the professor does not have any responsibility of making up course work for the student or to change the final grade.

In clinical practicum courses student will receive an Incomplete (I) grade in any

of the following scenarios:


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1. Student do not complete the minimum required clinical clock hours by the end of MSLP 610 course but is in full compliance with the established clinical practicum norms and procedures.

2. Student completes the clinical practice requirements, is in full compliance with the established clinical practicum norms and procedures, but do not turn-in evaluation forms on time as required.

3. Student completes the clinical practice requirements, is in full compliance with the established clinical practicum norms and procedures, but do not turn-in the required clinical practice documentation (Hepatitis B vaccination evidence, clinical practice contracts, orientation certification or clinical practicum release form).

The procedure required to remove a clinical practicum course incomplete grade is the same required for the removal of incomplete grades from lecture courses.

In Progress (IP) Grade

Only under extraordinary circumstances a student will receive an In-Progress

status on their thesis courses. In that case Institutional Academic Norms establishes that the grade will automatically be converted to an NP (Non-Passing grade) after three academic terms. This means that the student needs to complete all of the research courses requisites within that time. If this is not achieved the student automatically will receive an NP grade and will need to re-enroll in the course the next semester it is offered.

MSLP Program Graduation Requirements

In order to be awarded with the Master of Science in Speech-Language Pathology the student must:

1. Complete all the required MSLP code courses (64 credits) with a minimum grade of B.

2. Complete, if not taken during their bachelors, 3 credits in acoustics.

3. Complete a minimum of 400 clinical practicum hours. A minimum of 375 hours must be accrued while the student is engaging in direct client-patient contact. Up to a maximum of 25 clinical observation hours will be counted toward the grand total.

4. Take and pass the PRAXIS examination in Speech-Language Pathology or the

Program’s comprehensive examination.


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5. Complete a thesis under the guidance of a UT faculty mentor. The project

requirements include the oral defense of the research proposal, all written chapters electronically submitted (PDF format), a poster presentation, a publishable article, and a CD with all the documents recorded.

6. Complete the UT Knowledge and Skills Acquisition (KASA) Summary Form for

Certification in Speech-Language Pathology. Students must complete the Form and obtain the Clinical Coordinator, Academic Mentor, and Program Director’s signatures as instructed (see KASA section of this Manual).

PRAXIS Examination

The PRAXIS exam in Speech-Language Pathology assesses beginning practitioners' understanding of the essential content and current practices in speech language pathology. The PRAXIS Examination in Speech-Language Pathology is an integral component of the ASHA certification standards. The development of the PRAXIS exam is commissioned by ASHA and facilitated by the Educational Testing Service (ETS) to provide a system of thorough, fair, and carefully validated assessment.

The PRAXIS exam is used as a requirement for the ASHA Certificate of Clinical

Competence (CCC) in Speech-Language Pathology or Audiology. The PRAXIS exam in Speech-Language Pathology has 132 questions. Test-takers have two hours to complete the exam. Accommodations for test takers whose primary language is not English are offered on specific dates. Candidates need to check the ETS web site periodically for this and other options related like dates and test centers (http://www.ets.org/praxis/register/centers_dates/paper/).

The exam consists of multiple-choice questions with varying degrees of

complexity, including case study questions. The exam is comprehensive, covering material learned throughout both undergraduate and graduate courses. As a result, test-takers will need to synthesize information they have learned from many sources and understand the subject as a whole. Content is distributed as follows (https://www.ets.org/s/praxis/pdf/5331.pdf ):

Content Categories Approximate Number of Questions

Approximate Percentage of Questions

I. Foundations and Professional Practice 44 33 1/3 %

II. Screening, Assessment, Evaluation and Diagnosis

44 33 1/3 %


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III. Planning, Implementation and Evaluation of Treatment

44 33 1/3 %

Reference: https://www.ets.org/s/praxis/pdf/5331.pdf For ASHA Certification students need to approve the PRAXIS examination in

Speech-Language Pathology with 162 points. For purposes of the MSLP Program graduation requisites students need to take the PRAXIS before the announced date of the Program’s comprehensive examination. Students are responsible for the PRAXIS dues and the compliance with the registration and examination dates. If a passing score of 162 (for ASHA certification) is achieved, the student will be excused from the Program’s comprehensive examination. If the 162 points are not achieved the student must take and approve the MSLP Program Comprehensive Examination. The passing score of the MSLP Program Comprehensive Examination is 70 points. The Program’s comprehensive examination is administered every September.

MSLP Program Comprehensive Examination

MSLP Program Comprehensive Examination is a departmental test developed by faculty members according to their area of expertise. The examination consists of 100 multiple choice questions distributed in the areas of Basic Human Communication Processes; Phonological and Language Disorders; Speech Disorders; Neurogenic Disorders; Audiology/Hearing; Clinical Management; and Professional Issues/ Psychometrics/Research. The passing score of the MSLP Program Comprehensive Examination is 70 points.

The test is given every September. The MSLP Program Comprehensive Exam can

be taken two (2) times only. If a student fails the exam after the second and final intent, the student will be referred to Universidad del Turabo Quality of Life and Retention Office for the corresponding vocational orientation and guidance.

CHALLENGING THE TEST: WRITTEN CHALLENGE

Students who do not obtain 70 points in the comprehensive examination but whose scores fall between 65 and 69 points will have the opportunity to challenge in written the test areas that failed. The written challenge is a chance for the student to demonstrate the mastery of his knowledge and skills in the test areas failed. The written challenge will consist of clinical case studies. Student answers will be evaluated using a rubric designed by MSLP faculty. The procedure is: 1. Students will receive their comprehensive examination grades within five labor days

after taking the test.


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2. If a student grade falls within 65 y 69 points he will notify the MSLP Program Director in writing within two days of receiving the test results, his interest in challenging the test in the areas failed.

3. The student will meet with the MSLP Program Director and at least one (1) additional

faculty member to discuss his performance in the test. This meeting will occur the first Friday after the student notifies his interest in challenging the test. During the meeting academic counseling will be offered and the date to challenge the test will be established. This date will be on or before the next Friday after this meeting.

4. The student will challenge in writing the test in the presence of a proctor designated by

the MSLP Program Director.

5. Student must strictly comply with the test challenge date and time. No absences or excuses will be allowed. If a student does not show up for the challenge he will receive the grade obtained the first time as the final grade. The student will need to retake the complete test the next time is offered during the next academic year.

6. To complete the written test challenge the student will have two (2) hours.

7. Students will be notified the written challenge results within five labor days.

PROCEDURE FOR STUDENTS WHO FAIL THE PROGRAM COMPREHENSIVE EXAMINATION AND THE WRITTEN CHALLENGE

Students who fail the comprehensive examination are those whose test scores are

64 points or bellow. If the student fails the comprehensive examination or the written challenge (if qualified for it), he will need to take the test a second and last time the next September as scheduled. A remediation and study plan will be developed for the student by his academic mentor in coordination with the Program Director and Program Clinical Coordinator.


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ASHA STANDARDS AND

KNOWLEDGE AND SKILLS


43

ASHA Standards

ASHA has Accreditation Standards and Certification Standards. Accreditation

Standards are developed to guide academic programs in the process of accreditation. Certification Standards are developed for professionals who will seek ASHA Accreditation (Certificate of Clinical Competence-CCC). ACCREDITATION STANDARDS - COUNCIL ON ACADEMIC ACCREDITATION (CAA) http://www.asha.org/academic/accreditation/standards_forms.htm#standards

American Speech-Language-Hearing Association (ASHA) accredits graduate programs that prepare individuals to enter professional practice in audiology and/or speech-language pathology. The CAA was established by ASHA and is authorized to function autonomously in setting and implementing standards and awarding accreditation. The CAA is recognized by the Council for Higher Education Accreditation and by the U.S. Secretary of Education as the accrediting agency for the accreditation and pre-accreditation (accreditation candidate) of education programs leading to the first professional or clinical degree at the master's or doctoral level and for the accreditation of these programs offered via distance education, throughout the United States.

The intention of accreditation is to promote excellence in educational preparation

while assuring the public that graduates of accredited programs are educated in a core set of knowledge and skills required to qualify for state and national credentials for independent professional practice. Quality education can be achieved in a variety of ways, and the CAA wishes to support programs in the achievement of the highest quality possible. These standards identify basic elements that must exist in all accredited graduate education programs while allowing flexibility in the ways in which programs pursue excellence.

The CAA has identified the following six components as essential to quality

education in the professions and has established its accreditation standards accordingly:

1. Administrative structure and governance 2. Faculty 3. Curriculum (academic and clinical education) 4. Students 5. Assessment 6. Program resources

The CAA has adopted standards as necessary conditions for accreditation of

eligible graduate education programs. The CAA is responsible for evaluating the adequacy of an applicant program’s efforts to satisfy each standard. Compliance with all standards represents the minimum requirement for accreditation, regardless of mode of delivery, including distance education.


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Following careful review and consideration of all of the comments received in the

peer review process related to the proposed changes to the Standards, the CAA approved at its February 2012 meeting the final version of the Standards for Accreditation of Graduate Education Programs in Audiology and Speech-Language Pathology effective January 1, 2013. At its February 2013 meeting, CAA approved changes to implementation language for three standards that will go into effect January 1, 2014. The accreditation period of the UT MSLP Program is from April 1, 2011 to March 31, 2016. We expect a site visit for re-accreditation to be scheduled during 2015. CERTIFICATION STANDARDS http://www.asha.org/Certification/2014-Speech-Language-Pathology-Certification-Standards/

The Council for Clinical Certification in Audiology and Speech-Language

Pathology (CFCC) is a semi-autonomous credentialing body of the American Speech Language-Hearing Association. The charges to the CFCC are: to define the standards for clinical certification; to apply those standards in granting certification to individuals; to have final authority to withdraw certification in cases where certification has been granted on the basis of inaccurate information; and to administer the certification maintenance program.

The 2014 standards and implementation procedures for the Certificate of Clinical

Competence in Speech-Language Pathology will go into effect for all applications for certification received on or after September 1, 2014. The Standards for the Certificate of Clinical Competence in Speech-Language Pathology are in the following areas:

• Standard I-Degree • Standard II-Education Program • Standard III-Program of Study • Standard IV-Knowledge Outcomes • Standard V-Skills Outcomes • Standard VI-Assessment • Standard VII-Speech-Language Pathology Clinical Fellowship • Standard VIII-Maintenance of Certification

ASHA Knowledge and Skills

The 2014 standards and implementation procedures for the Certificate of Clinical Competence in Speech-Language Pathology will go into effect for all applications for certification received on or after September 1, 2014. Across the program it will be important for each student to track their progress towards meeting the standards. Students are encouraged to organize a set of materials each term from their courses experiences to


45

document their acquisition of knowledge and skills. Students will need to work closely with their academic mentor in order to monitor their achievement of all the standards.

It is each student’s responsibility to monitor their progress and initiate communication with UT’s MSLP Program faculty to facilitate their progress and achievement of ASHA requirements. UT’s MSLP Program students must demonstrate knowledge of communication and swallowing disorders and differences, including the appropriate etiologies, characteristics, anatomical/physiological, acoustic, psychological, developmental, and linguistic and cultural correlates in the following areas:

1. articulation 2. fluency 3. voice and resonance, including respiration and phonation 4. receptive and expressive language (phonology, morphology, syntax, semantics,

pragmatics, prelinguistic communication and paralinguistic communication) in speaking, listening, reading, and writing

5. hearing, including the impact on speech and language 6. swallowing (oral, pharyngeal, esophageal, and related functions, including oral

function for feeding, orofacial myology) 7. cognitive aspects of communication (attention, memory, sequencing, problem solving,

executive functioning) 8. social aspects of communication (including challenging behavior, ineffective social

skills, and lack of communication opportunities) 9. augmentative and alternative communication modalities

For each of the areas specified in the student must demonstrate current knowledge of the principles and methods of prevention, assessment, and intervention for people with communication and swallowing disorders, including consideration of anatomical/physiological, psychological, developmental, and linguistic and cultural correlates.

Council for Clinical Certification in Audiology and Speech-Language Pathology of the American Speech-LanguageHearing Association. (2012). 2014 Standards for the Certificate of Clinical Competence in Speech-Language Pathology. Retrieved [date] from http://www.asha.org/Certification/2014-Speech-Language-Pathology-Certification-Standards/.

UT Knowledge and Skills Acquisition (KASA) Form The UT Knowledge and Skills Acquisition (UT-KASA) Form is the instrument

chosen by the UT MSLP Program for the tracking of student’s knowledge and skills acquisition process. The KASA Form was previously used by the Council for Clinical Certification in Audiology and Speech-Language Pathology (CFCC) for applicants for clinical certification. This form is no longer used or required by the CFCC for certification (http://www.asha.org/certification/kasa-tips.htm).


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Each UT-MSLP Program student is responsible for preparing, maintaining, and

updating the UT KASA Form with the purpose of tracking the acquisition of the knowledge and clinical skills required by ASHA standards. UT KASA Form will be completed by the student in English using Calibri 10 point font.

As instructed, students periodically will send their Forms to their academic

mentors for verification and feedback. After feedback is received students will send the KASA Form to the Program Director at least once per semester.

When completed at their third year of studies for evening program and second

year of studies for day program, students will send the Form to their academic mentors. After approval, the academic mentor will send the complete Form electronically to the Program’s Clinical Coordinator. After approval, the Clinical Coordinator will send the Form to the Program Director for signature. A scanned copy of the signature page of the Form and the complete UT KASA Form of each student will be permanently kept electronically in the MSLP Program. Following is the Program’s required time frame for the completion of the UT KASA Form.

KASA FORM

STANDARD

TO BE COMPLETED

PROCESS TO BE FOLLOWED

IV-A One month after the student starts the program

Complete the form using undergraduate transcripts, evaluation for admission to the MSLP Program or grades.

IV-B IV-C IV-D IV-E IV-F IV-G IV-H

Ongoing Complete the form as instructed. Submit the form periodically to your academic mentor for verification.

V-A V-B

Ongoing during the last year of studies

Complete the form as instructed. Submit the form periodically to your academic mentor for verification.

V-C At the end of clinical practicum

Submit the form to the Program’s Clinical Coordinator for completion.

VI After the receipt of the results of the PRAXIS examination

Submit the form to the Program’s Director for completion and verification.

Verification by the Program Director

By May 20 of the semester the student completes the Program

Submit the completed KASA Form to the academic mentor for final verification. The academic mentor will send the Form to the Program Director for appropriate signatures. The student must sign the original Form when advised to do so by the Program Director.


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Non-Compliance with ASHA Knowledge and Skills

At the end of any course students will be assessed for course competencies. Professors will use the Knowledge and Skills Acquisition – KASA Course Competencies Form. Professors will discuss the completed form with each student and submit an electronic copy to the MSLP Program Academic Coordinator. A signed hard copy will be kept in the student file.

A student identified as not meeting the course competences even though grades

are satisfactory for course approval, will be referred to his academic mentor. Referral will be made electronically using the MSLP Program Academic Referral Form. A copy of the referral will be made to the student so communication between the student and the mentor can be established.

The student and mentor will confer to identify the areas in need as referred by the

course professor. If the identified need is not in the area of the mentor’s expertise, the mentor will refer in writing (electronically) to the appropriate faculty member. An Academic Services Mentoring Act will be documented electronically in each step of the process. All forms documented need to be sent to the MSLP Program director and will be kept in the Program’s electronic file.

Either the student academic mentor or the specialist to whom the student was

referred to, will establish along with the student and in consultation with the course professor if needed, a plan to provide the student with academic mentoring. An Academic Services Mentoring Act will be documented at the end of each academic mentoring session. A hard-copy of the Act will become part of the student academic record. An electronic copy of the Act certifying the student’s compliance with the service and the academic mentor assessment of the student’s knowledge and skills will be sent to the course professor who initially referred the student.


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AMERICAN SPEECH- LANGUAGE AND

HEARING ASSOCIATION


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ASHA Certification

The Council for Clinical Certification in Audiology and Speech-Language Pathology (CFCC) is a semi-autonomous credentialing body of the American Speech Language-Hearing Association. The charges to the CFCC are: to define the standards for clinical certification; to apply those standards in granting certification to individuals; to have final authority to withdraw certification in cases where certification has been granted on the basis of inaccurate information; and to administer the certification maintenance program.

Being "certified" means holding the Certificate of Clinical Competence (CCC), a

nationally recognized professional credential that represents a level of excellence in the field of Audiology (CCC-A) or Speech-Language Pathology (CCC-SLP).

Those who have achieved the CCC—ASHA certification—have voluntarily met

rigorous academic and professional standards, typically going beyond the minimum requirements for state licensure. They have the knowledge, skills, and expertise to provide high quality clinical services, and they actively engage in ongoing professional development to keep their certification current.

Audiologists and speech-language pathologists establish the standards for

certification for audiology and speech-language pathology, respectively, who are members of ASHA's Council for Clinical Certification in Audiology and Speech-Language Pathology (CFCC). Certificate holders are expected to uphold these standards and abide by ASHA's Code of Ethics. More than 166,000 professionals currently hold ASHA certification.

HOW TO APPLY FOR CERTIFICATION IN SPEECH-LANGUAGE PATHOLOGY (http://www.asha.org/certification/SLPCertification.htm)

The 2005 Standards and Implementation Procedures for the Certificate of Clinical

Competence in Speech-Language Pathology went into effect for all speech language pathology applicants whose applications for certification were received beginning January 1, 2006 (http://www.asha.org/certification/slp_standards/). The 2014 standards and implementation procedures for the Certificate of Clinical Competence in Speech-Language Pathology are in effect for all applications for certification received on or after September 1, 2014 (http://www.asha.org/Certification/2014Speech-Language-Pathology-Certification-Standards/). The policies and procedures including the UT KASA Form contained in this Manual are based on the new 2014 Standards. The current (as of April 2013) procedure to apply for clinical certification is described in the following section.

Applicants for the Certificate of Clinical Competence in Speech-language

Pathology (CCC-SLP) are evaluated against the 2005 Standards for Certification in Speech-Language Pathology. Effective January 1, 2005, the applicant for ASHA


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certification must have a master's or doctoral or other recognized post-baccalaureate degree. All graduate course work and graduate clinical practicum required in the professional area for which the Certificate is sought must have been initiated and completed at an institution whose program was accredited by the CAA in the area for which the Certificate is sought.

For the purposes of certification automatic approval* is granted if the student

initiated and completed a graduate program of study in a CAA-accredited program. Automatic approval is provided given that the application for the Certificate of Clinical Competence is received in the National Office no more than three years after the degree is awarded. Applicants eligible for automatic approval must submit an official graduate transcript that verifies the date the graduate degree was awarded.

Evaluation* is required for the following categories of applicants. These must

submit a completed application for certification accompanied by undergraduate and graduate transcripts:

(a) those who apply more than three years after the completion of the graduate degree from a CAA-accredited program; (b) those who were graduate students and were continuously enrolled in a CAA program that had its accreditation withdrawn during the applicant's enrollment; (c) those who satisfactorily completed graduate course work, clinical practicum, and knowledge and skills requirements in the area for which certification is sought in a program that held candidacy status for accreditation; (d) those who satisfactorily completed graduate course work, clinical practicum, and knowledge and skills requirements in the area for which certification is sought in a program that was not accredited at the time the individual was enrolled, but which became accredited at a later date; (e) those who satisfactorily completed graduate course work, clinical practicum, and knowledge and skills requirements in speech-language pathology in a CAA program, but: 1) received a graduate degree from a program not accredited by CAA, 2) received a graduate degree in a related area, or 3) received a graduate degree from a non-U.S. institution of higher education.

To begin the application process for your certification, you must first submit these

items together:

• Application for Speech-Language Pathology Certification • Dues/Fees Payment using the Dues and Fees Schedule


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Before completing the certification process, you must also submit the following:

• Passing PRAXIS exam scores (sent directly to ASHA from ETS - SLP Test code: 5331, UT Institutional code: 0961).

• Official graduate transcript (sent directly from the Institution). • Speech-Language Pathology Clinical Fellowship (SLPCF) Report and

Rating Form to report Clinical Fellowship experience. Reviewing a completed application and supplemental documentation will usually

take about 4 weeks. You may submit an application any time after you have completed the necessary coursework, practicum, and received the required graduate degree.

*Important note: The implementation language of the 2014 Standards for Certification in SLP

STD. II EDUCATION PROGRAM clearly states the following change regarding automatic approval of the application: If the program of graduate study is initiated and completed in a CAA-accredited program and if the program director or official designee verifies that all knowledge and skills required at that time for application have been met, approval of the application is automatic. Individuals educated outside the United States or its territories must submit documentation that course work was completed in an institution of higher education that is regionally accredited or recognized by the appropriate regulatory authority for that country. In addition, applicants outside the United States or its territories must meet each of the standards that follow.

ASHA Clinical Fellowship http://www.asha.org/certification/Clinical-Fellowship.htm

The Clinical Fellowship (CF) is a transition between being a student and being an

independent provider of clinical services that involves a mentored professional experience after the completion of academic course work and clinical practicum. The purpose of the Clinical Fellowship is:

1. Integration and application of the theoretical knowledge from academic training 2. Evaluation of strengths and identification of limitations 3. Development and refinement of clinical skills consistent with the Scope of Practice 4. Advancement from constant supervision to independent practitioner

Only individuals who hold a current CCC-SLP and whose certification is maintained throughout the entire CF experience can be a CF mentor. Individuals not holding valid ASHA certification and individuals related in any manner to the Clinical Fellow cannot serve as mentors. The roles of CF Mentors are to:

• Provide meaningful mentoring and feedback to the Clinical Fellow. • Assist the Clinical Fellow in developing independent clinical skills. • Perform ongoing formal evaluations, using the Clinical Fellowship Skills Inventory. • Conduct the required minimum mentoring obligations.


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• Maintain current certification with ASHA during the entire CF period through timely payment of annual dues as well as completing required professional development hours.

• Complete and submit the Clinical Fellowship Report and Rating Form to the ASHA National Office no later than 4 weeks after the CF is completed.

The Clinical Fellowship requirements are:

36 weeks of full-time (35 hours per week) experience (or the equivalent part-time experience), totaling a minimum of 1260 hours. Part-time work can be completed, as long as the CF works more than 5 hours per week. Working more than 35 hours per week will not shorten the minimum requirement of 36 hours per week.

Mentoring by an individual holding ASHA certification in speech-language pathology. It is the responsibility of the Clinical Fellow to verify certification of the mentoring SLP.

A score of "3" or better on the core skills in the final segment of the experience, as rated by SLPCF Mentor using the SLP Clinical Fellowship Skills Inventory form.

80% of time must be spent in direct clinical contact (assessment/diagnosis/evaluation, screening, treatment, report writing, family/client consultation, and/or counseling) related to the management of disordered that fit within the ASHA Speech and Language Pathology Scope of Practice.

Submission of an approvable CF Report and Rating Form.


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ASHA Action Center

http://www.asha.org/about/contacts/ The ASHA Action Center welcomes questions and requests for information from

members and non-members.

Available 8:30 a.m.-5:00 p.m. EST Monday-Friday

Members 1-800-498-2071 1-301-296-5700

Non-Members 1-800-638-8255

Fax 1-301-296-8580

TTY 1-301-296-5650

E-Mail [email protected]

Address 2200 Research Boulevard Rockville, MD 20850-3289

CAA Complaint Procedure

Any student may submit a complaint about an accredited program. All complaints

must be signed and submitted in writing to the Chair, Council on Academic Accreditation (CAA), American Speech-Language-Hearing Association, 2200 Research Boulevard, #310, Rockville, MD 20850.

The written correspondence must clearly describe the specific nature of the

complaint, the relationship of the complaint to the accreditation standards, and must provide supporting data for the charge.


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ORGANIZACION PUERTORRIQUEÑA DE

PATOLOGIA DEL HABLA-LENGUAJE & AUDIOLOGIA


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History

By the 1950’s there were some Speech-Language Pathologists who received their education in the United States, practicing the profession in Puerto Rico. By the 60’s there were around a dozen SLP’s practicing in the Island. At that time a group called Asociación Puertorriqueña de Patología del Habla, Lenguaje y Audiología (APPHLA) was conformed. Some of these group members were Gloria Bueno, Anina Vivaldi, Iris Piñeiro, and Edna González.

In 1967 the Speech Language Pathology and Audiology School was founded in the Medical Sciences Campus of the University of Puerto Rico. Dr. Cruz Cancel was the Program’s first director. By 1971 the first class composed of 23 students completed their graduation requisites. At the time students graduated with different specialties like Audiology, Speech Pathology, Language Pathology, Speech-Language Pathology, and Deaf Rehabilitation.

Between 1972 and 1973 students from the UPR organized and formed what was called at that time Organización de Habla, Lenguaje y Audiología (OHLA). Having two organizations was not good for the profession. So a group of professionals under Flor Osorio presidency achieved the union of the two organizations. By 1976 the new name Organización Puertorriqueña de Patología del Habla-Lenguaje y Audiología (OPPHLA) was adopted.

The American Speech and Hearing Association (ASHA) recognized the organization under Kenneth Johnson presidency. Dr. Patsy Martínez was the first OPPHLA president. OPPHLA embarked in two major tasks, incorporating the organization under the Commonwealth of Puerto Rico bylaws and working to develop a law for the professions. By 1977 OPPHLA was incorporated. After 6 years of hard work on June 3rd 1983 the Law was signed. The new project in the agenda was the constitution of the board, the development of the board tests, and the process of continued education for the professionals in the field.

Excellent professionals with purpose, dedication, and compromise established the

grounds for our today’s organization: Daisy Tomassini (78-80), Nydia Santiago (8082), Sandra Mattos (82-84), Lucy Figueroa (84-85), Nelly Torres (85-86), Ada Zoraida López (86-87), María Bustillo (87-90), Annie Ramos (90-91), Mayra Cabrera (91-93), Soraya Chelleuite (93-94), Suzzette Ruitort (94-96), Alvin Millán (96-98), Maria Socorro Marin (98-2000) Lourdes Serrano (2000-2002) Sara Gonzalez (2002- 2003) Iris Mañosa (2003-2004), Calimar Morales (2004-2005), Carmen Hernández (2005-2007) Hilda Malave (2008 2009), Evelyn E. Rivera (2010), Jacquelinne Giannonni (2011-2012), Gildemar de las Angeles Pares (2012-2013), Elba Gándara (2013-2014) and Evelyn E. Rivera Rodríguez (2014-2015).


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Today OPPHLA has an enrollment of over 400 professionals who can access all of the Organization information through their electronic site at www.opphla.org. For information regarding student participation and enrollment contact OPPHLA at www.opphla.org or OPPHLA Facebook page.


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NATIONAL STUDENT SPEECH-LANGUAGE HEARING ASSOCIATION (NSSLHA)


58

The National Student Speech Language Hearing Association (NSSLHA) is a pre-

professional membership association for students interested in the study of communication sciences and disorders. National membership is available to undergraduate, graduate, or doctoral students enrolled full- or part-time in a communication sciences program or related major. Students pursuing academic study as speech-language pathology assistants, students pursuing a doctorate of philosophy or doctorate of audiology, as well as students enrolled in a CSD program outside of the United States can be members of national NSSLHA. (http://www.nsslha.org/default.htm).

NSSLHA membership provides benefits that help students stay current on

advancements in the field, enhance their academic knowledge, find internships and employment, network with other students with similar interests, and save money on products and services. Founded in 1972, NSSLHA is the only official national student association recognized by the American Speech Language Hearing Association (ASHA).

NSSLHA has approximately 13,000 members at 319 independently operated chapters located on college campuses and universities in the United States, Canada, Mexico, Greece, Israel, and Saudi Arabia.

NSSLHA Contact Information

Mail 2200 Research Boulevard #322 Rockville, MD 20850-3289

E-Mail [email protected]

BECOMING A NSSLHA MEMBER UT MSLP Program students are strongly encouraged to become NSSLHA

members. Main benefits of membership are: online access to ALL ASHA journals; access to NSSLHA/ASHA members only content; discounted pricing to attend the ASHA Convention; eligibility for the ASHA Conversion Discount; and eligibility for professional liability insurance. To join:

1. Use the on-line application (UT Institutional code is 0961). You may call the Action Center to pay over the phone at 800-638-8255 using a Visa, Discover, or MasterCard.


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2. If you wish to pay by check, please go through the online application and choose that option. Once the check option has been selected, instructions will be provided on where to send the check after the application has been received. Please ensure that you print your confirmation and send a copy with your check.

The 2014 Membership Dues are $60.00. Membership applications received

between August 1, 2015 – July 31, 2016, will receive national membership for the 2016 membership year; benefits will expire December 31, 2016. NSSLHA will accept applications for the 2016 membership year beginning August 1, 2015. NSSLHA membership benefits for 2015 will expire December 31, 2016.

NSSLHA national membership dues are not prorated the cost of membership dues

is not adjusted for, or dependent on, the date you've submitted your application. Dues apply to January 1 through December 31 of that membership year.

NSSLHA members can take advantage of the NSSLHA to ASHA membership

conversion. The Conversion Discount is a discount of $225 off the initial dues and fees of $511 for ASHA membership and certification. The Conversion Discount is a benefit from ASHA exclusively for national members of NSSLHA. To qualify for the Conversion Discount a student must be a national member in NSSLHA the year before and the year of the master's or doctoral graduation. The Conversion Discount is applied when a student submits an application for ASHA membership and certification. The application for ASHA membership and certification must arrive in the national office before August 31 (up to the year after graduation) to receive the Conversion Discount.

Gift to the Graduate is another incentive. This incentive is available to national members of NSSLHA as well as to non-members. The Gift to the Graduate extends ASHA membership for up to 18 months in the first year of ASHA membership and certification. The application for ASHA membership and certification must be received in the national office between May 1 and August 31 annually to receive this incentive.

NSSLHA CHAPTER

UT has been promoting among its MSLP students the development of a NSSLHA local chapter. Having a NSSLHA chapter ensures that a student will have access to resources and information to succeed in the field of audiology, speech-pathology, and speech-hearing research. To start a NSSLHA Chapter students need to: Download a copy of the Chapter Application.

http://www.asha.org/NSSLHA/chapters/Start-a-NSSLHA-Chapter/ Identify an ASHA member to serve as your NSSLHA Chapter Advisor.


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Identify at least four students with membership in the national association to serve as chapter officers.

Draft Chapter Bylaws. Submit the NSSLHA Chapter Application and chapter bylaws to the national

office by e-mailing [email protected]. NSSLHA Chapters offer many advantages: Resources and technical assistance from the national office to recruit members. Complimentary copies of all NSSLHA publications, as well as The ASHA

Leader. Complimentary mailing lists of other chapters in the region. Complimentary advertising through NSSLHA's Newsletter, NSSLHA Now!, and

through NSSLHA's monthly email blasts to chapters and students. Access to Regional Project Grant funds to facilitate educational and professional

development projects at your university. Access to Community Service Grant funds to facilitate equipment purchases for

individuals living with communication disorders. Recognition of the chapter, chapter advisor, and/or individual members through

the NSSLHA Honors program. Eligibility for students from this chapter to apply for open regional councilor

positions. Recognition of fundraising efforts in support of the "NSSLHA Loves" campaign. Permission to use the national logo on advertising and promotional materials.


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PUERTO RICO BOARD AND LICENSURE PROCEDURES


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The Puerto Rico Board of Speech-Language Pathology, Speech-Language Therapy and Audiology is a division of the Puerto Rico Department of Health. Graduates from the MSLP Program need to complete an application for the board test and the provisional license as soon as they receive their degree. As of April 2013 the fee for application is $50.00 and the registry fee is $75.00.

Speech-Language Pathologists are required to renew their SLP license on time

every three years. A $500.00 penalty is applied to those professionals not renewing their licenses on time.

Besides paying the corresponding fees for renovation, they also need to evidence

30 credits of continued education taken within the three year period. Candidates should contact the board for specific course requirements since those had changed from time to time. The following is the Puerto Rico Board mail address: Junta Examinadora Profesionales de la Salud Oficina de Reglamentación y Certificación PO Box 10200 San Juan PR 00908


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CLINICAL COMPONENT OF THE PROGRAM


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Clinical Observations Requirement

The MSLP Program component requires students to complete 25 clinical observations hours. A maximum of 25 observation hours will be counted toward the 400 clinical hour’s requirement. Students will complete the clinical observation hours in a variety of clinical settings. Hours are usually assigned as class work and they should be completed as instructed by the course professor. Students will not use clinical hours completed as a requirement of one course, to fulfill the requirements of another course. Clinical observation hours as well as practicum hours can be signed and supervised only by professionals who hold the ASHA Certificate of Clinical Competence (CCC). Students can not engage in clinical practicum before completing the required clinical observation hours.

During clinical observations students will complete the corresponding form (assessment or intervention). Students will hand the form to the service provider for the corresponding signature. Students are encouraged to clarify doubts with the service provider. They should not be judgmental for what they are observing. Professional conduct is expected from the student at all times.

Students will keep the original Clinical Observation Form. The Forms will become part of the student’s clinical record when applying for clinical practicum. Only original forms with legible original signatures and time recorded will be accepted for the clinical practicum application. Students must not use any type of corrector (liquid or tape) in clinical forms including the clinical observation forms. They must strikethrough any mistake and write down the corresponding initials.

Students can coordinate observations in external settings. They will need to use a presentation letter available in this Manual. Students will be responsible for obtaining the Clinical Coordinator’s signature in this letter. Students must adhere to the School of Health Sciences dress code when doing clinical observations. Any violation to the established rules in a clinical setting will be reported to the Clinical Coordinator for proper action.

Clinical Practicum Requirement

MSLP Program clinical experience consists of 400 clock hours. Students must complete 25 clinical observation hours before engaging in direct client/patient contact. The Clinical Practice Manual contains all the norms, procedures, and regulations regarding the clinical practicum of students. This Manual is distributed to students as part of the clinical practicum orientation.

Only after completing the 25 clinical observation hours and all of the required academic requisites students can apply for clinical practicum. To apply for clinical


65

practicum they must complete the Clinical Practicum Application Form. If approved for clinical practicum, students will enroll in the MSLP 595 course.

Although this is the standard procedure for clinical practicum application, students will sometimes complete clinical practicum hours as part of a class requirement. It is important to remember that students can not engage in clinical practicum before completing the required clinical observation hours.

When completing clinical practicum hours the student must complete the Clinical Hours Daily Log Form. The Form needs to be completed in all of its parts. The student is responsible for obtaining the corresponding signature. Students should note that all clinical practicum hours as well as observation hours should be supervised and signed only by ASHA certified individuals who hold current Certificate of Clinical Competence (ASHA-CCC).

Clinical Assignments

While completing their 4th semester (during their Program’s second year for evening program students) and while completing their 2nd semester (during their Program’s first year for day program students) students will complete the Clinical Practicum Application Form. In their application students will evidence their compliance with clinical practicum coursework requisites. They will specify contact information and their availability for completing clinical placements. Enrollment in clinical practicum is dependent on the successful completion (grade B or better) of the required coursework and evidence of having completed the 25 clinical observation hours. A failing grade in any of the pre-requisite courses precludes the student from participating in clinical practicum.

The Program’s Clinical Coordinator will collect student’s applications in order to

verify academic information and assign students for their first clinical experience through the MSLP 595 course.


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MSLP PROGRAM RESEARCH COMPONENT


67

Official UT-MSLP Research Logo

UT-MSLP Program has been widely recognized for its strong and rigorous research component. Our Program students are required to complete a thesis under the guidance of a UT faculty member. The project can be either student initiated or faculty initiated. In the second case, students are invited by faculty members conducting research to participate in their work. Students invited to participate in faculty initiated research will complete and sign the MSLP Program Research Authorship Agreement Form. In any case all the research requirements of the Program apply.

The research component of the program is completed during three semesters

under the MSLP 559 Research in Speech-Language Pathology I (2cdts), MSLP 569 Research in Speech-Language Pathology II (2cdts), and MSLP 669 Research in Speech Language Pathology III (2cdts) courses.

Ana G. Méndez University System Office of Research Compliance

The Office of Research Compliance is responsible for providing training and

support to faculty, students, and staff in regulatory requirements for scientific research. Through three key committees and related activities, the Office of Research Compliance develops, implements, and oversees University policies related to the following areas:

• Research involving humans (Institutional Review Board-IRB) • Research involving animals • Research involving hazardous materials, select agents or recombinant DNA • Research standards of conduct

All research projects involving human subjects or using members of the academic

community as subjects, conducted by employees or students of Universidad del Turabo or another external agency, must be approved by the University's Institutional Review Board (IRB).

Safeguarding the rights and welfare of subjects in any research activity, whether

financially supported or not, and regardless of funding source, is primarily the responsibility of the Institution. The Chancellor of Universidad del Turabo has designated


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the IRB as the compliance committee responsible for reviewing and approving human subjects’ research. No human subjects’ research activity may be undertaken by any faculty, staff, employee, or student unless the IRB has reviewed and approved the research prior to commencing it.

In accordance with the Department of Health and Human Services (DHHS), i.e.,

the Federal Policy 45 CFR 46, and the regulations of the Food and Drug Administration, 21 CFR 50, the IRB has the authority to review, approve, require modifications in, or disapprove all human-subjects research activities that fall within its jurisdiction. The jurisdiction of the University IRB is defined by its Federal-wide Assurance document with the DHHS and by the AGMUS and UT Institutional policies.

IRB Process

After defending their research proposal and receiving approval from their research mentors, students must submit all of the IRB required documents electronically through the IRB Net. A formal orientation on how to use the IRB Net will be required for all students and mentors participating in research. Documents to be submitted for the IRB review are:

1. Checklist 2. Protocol Submission Form 3. Research Proposal 4. Informed Consent (should have a 2 inch bottom margin in each page, to place the

IRB approval stamp). Select the appropriate form depending on your type of research.

5. HIPAA, IRB and RCR certifications of the student and his mentor 6. Survey Instrument (should have a 2 inch bottom margin in each page, to place the

IRB approval stamp) 7. Authorization Letter (It must have the research title) 8. Survey instrument copyright or purchase receipt, if applied 9. Student and research mentor Curriculum Vitae

If a study meets the criteria for exemption or expedited review from ongoing IRB

review and approval, there is not official deadline for submitting documents; the applications are reviewed as they are received. For exemption review the decision will be informed in no more than 5 days after submitting all documents. The documents must be completed in full. For expedited review the decision will be informed in no more than 7 days after submitting all documents. The documents must be completed in full. Incomplete submissions will not be reviewed until all documents have been received regardless of the date of the initial submission.

Protocols requiring full board review must be submitted no later than the official

deadline for each meeting. The decision will be informed no more than 10 days after the


69

meeting. If your research involves vulnerable populations (minors, prisoners, pregnant women, impaired adults) or sensitive information (drug use, sexual behavior, private activities) your application will likely require review by the full board.

Research Compliance Chart

EXEMPT About 58% of the projects. It will take a maximum of 5

days for approval

EXPEDITED About 40% of the projects. It will take a maximum of 7

days for approval

FULL BOARD REVIEW About 2% of the projects.

The decision will take about one month

Certifications

In order to engage in research activities students must comply with ethics in

research, human subject’s protection, and other federal regulations as they apply to human subject’s research. Students will complete the HIPPA, IRB, and RCR Certifications as a requisite for the approval of the MSLP 559 course. They will be responsible for collecting the current certificates from their research mentors as mentors are required to complete the same certifications.

A one-day course to complete all the required certifications is held annually in

any of the SUAGM Institutions. Also the certifications can be completed online through the following links:

• HIPAA (confidentiality) https://www.citiprogram.org/

Contact the Compliance [email protected]‐743‐ 41267979 x

Research projects evaluation and classification

Document completion andsubmission through IRB Net


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• IRB (Institutional Review Board) human being protection http://phrp.nihtraining.com/users/login.php � RCR (Responsible Conduct in Research https://www.citiprogram.org/

IRB Net

IRB Net is an on-line tool designed to facilitate the management and control of the documents that need to be submitted by students and research faculty. Every person that needs to submit documents through IRB Net will need an active suagm.edu e-mail account.

The student or faculty researcher will have the principal responsibility in

guaranteeing the research complies with federal regulations established in 45 CFR 46 and 21 CFR 56 and should have approved the required certifications in order to submit the project.

IRB Net tool is exclusively for the use SUAGM students and faculty researchers. Every research proposal must have the mentor’s final revision and approval before being uploaded to IRB Net. Tutorial videos can be found at: http://www.suagm.edu/ac_aa_re_ofi_comites_irbEST_INVEST.asp

Research Mentorship and Authorship

Before enrolling in the MSLP 559 course the Program Director along with faculty members will distribute students to their mentors. A faculty member can ask to work with a specific student and so can do students. Even though sometimes it could be possible to accommodate these requests, it is finally up to the faculty team and the Program Director to decide students’ assignments to research mentors. If you do wish to ask to work with a specific faculty mentor the following table can be helpful. It contains the areas of research on wish faculty members are actually working:

Full Time Faculty Research Area

Bou, Nydia (1) A comparison of phonetic transcriptions; Bilingual SLP’s (English-Spanish) whose first language is English vs. Bilingual SLP’s (English-Spanish) whose first language is Spanish transcribing Puerto Rican Spanish speaking children; (2) Syllable Structure Development in Puerto Rican Spanish Speaking Children Ages 2;6-5;0 (3) A pattern-oriented phonological approach for remediating Spanish phonological deviations©; (5) Canine Assisted Reading Programs; and (6) The effectiveness of the ABC Method© for the Analysis of Phonological Patterns and Deviations


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Pintado, Lillian (1) Hearing anatomy and its relation to hearing disorders and / or hearing loss; (2) Hearing conservation and the educational role of the audiologist; (3) Acoustic science; (4) Aural rehabilitation issues (e. g. hearing aids, assistive listening devices) in adult / geriatric population; (5) Effects of hearing handicap in the elderly; and (6) Effect of hearing loss in the quality of life (QOL) of older persons.

Full Time Faculty Research Area

Centeno, María A. (1) Language development in Spanish speaking children; (2) Emergent literacy in preschooler’s bilingual and monolingual Spanish speakers; (3) Emergent writing in preschooler's monolingual Spanish speakers and monolingual English speakers; (4) Efficacy of language and literacy Enrichment Programs for preschoolers,;(5) Description of factors related to early writing development in schools; (6) Swallowing, voice, and neurogenic related disorders

González, Maribel (1) Functional communication and quality of life of adults with speech, language and cognitive disorders; (2) Outcome measures: the assessment of the benefits of a speech, language and cognitive intervention; (3) Narrative skills of adults with or without language impairments; (4) Evidence-Based Practices (EPB) of Puerto Rican Speech-Language Pathologist and Speech-Language Therapist; (5) Knowledge and skills of healthcare professional who work with geriatric population; and (6) Neurologically based speech, language, swallowing and cognitive disorders.

García, Luz P. (1) Teacher’s knowledge about literacy skills development in Augmentative and Alternative Communication users; (2) The effect of Montessori based activities in Spanish speaking adults diagnosed with dementia; and (3) The morphologic awareness influence as a therapeutic strategy in the domain of Spanish reading comprehension skills in 7 to 11 years children.

Rosa, Awilda (1) speech and language disorders in neurogenic patients; (2) language development in early childhood and preschoolers children; (3) speech-language pathology services in schools; (4) early intervention; (5)cognitive skills in the elderly

Rios, Lilliana (1) Phonological development in Spanish speaking children (2) Phonological Awareness (3) Spanish Phonetic Transcriptions

RESEARCH MENTORSHIP A research mentor is content expert in the matter chosen by the student for

research. Mentors will have the role and responsibility of guiding students through their research work and following on the compliance with research regulations. Mentors guide the student from the inception of the research idea to the dissemination of the final work.


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Mentors not only serve as content expert but also are well-trained and experienced in what to expect from students and the time-frames required for completing all of the research endeavors. Mentors design basic timelines for the student to follow. During the research mentorship processes students need to allow mentors reasonable time (one to two weeks) to read and proof read their work. Students need to take this into consideration. They will not expect mentors to read their work without allowing the reasonable time. Students are responsible for turning their work on time. In this matter they need to consider the time needed by the research mentor to read and give feedback on their work. Also they need to consider the time needed for them to incorporate the mentor’s feedback and recommendations. That the mentor hasn’t read the work or has not given feedback on a specific work, it’s not an excuse for not turning in the required research work on time.

Open communication between the student and the mentor is a must and is

essential in guiding the student to successfully completing a final product. This communication will take place mostly electronically. The research process is the student’s responsibility. If the student is not meeting the research related obligations (e.g. sending research work drafts, adequately addressing the mentor’s feedback and suggestions), he/she will be referred to the Academic Coordinator for the corresponding action. Mentors or IRB staff may ask students proof of their research work at any time. Research irregularities committed by the student will be submitted to the Institutional Review Board (IRB) for the proper action.

RESEARCH AUTHORSHIP

Research mentors provide ongoing intellectual guidance to students as they generate their research work (thesis, article, scholarly publications); although the student is responsible for the conduct of any research described and the entire writing task. Because the contributions of advisors to student research can vary tremendously depending on the student's skills as well as other factors, adherence to explicit processes for discussing and determining authorship is particularly critical (Justice, 2010).

Discussion of authorship and authorship order will optimally begin at the

inception of a research project, and involve a purposeful and thoughtful examination of expected contributions of the individuals who are involved in the project (Winston, 1985 in APA Science Council Document Graduate Student’s Guide to Determining Authorship Credit and Authorship Order, 2006).

Students invited to participate in MSLP Program faculty initiated research will

complete and sign the MSLP Program Research Authorship Agreement Form. Before signing the Form students will discuss, determine, and agree with the faculty member the research authorship details. All individuals involved in the research will be required to take part in these discussions in an open and professional manner. Authorship related planning should include the collaborative discussion of the expected roles and responsibilities of each contributor. These roles and responsibilities will be clearly


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established in the MSLP Program Research Authorship Agreement Form. For additional reading regarding authorship matter students are referred to the following publications: American Journal of Speech-Language Pathology Vol.19 1-2 February 2010 and APA Science Council Document Graduate Student’s Guide to Determining Authorship Credit and Authorship Order, 2006.

The Research Proposal

The research proposal consists of the first three chapters of the thesis. These three

chapters need to be completed, defended, and submitted by the end of the MSLP 569 course. The proposal can be presented either in English or Spanish and will be written in future tense following the American Psychological Association (APA – last edition) style for thesis presentation.

The proposal will be divided in three chapters; Chapter I Introduction; Chapter II

Literature Review, and Chapter III Methodology and will include references as well as any other required documents as an appendix. Each chapter will start restating the research purpose and with a brief introduction which will follow specific sub-topics in each chapter.

CHAPTER I INTRODUCTION

CHAPTER II LITERATURE

REVIEW

CHAPTER III METHODOLOGY

Introduction Introduction Introduction

Research Problem Research Purpose Research Purpose

Research Purpose Literature Review Participants selection process • Access to study subjects • Inclusion criteria • Exclusion criteria • Risks for research subjects • Benefits for research

subjects • Benefits for the society

Justification Basis and theories

Hypothesis (when they apply)

Research conducted in Puerto Rico

Informed consent procedure

Variables (when they apply) Research conducted in the United Confidentiality management


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Theoretical and/or Philosophical Frame

States and other parts of the World

Research Procedures • Data collection procedures • Interviews (Qualitative

studies) • Instrument(s) (Quantitative

and/or descriptive studies) • Panel of expert’s validation

if the instrument is created *In the appendix include: Purchase receipt if the instrument is commercial Author authorization if you are to use a published instrument

Data analysis • Thuthworthiness (Qualitative studies)

• Statistical measures to be

used (Quantitative studies)

Research significance and importance

The author (Qualitative studies)

REFERENCES

All sources of information used in the proposal should be included in the references section. References should be presented following APA Style. APPENDIX

Appendix will be presented as they support the research purpose and methodology. Validated instruments, letters certifying the content and validity of research instruments, and research announcements are some examples of documents that could be included as appendix. Students should discuss with their mentors the need to include specific documents as appendix in their work.


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ORDER OF THE PRESENTATION

When presenting their proposal students will use the following presentation format:

1. Presentation page (using the following format):

RESEARCH TITLE (ALL CAPS)

A thesis submitted to the Speech-Language Pathology Program

of Universidad del Turabo in partial fulfillment of the requirements

for the degree of

Master of Science in Speech-Language Pathology

in the School of Health Sciences by

STUDENT NAME (ALL CAPS)

Month, year

Thesis director: name and title (Ed.D., Ph.D., M.A., M.S.) 2. Table of contents 3. List of figures or tables 4. Chapter I 5. Chapter II 6. Chapter III 7. References 8. Appendix

FONT AND SPACES

For all parts of the thesis please use Times New Roman, double spaced, 12 point font with the exception of superscripts or subscripts which will use a lesser Font. Use italics when using other language, citing, to give emphasis to a specific text or to specify a book title. Tables can use up to a 9 point font.


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PAGE NUMBERING

Each new chapter will begin in a separate page. Do not write titles or sub-titles at the end of a page. Each page needs to be numbered according to the table of content. Numbers can be printed at the bottom or top right margin. MARGINS

Please leave a one inch (1”) margin at the top and bottom sides of the pages and a 1.25” margin at the left and right sides of the paper. Please note that research announcements, instruments, informed consent, and any other document requiring the IRB stamp, should have at least a 2” margin at the bottom of each of the document pages.

Oral Defense of the Research Proposal

As part of the MSLP 569 course requirements the Research Proposal must be presented and defended. Oral defense will be done in front of a faculty committee who will evaluate the proposal and make appropriate recommendations. This committee will be coordinated by the MSLP Program Director.

A week prior to the oral defense the student must submit a 150 words, paragraph-

form abstract previously approved by the research mentor. The student will submit the abstract to the Academic Coordinator who will make it available to the evaluation committee.

Students will have a 15 minute slot to present their work. Through the use of a

Power Point, Keynote or Prezi presentation students must share with the evaluation committee the following key points of their work:

1. Research purpose 2. Justification 3. Methodology 4. Subjects including their selection process and criteria 5. Data analysis

At the end of the presentation the evaluation committee will have a 5 minute slot

to ask the student questions about the proposal. The student will answer the questions as they come up. After the presentation is finished the committee will complete the Rubric for the Evaluation of the Oral Defense of the Research Proposal Form.

The student will be notified of the committee decision immediately. If approved,

the committee will produce recommendations that the student need to incorporate before submitting the proposal to the IRB. The MSLP 569 course professor will be responsible for following up on the incorporation of the recommendations. If disapproved, the


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committee will produce specific recommendations that the student needs to incorporate before a new defense is scheduled. A new date for the defense will be established in agreement between the student and the research mentor. The mentor will inform the Program’s Academic Coordinator of the preparedness of the student to defend his/her work. A proposal will be submitted to the IRB only after having the approval of the oral defense committee and the research mentor.

The Thesis

After completing data collection Chapter IV: Results and Chapter V: Discussion

and Recommendations will be written. In the case of qualitative studies Chapter IV will be dedicated to Participants Description; Chapter V: Results and Chapter VI: Discussion and Recommendations. All the verbs from the first three chapters should be changed to paste tense at this moment. The following will be included in those two chapters:

CHAPTER IV PARTICIPANTS DESCRIPTION

(Qualitative research ONLY)

CHAPTER IV or V RESULTS

CHAPTER V or VI DISCUSSION AND

RECOMMENDATIONS

Regularly through the use of pseudonyms, include a description of the research participants. This description should be strictly related to the matter under study.

Introduction

Introduction

Research purpose Brief summary of findings

Research analysis results supported by tables, figures, graphics or other means as appropriate.

Asseverations leading to grounded theory (Qualitative research)


Discussion of research findings based on literature review.

Discussion of findings, implications, suggestions.

Presentation of generated topics sustained by direct phrases from participants (Qualitative research).

Direction for future research

Statistical analysis, hypothesis results and discussion (Quantitative research)

Recommendations

Chapter summary

FINAL THESIS FORMAT

1. Presentation page (use the same format as in the proposal) 2. Approval page (type the name and degree, leave the phrase electronic signature):

THESIS TITLE AUTHOR

Approved: ____________ (date)

____________________ -electronic signature Research mentor

-electronic signature- ____________________ MSLP Program Director

-electronic signature

____________________

SHS Dean


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3. Copyrights page:

SPEECH-UNIVERSIDAD DEL TURABOLANGUAGE PATHOLOGY PROGRAM AUTHORIZATION TO PUBLISH MATERIAL IN THE WEB PAGE

I, __________________________________________ the

_________________________________________________owner of the copyrights of ______ yield, this document under the law at the University of Turabo to publish and disseminate in the Web Page.

This assignment is free and will last until the owner of the

responsibility for the accuracy of the data and originality of copyright notice in

writing of its completion. I also take the work.

Given the inherently trans-border nature of the medium (internet) used by the Web Page at the University of Turabo for its bibliographic digitized content, the transfer will be valid worldwide.

_________________________________ Student Name (Type your name here)

_________________________________ Date

4. Abstract (no more than 150 words) 5. Dedication (optional) 6. Table of contents 7. List of figures or tables 8. Chapter I through V or VI. (Please note that Chapters I-III verbs need to be changed to past

tense) 9. References 10. Appendix

DIGITAL COPY OF THE THESIS

Following our MSLP Program’s Green Policies thesis binding will not be required for students beginning on May 2013. Students will follow these steps:

1. Complete all chapters of the thesis. 2. Collect all signatures in the approval page using blue ink. Hand-in the document to

the MSLP Program Director or Academic Coordinator. Signatures are required as a record that your work is approved. You should NOT scan this page or use it in the thesis or in the required CD’s.


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3. Complete the approval page by typing the name of the research mentor, the MSLP Program Director, and the SHS Dean and write -firma electronica - following the name. This is the page that will be included in the thesis and recorded in the CD’s.

4. Save the complete file including appendixes and references in the specified order to PDF.

5. Prepare two (2) CD’s with the following documents. Note that CD’s need to be CDRW. Works recorded on any other CD format will not be accepted:

a. CD for UT Web Page will contain ONLY the completed thesis. Remember to include the approval page ONLY with the typed names NOT the signatures.

b. CD for the MSLP Program will contain the completed thesis, the poster, and the publishable article. Please include the article ONLY in WORD format. This will allow further editing if needed.

Both CD’s will be delivered to the MSLP Program Director or Academic

Coordinator. CD’s content will be checked for accuracy. Along with the CD for the Web Page students will hand-in the Authorization to Publish Material in the Web Page form signed and dated. COPYRIGHT

According to federal copyright law (1976), rights in a document start from the time the document is created. If they wish to do so, students can officially register their work with the Library of Congress of the United States (http://www.copyright.gov/). The cost associated with these processes is the responsibility of the student.

BINDING

If the student chooses to bind a copy of the thesis for personal purposes, paper to be used will be solid, 8.5” x 11” white paper with a minimum of 20% cotton content. Bound thesis will have a black with gold fonts cover. Font size will not exceed 16 points. Cover will be printed using the presentation page format.

On the side the students’ full name followed by the name of the University and

the month and year the work was completed should be printed. The costs related to binding and digital copying are the sole responsibility of the student.

Poster Presentation

Participation in a research poster presentation will be required for all students. Students will prepare a 150 words, paragraph-form abstract to be edited by the research mentor. The abstract will be sent to the Program Director a week before the presentation. The abstract will be included in the official research publication of the Program. This abstract will contain the research purpose, subjects, procedures, findings, and recommendations.


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Also a week before the poster presentation each mentor will certify to the

Program Director that each of the students is approved for his/her poster presentation. Students whose mentors do not certify their compliance with research at the time required will not be allowed to present their posters.

Poster presentations will be held at the end of the second year second semester as

part of the MSLP 669 course. Students will prepare a 48”x 36”poster containing: • Background with literature and the purpose of the study • Population or subjects • Results • Brief discussion • Recommendations • Summary • Selected references

Official UT logo to be used on posters as directed

Posters will include the UT official research logo at the upper left corner and the IRB approval number and approval date at the bottom right corner. This information will be presented in Times New Roman 30 point italic font. At the upper right corner the official UT logo will be included. The title will be presented centered, in non-italic font using an inverted pyramid format. Under the thesis title, the name of the student and the research mentor (with the corresponding title: eg. EdD; AuD; DHSc; MS; MA; PhD) will be placed. Please be aware of any previous arrangements regarding author order if the research is faculty initiated and the student is appearing as co-author.

After the poster presentation students must submit to the IRB Net the IRB-F04

Form – Application for the closure of an approved research protocol and the IRB Checklist. Please note these documents need to be uploaded as a NEW PACKAGE inside the already approved research package. Closure report will never be a -01 package. If you get your closure report as a -01 package you’ll need to start the process all over making sure your closure is a new package inside your approved protocol. Closure reports will always be marked -02 or more.

Students will receive the grade for the MSLP 669 course only after complying

with all of the research presentation and closure requirements described in this section.


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Research Ethics

Students are encouraged to read and be familiar with the ethical principles guiding research. The ASHA document on research ethics (American Speech-LanguageHearing Association. (2008). Ethics in research and scholarly activity [Issues in Ethics]. Available from www.asha.org/policy) is available through the following link: http://www.asha.org/Practice/ethics/Ethics-in-Research-and-Scholarly-Activity/

Additional Information on MSLP Program Student Research History

Following is a list of the research completed by the 2015 MSLP Program

Graduates. This information is provided so as a future student you know what has been done, which topics have been covered, and the kind of information you can use as a basis on your future research.

Samples of 2015 Research Titles

MÉTODOS DE TRATAMIENTO UTILIZADOS POR LOS PROFESIONALES DEL HABLA Y

LENGUAJE EN PUERTO RICO PARA REMEDIAR DESÓRDENES DE LOS SONIDOS DEL

HABLA EN NIÑOS DE 3 A 6 AÑOS

THE MEMORY BOOK AS AN AUGMENTATIVE TOOL TO INCREASE UTTERANCES IN

ALZHEIMER AND TYPICAL ELDERLIES

DESTREZAS DE CONCIENCIA FONOLÓGICA EN ESTUDIANTES DE TERAPIA DEL HABLA‐

LENGUAJE

PERCEPCION DE LOS ESTUDIANTES SOBRE AMBIENTE ACUSTICO Y SUS

EFECTOS EN EL AMBITO ESCOLAR

EXPERIENCIAS DE HIJOS OYENTES ADULTOS DE PADRES SORDOS

HISTORIA Y EVOLUCIÓN DE LA PROFESIÓN DE LA PATOLOGÍA DEL HABLA‐ LENGUAJE EN

PUERTO RICO DESDE LAS VOCES DE SUS LÍDERES

EXPERIENCIAS DE PADRES DE NIÑOS CON TERAPIAS ALTERNATIVAS EN ADICIÓN A LA

TERAPIA TRADICIONAL DE HABLA Y LENGUAJE


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PERSPECTIVAS DEL PACIENTE DE PARKINSON EN RELACIÓN A LOS BENEFICIOS DE LA

TERAPIA DE HABLA LENGUAJE


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ACADEMIC SERVICES & STUDENT LIFE


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Museum and Center for Humanistic Studies (Museo & Centro de Estudios Humanísticos

Josefina Camacho de la Nuez)

Founded in 1981 under José Juan Lamella as a Chancellor, the museum has become the keeper of the region’s cultural production. Originally the museum was established in one of the five houses that composed Hacienda Santa Juana; one of the largest sugar cane industries of the area during the 20th century. The original buildings built in the 1920’s remain as witness of Universidad del Turabo historical and cultural background. On 2004 the new building housing the museum was opened. The new facilities consist of an exhibition gallery, and an amphitheater. A new area of the museum was completed and inaugurated fall 2011.

Webpage Universidad del Turabo students have 24/7 access to UT Webpage

(www.bibliotecavirtualut.suagm.edu). Full text journals and e-books, are only a few example of the variety of resources available at your hands just by accessing the library. Through the library, students have access to periodicals, journals, references and other sources of information. Links are available for tutorials and on-line librarians. Students must have a valid SUAGM e-mail account and password to access services.

E-Campus

Blackboard Learn and Community Portal System 9.1 SP 6 is the new version of Blackboard available for faculty and students. Blackboard Learn is the most popular teaching learning environment in the industry. It will make available virtual classrooms for our students. In these virtual classrooms our Program students will have the opportunity for sharing content, being evaluated on-line, submit projects and special works, and establish virtual collaboration among students and among students and faculty.

Services for Students with Disabilities

All students in the MSLP Program, including students with disabilities, are expected to meet the standards outlined by ASHA's Scope of Practice upon graduation from the program. If you believe you will need accommodations or clinical or academic adjustments due to a disability in order to meet these standards, please contact UT’s Easy Access for Special Population Program (Programa de Acceso Fácil para Poblaciones Especiales). UT coordinates the delivery of those services through this Program.

Universidad del Turabo has been recognized for the provision of excellent

academic and all the necessary support services for students with disabilities. The Easy Access for Special Population Program (Programa de Acceso Fácil para Poblaciones


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Especiales), is part of the Vice-Chancellor for Student Affairs. MSLP Program students are welcome to visit the office or contact their staff at extension 4215.

Follow procedures to document your eligibility for accommodations. This must

be done before any clinical or academic adjustments can be made by MSLP Program faculty. Plan to discuss any questions or concerns you might have with an advisor and with your assigned academic advisor well in advance of the beginning of your classes.

Academic Mentoring and Advising Advisement of all students upon admission to the MSLP Program is performed by

through the SHS Student Services Director office. Accordingly MSLP Program faculty will continue to provide academic advising and mentoring to students as they progress through their program of study. Each student will be assigned a MSLP Program faculty member who will provide academic mentorship throughout the student program of study.

Students should be familiar with MSLP Program policies and should review them

periodically. Additional policies, procedures, and regulations pertinent to the MSLP Program are found in this document. Students are responsible for meeting with their academic mentor to track their program of study and follow up any concerns. MSLP Program mentors are:

PROFESSOR E-MAIL PHONE

Gianna Crisson [email protected] 743-7979 x 4022

Maribel González [email protected] 743-7979 x 4025

María Centeno [email protected] 743-7979 x 4019

Mildred Del Valle [email protected] 743-7979 x 4950

Luz P. García lgarcí[email protected] 743-7979 x 4284

Lillian Pintado Nydia V. Bou

[email protected] [email protected]

743-7979 x 4572 743-7979 x 4029

Liliana Ríos Awilda Rosa

[email protected] [email protected]

743-7979x4293 743-7979

Financial Aid

Universidad del Turabo requests, obtains, and administers various financial aid

for students who are eligible. These grants come from several federal, state, institutional, and private sources.


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Economic assistance program has three categories of financial aid: grants, loans, and work study. A combination of scholarships, work study or loans is assigned to eligible students who demonstrate financial need.

Since 2012 our MSLP Program has being assigned over 1.2 million dollars from

the Health Resources and Services Administration (HRSA) Scholarships for Disadvantaged Students (SDS) grant (Grant Award # T08HP25293). Our students have tremendously benefited from this scholarship program which offers 50% of tuition costs, reasonably living and educational related expenses and all of the Program books. Students are qualified for the SDS scholarship program by the UT Office of Financial Aid.


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MISCELLANEOUS


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Academic, Clinical Services and Research Honesty

In their academic, clinical, and independent research activities, students are expected to maintain high standards of honesty and integrity. Passing off as one’s own the work of another (plagiarism) is totally unacceptable.

A student is expected to maintain the professional and ethical standards of the

SLP discipline. Students are referred to the American Speech-Language and Hearing Association Board of Ethics document Ethics in Research and Scholarly Activity available at: http://www.asha.org/Practice/ethics/Ethics-in-Research-and-Scholarly-Activity/

DEFINITIONS OF UNACCEPTABLE BEHAVIOR

1. Plagiarism: Taking credit for someone else’s ideas, words or statements or other works as one’s own without proper acknowledgment. Plagiarism is the presentation of someone else’s work, thoughts, words, or ideas, as if they were your own. It is viewed as serious academic misconduct and may result in your exclusion from the program. Plagiarism, in any of its forms, will not be tolerated. Examples include:

• Word-for-Word Plagiarism – copying exactly from someone else’s text. • Section-by-Section Plagiarism – lifting phrases from someone else’s text. � Select-

Term Plagiarism – lifting a special term from a text not one’s own. • Paraphrasing – using someone else’s ideas as if they were one’s own thoughts. • Borrowing facts, statistics and other illustrative material – unless the information is

common knowledge.

2. Cheating: Committing fraud on a record, report, paper, computer assignment, examination or other course requirement. Examples of cheating include:

• Using unauthorized notes, study aids or information from another student or student’s paper on an examination or any other course requirement, including giving or receiving assistance from another student without the instructor’s permission.

• Altering a graded work after it has been returned and then submitting the work for re-grading.

• Allowing another person to do one’s work and to submit the work under one’s own name.

• Submitting two copies of the same or nearly similar papers to two professors without prior approval.

• Fabricating data in support of laboratory or fieldwork. Dishonesty in reporting results, ranging from sheer fabrication of data, improper adjustment of results, and gross negligence in collecting or analyzing data, to selective reporting or omission of conflicting data for deceptive purposes.


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3. Aiding and abetting dishonesty: Providing material or information to another person with knowledge that the material or information will be used improperly. 4. Falsification of an academic records and official documents: Altering documents affecting academic or University records; forging signatures of authorization; or falsifying information on an official academic document, election form, grade report, letter of permission, petition, clinical record or any other document. 5. Misuse of computers: Violating the University’s condition of use statement, this defines proper and ethical use of computers. 6. Misuse of available facilities: Intentionally abusing available facilities. Examples of available facilities include, but are not limited to, laboratories, classrooms and libraries. 7. Patient relationships: The students are expected to exhibit behavior appropriate to the profession of SLP. They must assume personal responsibility for being in physical and mental condition to give safe SLP care and for the knowledge and skills necessary to give this care. Unacceptable behavior includes, but is not limited to, the following examples:

• Providing SLP care in an unsafe or harmful manner. Carrying out an evaluation or intervention without competence or without the

guidance of a qualified person. Willfully or intentionally doing physical and/or mental harm to a client. Exhibiting careless or negligent behavior in connection with the treatment of a

client. Finding one unable to assume the assigned and necessary treatment of a client and

failing to find alternative measures for the delivery of that intervention.

• Falsifying patient’s records or fabricating patient experience. Failing to report omission of or error in treatments. Fabricating patient experiences.

• Disrespecting the privacy of a client.

Disclosing the full name or position of a client in a manner that violates the individual’s privacy.

Discussing confidential information in inappropriate areas, such as elevators or waiting rooms, or with inappropriate persons, such as media representatives.

Discussing confidential information about a patient with third parties who do not have a clear and legitimate need to know.

8. Drugs and alcohol: Using, possessing, selling, or distributing illicit drugs; illegally using, selling, possessing or distributing any drugs or alcohol; or using prescribed and/or illicit substance or alcohol.


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Procedures for client/patient safety, confidentiality, and security of records

A patient’s right to privacy is paramount to effective professional management.

Patients’ names, deficits, behaviors and/or circumstances may not be discussed outside of student-faculty conferences or specific pre-approved case study presentations. No one may observe assessment or treatment sessions unless specifically approved by the supervisor. Patient’s records are to be kept locked in file cabinets. No records may be removed from the clinic at any time or for any reason.

An additional issue involving confidentiality includes providing information

regarding a patient’s levels, performance, progress and/or prognosis to family members, family friends or other professionals. Only the patient and the patient’s legal guardian may be given information unless written permission is obtained. Discussions of a patient’s performance following a session should not be held in the waiting room or other public areas. All clinical settings maintain strict confidentiality measures. Graduate interns are expected to adhere to the privacy requirements specified by collaborating offsite settings. Upon request for financial information, a graduate student intern should refer the patient to the Clinic secretary. Under no circumstances should a student discuss finances with a patient.

Conflict Management Procedure

Good communication skills allow healthy professional relations to develop. MSLP Program students are encouraged to resolve daily conflicts following professional and ethical standards of communication. Improper actions such as discussing personal problems in front of patients, arguing in front of clients, or improperly arguing to faculty members will not be tolerated. Such actions, if assumed by students, will be referred for the corresponding disciplinary actions. Whenever such a situation arises the following conflict management process should be followed:

Communications processes established and followed during any conflict

management procedure will be documented and signed in the Speech-Language Pathology Program Act included in this Handbook. An electronic copy of the Act will be sent by the corresponding faculty to the Academic Coordinator. A hard copy signed in original will be placed in the student file.


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MSLP Program’s policy and procedure regarding corrective actions of violations to Institutional compliance with nondiscrimination statutes

UT does not exclude from participating and do not reject benefits, nor

discriminate against any person for reasons of ethnicity, sex, age, color, place of birth, origin or social condition, impairment or political, religious, social or labor views.

The UT MSLP Program faculty, staff, and persons in the academic area and the

program’s clinics are treated in a nondiscriminatory manner—that is, without regard to race, color, religion, sex, national or ethnic origin, disability, age, sexual orientation, genetic information, citizenship, or status as a covered veteran.

If our Institution receives any complaint concerning discrimination, we manage

each case based on SUAGM Compliance Resolution Policy. If it is a sexual harassment complaint, we proceed based on SUAGM Sexual Harassment Policy. Each policy indicates and describes the procedure to be followed in order to investigate and record the complaint.

The MSLP Program Director is informed immediately if a claim regarding the

Institutional compliance with non-discriminatory statutes occurs. The Program Director is also immediately informed of the corrective actions taken. All of the required actions and procedures are in place in the SUAGM Institutional Compliance Resolution Policy and also on the Sexual Harassment Policy. If there is the need, the Program Director will participate in any hearing or meeting associated to the process.

Computer Literacy and Professional Presentation Skills

Students will use word processing software when developing written materials. Students will be required to prepare and give oral professional presentations as part of their course work and clinical internship. Professional use of on-line available resources is a must. Professional presentation skills, public speaking, and the use of professional and clinical language will be stressed and evaluated during all academic and clinical coursework.

General Dress Code Policies • Jewelry: Rings-engagement and wedding bands only. (Rings can cause injury to clients

and also harbor organisms.) Small earrings, whether posts or loop earrings. No other body piercing jewelry may be worn in the clinical area.

• Fragrances (perfume, cologne, aftershave): Use only sparingly. Strong odors can be objectionable to clients, in particular the odor of tobacco.


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• Hair: Use discretion in hair accessories to maintain a professional appearance, safety, and hygiene.

• Fingernails: Short! Clear or very light color polish is permitted.

• Tattoos: Any tattoos must be covered while in the clinical area.

• Gum Chewing: NO gum chewing is allowed in the clinical area.

• Clothing: students should wear clothes that cover parts of their bodies that should not be

exposed in a professional and clinical environment. For more specific details, see Dress Code Form available at the SHS Student Services Director Office.

Uniform Policies

Uniform policies are to be followed by students in all clinical areas unless

otherwise directed. Uniforms should not be worn in any places that are not related to the clinical experiences of students (e.g. restaurants, bars, supermarkets, etc.).

Cellular Phones, Bluetooth, Texting, Tablets It is recognized by the faculty and staff that the changing pace of life in our society requires the use of electronic communication in many styles and methods. It is also recognized that the time spent in the classroom or clinical setting is very important and must be the primary focus of both the faculty and students involved. It is, therefore, necessary to prohibit the use of personal cellular phones, Bluetooth, tablets, and any other disruptive equipment in the classroom and clinical settings. Texting is prohibited during classes and will be considered misconduct. Should a student be in a situation where an emergency communication is pending, it should be brought to the attention of the faculty member or appropriate staff member.


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MSLP PROGRAM FORMS


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SPEECH-LANGUAGE PATHOLOGY PROGRAM RUBRIC FOR THE EVALUATION OF THE ORAL DEFENSE OF THE RESEARCH PROPOSAL

Student Name: ______________________________ Date of the Defense: _______________________ Mentor: ___________________________________ Research Proposal Title: ________________________________________________________________________ Is the student the principal investigator: ___ yes ___ no (if no please indicate the name of the principal investigator) _____________________________________________ Is this the first attempt for the defense: ___ yes___ no (if no please indicate the date of the first attempt) _________________________________

Evaluator#1

Points

Evaluator#2

Points

Evaluator#3

Points

TOTAL POINTS: ___________ (30 points maximum – 21 points required for approval) STATUS: ______ Approved no recommendations ______ Approved with recommendations _____ Not approved (ind reschedule date: ___________________________ Scale: (3) Excellent (2) Average (1) Deficient

CRITERIA 3 2 1

Clearly established the research purpose

Adequate justification is presented to support the research purpose

Research methodology is well constructed

Data collection procedures are sufficient to fulfill the research purpose

Proposed population is accessible within the time constraints given

Proposed population is compatible with the research purpose

Methodology is consistent with the research purpose

Data analysis procedures are well described

Human subject protection and welfare is evident and clearly established

The student demonstrated full knowledge of the subject matter under investigation

Sub-totals Committee recommendations:

1.

2.

3.

Student Name/Signature Program Director Name/Signature

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Universidad del Turabo

School of Health Sciences Speech-Language Pathology Program

UT KNOWLEDGE ACQUISITION AND SKILLS OUTCOMES (KASA) FORM A summary of the knowledge and skills outcomes acquired at the UT-MSLP Program

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Student Name: _________________________________________ Student ID Number: ____________________ Admission Year: __________ Expected Graduation Year: __________ UT-MSLP PROGRAM KNOWLEDGE ACQUISITION AND SKILLS OUTCOMES FORM (KASA-FORM)

Instructions for Use

The UT Knowledge Acquisition and Skills Outcomes Form (KASA) include the most recently approved ASHA Standards for the

Certificate of Clinical Competence - CCC (available at: http://www.asha.org/Certification/2014-Speech-Language-Pathology-CertificationStandards/?utm_source=asha&utm_medium=email&utm_campaign=cfcc082312). This Form is now divided into a KNOWLEDGE OUTCOME section and a SKILLS SECTION. Entries are made only upon acquisition of the knowledge or skill. The KASA is not an evaluation. It is intended to be a record that a particular knowledge or skill has been acquired. This Form is UT means to demonstrate compliance with accreditation standards related to preparing students to meet ASHA certification requirements. For the student it is a unique document where all of the process of the acquisition of knowledge and skills is recorded. It will facilitate the compliance with the ASHA Certification standards when completing further ASHA requirements.

Students are advised to keep a copy in a safe place, should they need to provide information at a later date (e.g., upon application for

certification reinstatement). The Form is always sent through electronic mail to the academic mentors, clinical coordinator, and program director unless otherwise specified. Students are ultimately responsible for the Form. Students should periodically record their experiences. This will assist them in determining knowledge and skills already acquired and those yet to be attained. Any need identified though this Form needs to be immediately communicated to the academic mentor, the clinical coordinator or the program director depending on the nature of the need.

KNOWLEDGE OUTCOMES

Knowledge/ Skill Met?

(check)

Course Code Year and Month Completed

Practicum Course Code, Setting and Supervisor

Other (e.g. labs, research, conferences, conventions,

class work)

STD. IV-A. The applicant must have demonstrated knowledge of the biological sciences, physical sciences, statistics, and the social/behavioral sciences

Biological sciences Undergraduate Courses N-A N-A

Physical sciences Undergraduate Courses N-A N-A

Statistics Undergraduate Courses N-A N-A

Social/Behavioral sciences Undergraduate Courses N-A N-A

STD. IV-B. The applicant must have demonstrated knowledge of basic human communication and swallowing processes, including the appropriate biological, neurological, acoustic, psychological, developmental, and linguistic and cultural bases. The applicant must have demonstrated the ability to integrate information pertaining to normal and abnormal human development across the life span.

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Biological Anatomy Undergraduate Course MSLP 540 MSLP 535 MSLP 590 MSLP 620

N-A

Neurological MSLP 535 MSLP 590 MSLP 620

N-A

Acoustic Acoustics Undergraduate Course MSLP 655 (if taken as elective) MSLP 650 (if taken as elective) MSLP 615 (if taken as elective) MSLP 520 MSLP 500 MSLP 580 MSLP 620 MSLP 675 (if taken as elective)

N-A

Psychological Psychology Undergraduate Course MSLP 510 MSLP 620 MSLP 590 MSLP 630 MSLP 640 (if taken as elective) MSLP 517 (if taken as elective) MSLP 625 (if taken as elective)

N-A

Developmental Speech and Language N-A


(check)




class work)

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Development Undergraduate Courses MSLP 510 MSLP 500 MSLP 620 MSLP 505 (if taken as elective) MSLP 625 (if taken as elective) MSLP 645 (if taken as elective) MSLP 575 (if taken as elective)

Linguistic and Cultural MSLP 500 MSLP 510 MSLP 525 MSLP 630 MSLP 550 MSLP 555 MSLP 575 (if taken as elective) MSLP 517 (if taken as elective) MSLP 625 (if taken as elective) MSLP 640 (if taken as elective)

N-A

STD. IV-C. The applicant must have demonstrated knowledge of communication and swallowing disorders and differences, including the appropriate etiologies, characteristics, anatomical/physiological, acoustic, psychological, developmental, and linguistic and cultural correlates in the following areas. STD. IV-D. For each of the areas specified in Standard IV-C, the applicant must have demonstrated current knowledge of the principles and methods of prevention, assessment, and intervention for people with communication and swallowing disorders, including consideration of anatomical/physiological, psychological, developmental, and linguistic and cultural correlates. : Articulation MSLP 500

Speech Development Undergraduate Course MSLP 590 MSLP 620

N-A

Fluency MSLP 530 MSLP 515 MSLP 535 MSLP 590 MSLP 500

N-A

Voice and Resonance including Respiration and Phonation

MSLP 540 MSLP 500 MSLP 535 MSLP 590

N-A

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(check)




class work)

MSLP 520 MSLP 580 MSLP 655 (if taken as elective)

Receptive and expressive language (phonology, morphology, syntax, semantics, pragmatics, prelinguistic communication and paralinguistic communication) in speaking, listening, reading, writing

Undergraduate courses (if they apply) MSLP 510 MSLP 500 MSLP 630 MSLP 525 MSLP 630 MSLP 580 MSLP 515 (if taken as elective) MSLP 505 (if taken as elective) MSLP 565 (if taken as elective) MSLP 575 (if taken as elective)

N-A

Hearing, including the impact on speech and language

MSLP 520 MSLP 580 MSLP 655 (if taken as elective) MSLP 517 (if taken as elective) MSLP 675 (if taken as elective)

N-A

Swallowing (oral, pharyngeal, esophageal, and related functions, including oral function for feeding, orofacial myology)

MSLP 525 MSLP 590 MSLP 620 MSLP 535 MSLP 505 (if taken as elective) MSLP 615 (if taken as elective) MSLP 650 (if taken as elective)

N-A

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Cognitive aspects of communication (attention, memory, sequencing, problem-solving, executive functioning)

MSLP 555 MSLP 630 MSLP 500 MSLP 510 MSLP 630 MSLP 555 MSLP 550 MSLP 650 (if taken as elective) MSLP 505 (if taken as elective) MSLP 565 (if taken as elective) MSLP 575 (if taken as elective)

N-A


(check)




class work) Social aspects of communication (including challenging behavior, ineffective social skills, and lack of communication opportunities)

MSLP 640 (if taken as elective) MSLP 510 MSLP 525 MSLP 570 MSLP 640 MSLP 580 MSLP 517 (if taken as elective)

N-A

Augmentative and alternative communication modalities

MSLP 570 MSLP 645 (if taken as elective) MSLP 517 (if taken as elective)

N-A

STD. IV-E. The applicant must have demonstrated knowledge of standards of ethical conduct.

MSLP 545 MSLP 680 MSLP 585 MSLP 600 MSLP 610 MSLP 680 MSLP 515 (if taken as elective) MSLP 585 (if taken as elective)

STD. IV-F. The applicant must have demonstrated knowledge of processes used in research and of the integration of research principles into evidence-based clinical practice.

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MSLP 559 MSLP 569 MSLP 669 MSLP 585 MSLP 600 MSLP 610 MSLP 635 (if taken as elective)

Include your thesis title and your mentor or mentors name.

STD. IV-G. The applicant must have demonstrated knowledge of contemporary professional issues and advocacy.

MSLP 545 MSLP 585 MSLP 600 MSLP 610 MSLP 680 MSLP 515 (if taken as elective) MSLP 585 (if taken as elective) MSLP 640 (if taken as elective) MSLP 565 (if taken as elective)


(check)




class work) STD. IV-H. The applicant must have demonstrated knowledge of entry level and advanced certifications, licensure, and other relevant professional credentials, as well as local, state, and national regulations and policies relevant to professional practice. MSLP 545

MSLP 680 MSLP 585 MSLP 600 MSLP 610

SKILLS OUTCOMES

Knowledge/

Skill Met? (check)

Course Code

Year and Month Completed


List skills demonstrated by direct client/patient contact, course work, lab, simulations, examinations, students presentations, and independent projects.

STD. V-A. The applicant must have demonstrated skills in oral and written or other forms of communication sufficient for entry into professional practice.

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N-A N-A N-A N-A List ten experiences of professional oral and written communication completed during the Program.

STD. V-B. The applicant for certification must have completed a program of study that included 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, and relevant others, including 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.

Articulation Fluency Voice and resonance, including respiration and phonation

Receptive and expressive

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language (phonology, morphology, syntax, semantics, pragmatics, prelinguistic communication and paralinguistic communication) in speaking, listening, reading, writing


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


Social aspects of communication (including challenging behavior, ineffective social skills, and lack of communication opportunities


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. Articulation

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Fluency Voice and resonance, including respiration and

phonation





Social aspects of communication (including challenging behavior, ineffective social skills, and lack of communication opportunities


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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. Articulation Fluency Voice and resonance, including respiration and phonation


Hearing, including the impact on speech and language Hearing, including the impact on speech and language



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Social aspects of communication (including challenging behavior, ineffective social skills, and lack of communication opportunities Social aspects of communication (including challenging behavior, ineffective social skills, and lack of communication opportunities


STD. V-C. The applicant for certification in speech-language pathology 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.

CERTIFICATION

A total of _______ clinical practicum hours and a total of ________ clinical observation hours were completed by

____________________________________________(name) on _____________________________ (date). In compliance with STD. V-E. Supervision was provided by

ASHA Certified SLP’S. The amount of direct supervision was commensurate with the student's knowledge, skills, and experience. It was no less than 25% of the student's

total contact with each client/patient. Supervision took place periodically throughout the practicum. Supervision was sufficient to ensure the welfare of the clients/patients. In

compliance with STD. V-F. Supervised practicum included experiences with clients/patients populations across the life span and from

culturally/linguistically diverse backgrounds. Practicum included experiences with client/patient populations with various types and severities of communication and/or

related disorders, differences, and disabilities.

______________________________ Mildred Del Valle-Morales, UT-MSLP Program Clinical Coordinator ____________________________ (date)

STD. VI. ASSESSMENT. The applicant must have passed the national examination adopted by ASHA for purposes of certification in speech-language pathology.

CERTIFICATION

The candidate _____________________________________________ (name) took the PRAXIS test on _________________________________ (month year) and

obtained ____________ (points).

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UT Knowledge and Skills Acquisition (KASA) Form

Verification Form

I hereby certify that ________________________________________ (student name): Yes � No has a master’s degree completed at Universidad del Turabo (UT). UT is accredited by the Puerto Rico Council on Education under Renewal Licence No. 2010-019

and the Middle States Association of Colleges and Schools; Accreditation Cycle 11/2006 – 11/2016. (STD. I). Yes � No initiated and completed all graduate course work and graduate clinical practicum in an institution whose program was accredited by the CAA (STD. II). Yes � No has completed a program of study of 64 semester credit hours that included academic course work and supervised clinical experiences sufficient in depth and breadth

to achieve the specified knowledge and skills outcomes specified in STDS. IV-A to IV-G and STD. V-A through V-C (STD III). Yes � No has demonstrated knowledge of statistics, and the social/behavioral, biological and physical sciences. (STD. IV-A). Yes � No has demonstrated knowledge of basic human communication and swallowing processes, including the appropriate biological, neurological, acoustic, psychological,

developmental, and linguistic and cultural bases and the ability to integrate information pertaining to normal and abnormal human development across the life span. (STD IV-B).

Yes � No has demonstrated current knowledge of communication and swallowing disorders and differences, including the appropriate etiologies and characteristics, and the anatomical/physiological, acoustic, psychological, developmental, linguistic and cultural correlates and the principles and methods of prevention, assessment, and intervention in the nine major communication disorders areas (STD IV-C and D).

Yes � No has demonstrated knowledge of standards of ethical conduct (STD. IV-E). Yes � No has demonstrated knowledge of processes used in research and of the integration of research principles into evidence-based clinical practice. (STD. IV-F). Yes � No has demonstrated knowledge of contemporary professional issues and advocacy (STD. IV-G). Yes � No has demonstrated knowledge of entry level and advanced certification licensure, and other relevant professional credentials, as well as local, state, and national

regulations and policies relevant to professional practice. (STD. IV-H). Yes � No has demonstrated skills in oral and written or other forms of communication sufficient for entry into professional practice. (STD. V-A). Yes � No has completed a program of study that included experiences sufficient in breadth and depth to achieve evaluation, intervention, and interaction and personal qualities

outcomes (STD. V-B). Yes � No has passed the national examination adopted by ASHA (PRAXIS) for purposes of certification in speech-language pathology (STD. VI).

Dr. María A. Centeno, MSLP Program Director

(Please type the name of your academic mentor) (Please type the name of the Clinical Coordinator)

Date (Please type your name)

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SCHOOL OF HEALTH SCIENCES


CLINICAL OBSERVATION FORM - TREATMENT

STUDENT NAME STUDENT ID

DATE SETTING

COURSE SLP NAME

DURATION (please select) 1hr 45min 30min 20min 15 min SLP SIGNATURE AND ASHA #

SERVICE PROVIDED TO (please select) adult adolescent children baby

SELECT INTERVENTION TYPE speech language combined SELECT TREATMENT AREA feeding voice fluency articulation AAC

aural rehabilitation

Answer the following questions using narrative style. Use an additional sheet of paper as necessary Hand this Form to the clinician delivering the service. Have the clinician sign the form and have his license and ASHA account number. 1. How treatment is initiated? 2. What strategies the clinician uses to provoke the client to speak? 3. Pay attention to the therapy space arrangement. How the materials are presented? What strategies for materiales presentation and organization did you learn

from this observation?

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4. What motivational strategies the clinician used during the intervention? Taking into consideration the patient age and situation, does this strategies seemed adequate for you?

5. What strategies did the clinician used to make sure the patient understood the clinical task instructions? 6. Mention at least three of the materials used during the intervention. 7. What security measurements did the clinician used during intervention? 8. How the clinician documented the intervention? (Took notes during the process, write down the therapy progress note at the end of the session) 9. Observe what happens once the intervention is ended. How the clinician resume the client performance, the selection of therapy materials, the activities

conducted, and the follow up plan to parents, family members or to the patient?

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Prepared by: Dr. Nydia Bou, Aug/2007 Rev. May/2013

SCHOOL OF HEALTH SCIENCES SPEECH-LANGUAGE PATHOLOGY PROGRAM

CLINICAL OBSERVATION FORM - ASSESSMENT

STUDENT NAME STUDENT ID

DATE SETTING

COURSE SLP NAME

DURATION (please select) 1hr 45min 30min 20min 15 min SLP SIGNATURE AND ASHA #

SERVICE PROVIDED TO (please select) adult adolescent children baby

SELECT INTERVENTION TYPE speech language combined SELECT ASSESSMENT AREA feeding voice fluency articulation AAC

aural rehabilitation

Answer the following questions using narrative style. Use an additional sheet of paper as necessary Hand this Form to the clinician delivering the service. Have the clinician sign the form and have his license and ASHA account number. 1. How the patient’s case history was taken? 2. What case history questions were more meaningful to you? 3. Do you think all questions asked Turing the case history were adequate and appropriate given the patient situation?

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4. Observe while the clinician gives the instructions for the patient to complete the formal assessment. Which part of the process called up for your attention? 5. What strategies did the clinician used to make sure the patient understood the formal test instructions? 6. What formal tests were administered? 7. Which informal (criterion referenced) activities were administered? 8. Which measures did the clinician took to safeguard the patient answers so that he didn’t get anxious about his performance on the evaluation test? 9. Observe what happens once the evaluation is finished. How the clinician summarizes the patient performance to parents, family members or to the patient

itself?

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Prepared by: Dr. Nydia Bou, Aug/2007 Rev. May/2013



CLINICAL HOURS DAILY LOG

Student _________________________________________

ID Number ______________________________

Academic term ______________

Semester ______________

Course MSLP 595 - 600 - 610

Month and year ______________

DATE CLINICAL SETTING SUPERVISORS NAME ASHA ACCOUNT NUMBER

PATIENT INITIALS

SERVICE CODE

TIME SUPERVISORS SIGNATURE

TOTAL TIME (HOURS AND MINUTES) _________________________ STUDENT SIGNATURE __________________________________________ Services Codes: SPEECH CODES LANGUAGE CODES AUDIOLOGY CODES AGE LEVEL CODES PROCEDURE

CODES Speech Voice SV Language Social LS Hearing Evaluation HE Adults Ad Assessment A Speech Fluency SF Language Phonology LP Hearing Intervention HI Adolescents A Intervention I Speech Swallowing SS Language Expressive LE Children Ch Screening S

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Speech Articulation SA Language Alternative and Augmentative Communication

LAAC

Infants I

Language Cognitive LC Language Receptive LR

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SCHOOL OF HEALTH SCIENCES SPEECH-LANGUAGE PATHOLOGY

PROGRAM

CLINICAL OBSERVATIONS PRESENTATION LETTER

__________________________ DATE Dear colleague:

I certify that _____________________________________________ (student

name) is an active student of our Speech-Language Pathology Program. The student

needs to complete a clinical observation of a (therapy) (evaluation) as part of the

____________________________ (course code) course.

We thank you for your availability in allowing the student to make his clinical

observation. We recognize your contribution to Universidad del Turabo SpeechLanguage

Pathology graduate program.

Sincerely, Prof. Mildred Del Valle Morales Clinical Coordinator Speech-Language Pathology Program

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ACADEMIC MENTORING REFERRAL FORM

I. Identification: Date: ________________________ Student Name: _____________________ ID Number: ____________________ E-Mail: ___________________________ Referred to (Academic Mentor): ____________________________________

II. Service Requested: (Check all that applies): ( ) KASA in course ________________ (specify) ( ) Performance in course _________ ( ) Clinical performance ( ) Absences ( ) Comprehensive Examination ( ) Preparedness for course work ( ) Discipline or ethics ( ) Research

III. Service provided as: (Check all that applies): ( ) routine ( ) requested by student ( ) requested by the MSLP Program Director ( ) requested by the mentor ( ) requested by the program’s clinical coordinator ( ) requested by the program’s academic coordinator ( ) requested by the students thesis advisor Reason for referral: ______________________________________________________________________________________

______________________________________________________________________________________

______________________________________________________________________________________

______________________________________________________________________________________

Use additional sheets if needed.

_____________________________ ___________________________ Referring Person Signature Date

For the official use of the Speech-Language Pathology Program Referred to: (academic mentor name) ___________________________________________ On: (date) _________________________________

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CLINICAL PRACTICUM APPLICATION FORM

GENERAL INFORMATION: Name: ______________________________________ ID Number: _________________ Month/year applying for clinical practicum: ____________________ MSLP Class of: ___________ CONTACT INFORMATION: Phone Numbers: ____________________________________________________________________ E-mail: ____________________________________________________________________________ Postal Address: _____________________________________________________________________ __________________________________________________________________________________ Where do you live? __________________________ AVAILABILITY INFORMATION: Please inform days of the weeks and times available for clinical practice. Please be as specific as you schedule allows: DAYS OF THE WEEK

AM (8:00 to 12:00m) PM (1:00 to 5:00pm)

Monday

Tuesday

Wednesday

Thursday

Friday

Saturday

FOR THE USE OF THE CLINICAL COORDINATOR: Student has fulfilled all of the academic clinical practicum requisites _____ Yes ______ No

Please indicate the course(s) that have not been approved by the student: ________________________________________________________________________________________________ Student completed the 25 Clinical Observation Hours and have submitted the Clinical Observation Record Form

_____ Yes ______ No Student has submitted evidence of Hepatitis B vaccination _____ Yes ______ No


SPEECH‐LANGUAGE PATHOLOGY PROGRAM

Page 118 of 124

SPEECH‐LANGUAGE PATHOLOGY PROGRAM ACT

Date: ____________________________________ Issues discussed: ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ Agreements: ________________________________________________________________________ ________________________________________________________________________ _____________________________________________________________________________________________________________________________________________________________________________________________________________________ ________________________________________________________________________ Signatures:

________________________ Student ________________________ Faculty Member/Academic Mentor

Electronic Copy to the Program Director’s Office Hard Copy with original signature to the student file



Page 119 of 124

RESEACH AUTHORSHIP AGREEMENT FORM Through this document ______________________________________ (student’s

name) accepts ___________________________ (professor’s name) invitation to participate on his/her research study titled ______________________________________________ ________________________________________________________________________

My work regarding this research will be counted as the MSLP 559-569 & 669

courses requisites. These courses are required as part of the Master of Science in Speech-Language Pathology curriculum (MS-PHL).

The corresponding tasks will be assigned according to each of the courses syllabus and requirements and through previous agreement. Assigned tasks are:

INCLUDE A LIST OF ASSIGNED TASKS

As part of our participation in this research I will be invited to participate in a series of professional activities ____________________________________________ (list potential professional activities thought). I will participate in the presentation of the research results as co-author. My name will appear in alphabetical order after the first author name. Every oral presentation, poster, article or reference will be written using all last names in the order specified. I will work on writing a publishable article for which I will be co-author.

Data collected through this investigation can be used in future research not related

to this one according to the IRB regulations. In this case my authorship does not correspond since it is considered to be a different research.

I make the compromise of following up all research endeavors until research is completed and to participate in all of the related research presentation as possible. SIGNED TODAY: month ___________ day ____, 20____. ________________________________ ________________________ Principal Author Student

Electronic copy to the MSLP Program’s Director’s Office Hard copy signed for the student file



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CLINICAL OBSERVATION RECORD SUMMARY FORM - Total observation hours to be completed 25 -

Student Name: ______________________________________

Identification Number: ____________________________

Year student initiated the graduate program: ______________ Applying for clinical practicum: June _______ (year)

General Instructions: Group clinical observation hours completed by month and year.

Specify the time completed, the supervisor’s name, and ASHA and PR license numbers.

Month and year when hours were completed

Number of hours,

minutes or hours and minutes

completed

Supervisor’s Name ASHA Account

Number

PR License Number

08/2012 1 hr. 30 min. Dr. Nydia Bou 12079998 586

_____________________________ _____________________________ Student Signature Mildred Del Valle Morales

Clinical Coordinator MSLP Program Use additional sheets as required.



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AUTHORIZATION TO PUBLISH MATERIAL IN THE WEBPAGE

I, __________________________________________ the owner of the copyrights of _______________________________________________________ yield, this document under the law at the University of Turabo to publish and disseminate in the Webpage.

This assignment is free and will last until the owner of the copyright notice in writing of its completion. I also take responsibility for the accuracy of the data and originality of the work.

Given the inherently trans-border nature of the medium (internet) used by the Webpage at the University of Turabo for its bibliographic digitized content, the transfer will be valid worldwide. _________________________________ Student Name and Signature _________________________________ ID _________________________________ Date Received by: _______________________________ Date: ___________________________

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ACADEMIC SERVICES MENTORING ACT

Date: ______________________ Student Name: ____________________ ID Number: _______________ E-Mail: __________________________ Academic Mentor: __________________________ Service is provided (Check all that applies): ( ) routine ( ) requested by the mentor ( ) requested by the program’s academic coordinator ( ) requested by the program’s clinical coordinator ( ) requested by the students thesis advisor ( ) requested by student TOPICS DISCUSSED ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________

FEEDBACK OFFERED ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ACTION PLAN AND RECOMMENDATIONS ________________________________________________________________________________________________

________________________________________________________________________________________________ ________________________________________________________________________________________________ Use additional sheets if necessary.

Academic Mentor Signature Student Signature For the official use of the Speech-Language Pathology Program Received in the Program (date) ______________________ Received by ______________________

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MSLP PROGRAM INTERDEPARTAMENTAL

COMMUNICATION

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SHS FACULTY & ADMINISTRATIVE PERSONNEL CONTACT LIST

The main means of communication between SLP program student and faculty is email. It is imperative that you check it on a regular basis. Messages may also be posted in the clinic and outside the departmental office. It is essential that all students stop by the Academic Coordinator office to make sure their e-mail address is current and correct.

The information provided in the following table is updated as of July 2014. Students are

encouraged to verify the most up-to-date information with the Department.

SHS ADMINISTRATIVE PERSONNEL

E-MAIL EXTENSION

Dr. Nydia Bou [email protected] 4029

Dr. Nilda I. Boria [email protected] 4462

Ms. Diannie Rivera [email protected] 4448

Dr. María A. Centeno [email protected] 4019

Mrs. Lizette Lebrón [email protected] 4293

Mrs. Ana D. Serrano [email protected] 4281

Mrs. Wanda I. Rodríguez [email protected] 4232

Mrs. Lenisse Mirabal [email protected] 4282

Mrs. Nelly González [email protected] 4015

Prof. Mildred del Valle [email protected] 4950

Mrs. Ileana Claudio [email protected] 4414

FULL-TIME FACULTY E-MAIL EXTENSION

Dr. Maribel González [email protected] 4025

Prof. Gianna E. Crisson [email protected] 4022

Prof. Luz P. García [email protected] 4022

Dr. Lillian Pintado [email protected] 4572

Dr. Awilda Rosa [email protected]

Prof. Lilliana Ríos [email protected] 4284