Graduate Degree Program Assessment Plan Cover Sheet: Degree Program: Speech Pathology
Graduate Degree Program Assessment Plan Cover Sheet: Degree Program: Speech Pathology Department and College: Audiology and Speech Pathology/College of Professional Studies Degree Type (AA, AS, BA. BS, BBS, BSE, BSW): _____B.S.____________ Prepared by: Laura Smith-Olinde, Ph.D. Date submitted to college committee: 4/2/12 Approved on: _4/30/12_____________________________ Submitted to Provost Assessment Advisory Group on ____________________________________________ Approved on_______________________________________________ Respond to all four questions, following the Degree Program Assessment Plan Form Instructions. Attach additional pages as needed. (1) What are your student learning goals for this degree program? Include which core competencies are addressed by these goals where applicable (See list at http//www.ualr.edu/provost/assessment/competencies.shtml ) The goals of the undergraduate program in Audiology and Speech Pathology are to: 1. provide undergraduate students with a foundation in the physical, psychological, and cognitive-linguistic bases of normal and disordered speech, language, hearing and balance; 2. increase students’ critical thinking abilities; 3. prepare undergraduate students as viable candidates for graduate school or other employment. (See Curriculum Map) (2) What are your learning objectives or outcomes associated with each student learning goal? At completion of the undergraduate Audiology and Speech Pathology program, students will: 1. have increased their knowledge of the physical, psychosocial and cognitive-linguistic bases of normal and disordered speech, language, hearing and balance; 2. have increased their ability to apply critical thinking skills to clinically relevant scenarios and questions across diverse populations; 3. acquire appropriate clinical behaviors and demonstrate knowledge and skills related to clinical practice; 4. continue their education in a graduate program, or be otherwise employed after graduation. 1 AUSP Revised UG Asses Plan 2012 (3) Where will the objectives be addressed in your program? In which courses and through which activities will they be assessed? (Attach Curriculum Assessment Map). All undergraduate courses are used to perform the assessment, as well as clinical practicum, instruments administered outside of any particular course (Capstone Evaluation, Critical Thinking Evaluation, Post-Graduation Plans form, Service Learning Summary) and grade point average (GPA). See Curriculum Map below for core competencies addressed. Curriculum Assessment Map: Degree Program Assessment Audiology and Speech Pathology B.S. Degree Emphasis: Extensive Somewhat Little None Assessed: Exam Paper Project Other Not Assessed Goal # 1 - provide undergraduate students with a foundation in the physical, psychological, and cognitive-linguistic bases of normal and disordered speech, language, hearing and balance Courses and Activities How Outcomes are Addressed and Assessed Objective # 1 - increase UG students’ Core Competencies knowledge of the physical, psychosocial & Addressed cognitive-linguistic bases of normal and disordered speech, language, hearing and balance AUSP 2360 Intro. to Speech & Hearing Disorders AUSP 3350 Phonetics Emphasis: Assessed: Somewhat Exam Other Emphasis: Assessed: Extensive Exam AUSP 3360 Language & Speech Acquisition AUSP 3361 Speech Anat. & and Physiology AUSP 3362 Hearing Science Emphasis: Assessed: Extensive Exam Project Emphasis: Assessed: Extensive Exam Emphasis: Assessed: Extensive Exam AUSP 3364 Speech Science Emphasis: Assessed: Extensive Exam Capstone Assessment Emphasis: Assessed: Extensive Exam - Critical Thinking - Ethical and Moral Consciousness - Verbal Literacy - Critical Thinking - Social and Cultural Awareness - Verbal Literacy - Critical Thinking - Social and Cultural Awareness - Verbal Literacy - Critical Thinking - Verbal Literacy - Critical Thinking - Mathematics - Verbal Literacy - Critical Thinking - Mathematics - Verbal Literacy (Pre-professional knowledge base) 2 AUSP Revised UG Asses Plan 2012 Goal # 2 - increase undergraduate students’ critical thinking abilities Courses and Activities How Outcomes are Addressed and Assessed Objective # 2 - increase ability to apply Core Competencies critical thinking skills to clinically relevant Addressed scenarios/questions across diverse populations AUSP 3363 Disorders in Articulation Emphasis: Assessed: Extensive Exam Project AUSP 4162 Practicum I Emphasis: Assessed: Extensive Other AUSP 4163 Practicum II Emphasis: Assessed: Extensive Other AUSP 4364 Differential Diagnosis Emphasis: Assessed: Extensive Exam Project AUSP 4366 Language Disorders Emphasis: Assessed: Extensive Exam Project AUSP 4368 Audiology Emphasis: Assessed: Extensive Exam Project AUSP 4369 Audiologic Rehabilitation Emphasis: Assessed: Somewhat Exam - Critical Thinking - Social and Cultural Awareness - Verbal Literacy - Critical Thinking - Ethical and Moral Consciousness - Social and Cultural Awareness - Verbal Literacy - Critical Thinking - Ethical and Moral Consciousness - Social and Cultural Awareness - Verbal Literacy - Critical Thinking - Social and Cultural Awareness - Verbal Literacy - Critical Thinking - Social and Cultural Awareness - Verbal Literacy - Critical Thinking - Information Technology - Mathematics - Verbal Literacy - Critical Thinking - Information Technology - Mathematics - Social and Cultural Awareness - Verbal Literacy 3 AUSP Revised UG Asses Plan 2012 Critical Thinking Assessment Emphasis: Assessed: Extensive - Critical Thinking Exam Goal # 3 - prepare undergraduate students as viable candidates for graduate school or other employment Courses and Activities How Outcomes are Addressed and Assessed Emphasis: Assessed: Objective # 3 - acquire appropriate clinical behaviors and demonstrate knowledge and skills related to clinical practice Extensive Exam Project AUSP 3365 Clinical Management Emphasis: Assessed: Extensive Exam AUSP 4162 Practicum I Emphasis: Assessed: Extensive Other AUSP 4163 Practicum II Emphasis: Assessed: Extensive Other AUSP 4363 Voice and Stuttering Emphasis: Assessed: Extensive Exam AUSP 4364 Differential Diagnosis Emphasis: Assessed: Extensive Exam Project AUSP 4366 Language Disorders Emphasis: Assessed: Extensive Exam Project AUSP 3363 Disorders in Articulation Core Competencies Address - Critical Thinking - Ethical and Moral Consciousness - Social and Cultural Awareness - Verbal Literacy - Critical Thinking - Ethical and Moral Consciousness - Verbal Literacy - Critical Thinking - Ethical and Moral Consciousness - Social and Cultural Awareness - Verbal Literacy - Critical Thinking - Ethical and Moral Consciousness - Social and Cultural Awareness - Verbal Literacy - Critical Thinking - Social and Cultural Awareness - Verbal Literacy - Critical Thinking - Philosophy and Methods of Science - Social and Cultural Awareness - Verbal Literacy - Critical Thinking - Philosophy and Methods of Science 4 AUSP Revised UG Asses Plan 2012 AUSP 4368 Audiology Emphasis: Assessed: AUSP 4369 Audiologic Rehabilitation Emphasis: Assessed: AUSP 4101, 4201, 4301 Independent Study Clinical Practicum Evaluation Emphasis: Assessed: Critical Thinking Skills Assessment Grade Point Average Emphasis: Assessed: Emphasis: Assessed: Extensive Exam - Social and Cultural Awareness - Verbal Literacy - Critical Thinking - Information Technology - Mathematics - Social and Cultural Awareness - Verbal Literacy Somewhat - Critical Thinking Exam - Information Technology - Mathematics - Social and Cultural Awareness - Verbal Literacy Somewhat - Critical Thinking Exam - Philosophy and Methods of Science - Verbal Literacy Extensive -Critical Thinking Other -Ethical and Moral Consciousness -Social and Cultural Awareness -Verbal Literacy Objective # 4 - continue education in a graduate program, or be otherwise employed after graduation Extensive -Critical Thinking Exam Exit Survey (grad school/ employed) (4) How will you assess each objective? (a) Methods; b) Design; c) Assessment cycle; d) Stakeholder involvement. We are presenting no data for 2011, as we have decided to review and retool our assessment processes. Below are the anticipated analyses for the various instruments. 5 AUSP Revised UG Asses Plan 2012 Undergraduate Exit Survey – Descriptive statistics Undergraduate Course Evaluations – Descriptive statistics Undergraduate Student Practicum Evaluation – Descriptive statistics Student Practicum Evaluations – Descriptive statistics Evaluation of Undergraduate Clinical Services – Descriptive statistics Undergraduate Site Evaluations – Description and descriptive statistics Graduate Capstone Examination – Descriptive statistics and pre-/post-t-tests Critical Thinking Evaluation – Descriptive statistics and pre-/post-t-tests Service Learning Summary – narrative The assessment plan for the undergraduate program in the Department of Audiology and Speech Pathology can best be explained in terms of a five-year cycle, as delineated below. First Year Assessments (2012): The first year of the new five-year cycle involves gathering data related to the overall assessment of the undergraduate program. This assessment process will include the following instruments: Graduation Rates, Retention Rates, Undergraduate Exit Survey, (Appendix A, under revision), Course Evaluations (Appendix B), Diversity of Students Admitted and Student Financial Support. These data will be used to evaluate overall program effectiveness by obtaining input from the primary consumer of our services, students. Results from these instruments will be used to guide decisions regarding program improvement. Second Year Assessments (2013): During the second year of the five-year cycle, assessment efforts will focus on undergraduate clinical training, looking at the following items: Student Practicum Evaluation (Appendix C), Number of Practicum Hours Earned, Practicum Supervisor Evaluation – Undergraduate (Appendix D), Consumer Evaluation of Clinical Services (Appendix E; 13 of 19 Questions), Diversity of Clients Served (Appendix F) and Site Evaluation (Appendix G). These data will be used to assess how well the program is meeting the clinical needs of our undergraduate students and to make quality improvement decisions about the undergraduate clinical training program. Third Year Assessments (2014): During the third year of the five-year cycle assessment efforts will focus on assessment of professional preparation of our undergraduate students. Assessment will be conducted using the following performance measures: Undergraduate Capstone Assessment ( under revision), Critical Thinking Assessment (instrument not yet decided), Undergraduate Grade Point Average, Student Scholarships and Awards and Consumer Evaluation of Clinical Services (Appendix E; 6 of 19 Questions). These data will be used to monitor quality improvement efforts and to indicate how well the undergraduate program is meeting the needs of our students. Fourth Assessment Year (2015): During the fourth year of the five-year cycle, professional community perception will be the focus. The professional community is our second largest consumer group, desirous of well-trained, competent professionals from our program. Tools to assess professional community perception include the following: Service Learning Participation Summary and Post Graduation Plans (To be developed). The data collected from these assessment tools will inform the program on knowledge, attitudes, and beliefs about the undergraduate program at the local level. Fifth Year Assessment (2016): During the fifth year of the five-year cycle the focus of assessment will be on the third major group of consumers, clinic clients. Clinical services and 6 AUSP Revised UG Asses Plan 2012 consumers thereof will be assessed using the following information: Consumer Evaluation of Clinical Services (Appendix E; 13 of 19 Questions), Diversity of Clients Served (UALR clinic; Appendix H) and Diversity of Services Provided (UALR clinic). The data collected from these measures will be used to assess the quality of services provided to clients in our clinic and will be used when making decisions regarding marketing and quality improvement initiatives. Stakeholder Involvement We currently include clients we serve in our on-campus clinic as well as community professional stakeholders in our assessment of the undergraduate program. We are looking at trying to include graduate programs and employers in future years. The primary stakeholders in our preprofessional undergraduate program are the students. Student input about the undergraduate program is actively sought. Additionally, the faculty was actively involved in the assessment process. 7 AUSP Revised UG Asses Plan 2012 Audiology and Speech Pathology Department Undergraduate Program Five-Year Assessment Plan (2012 - 2016) Assessment Tool Undergraduate Objective(s) Assessment of Overall Program Undergraduate Graduation Undergraduate Retention Rates Undergraduate Exit Survey (Appendix A) Undergraduate Course Evaluations (Appendix B) Diversity of Students Admitted Student Financial Support 1, 2, 3, 4 Cycle Year Year 1 2012 Assessment of Student Clinical Training 1, 2, 3 2013 Undergraduate Student Practicum Evaluation (Appendix C) Number of Practicum Hours Practicum Supervisor Evaluation – Undergraduate (Appendix D) Consumer Evaluation of Clinical Services (13 Questions; Appendix E) Diversity of Clients Served (Appendix F) Site Evaluation (Appendix G) Year 2 Assessment of Undergraduate Students 1, 2, 3, 4 Undergraduate Capstone Assessment Undergraduate Critical Thinking Assessment Undergraduate Grade Point Average Student Scholarships and Awards Consumer Evaluation of Clinical Services (6 Questions; Appendix E) Year 3 2014 Assessment of Professional Perceptions Service Learning Participation Summary Post Graduation Plans Year 4 2015 1, 2 Assessment of Consumers of Clinical Services 2, 3 2016 Consumer Evaluation of Clinical Services (13 Questions; Appendix E) Diversity of Clients Served (UALR clinic) Types of Services Provided (UALR clinic) Year 5 8 AUSP Revised UG Asses Plan 2012 AUSP ASSESSMENT PLAN Bachelor’s Degree in Audiology and Speech Pathology College of Professional Studies (UALR) College of Health Related Professions (UAMS) Thomas Guyette, Ph.D., Chair Betholyn Gentry, Ph.D., College Assessment Committee ANNUAL REPORT April 2012 UNDERGRADUATE ASSESSMENT COMMITTEE Laura Smith-Olinde, Ph.D., Chair Jennifer Franklin, Au.D., Member Greg Robinson, Ph.D., Member Department Mission The mission of the Audiology and Speech Pathology (AUSP) department is to educate professionals who serve persons with communication, swallowing, and balance disorders at local, state, national, and international levels. The department is dedicated to excellence in (a) teaching and lifelong learning in a student-centered environment (b) service in a patientcentered environment based on academic excellence, leadership, and the ethic of community responsibility and (c) research that supports communication science and the practice of audiology and speech-language pathology (AUSP Strategic Plan, 2007). The department contributes to the College of Professional Studies (CPS) mission by advancing collaborative problem-solving, entrepreneurial public leadership and effective use of communication to develop dynamic, healthy and safe communities through theoretic and applied research and instruction (CPS Strategic Plan, 2007); and to the mission of the University of Arkansas at Little Rock (UALR) by developing the intellect of students; discovering and disseminating knowledge; serving and strengthening society by enhancing awareness in scientific, technical, and cultural arenas; and by promoting humane sensitivities and understanding of interdependence. Within this broad mission are the responsibilities to use quality instruction to instill in students a lifelong desire to learn; to use knowledge in ways that will contribute to society; and to apply the resources and research skills of the University community to the service of the city, the state, the nation, and the world in ways that will benefit humanity (Adopted by the UALR Faculty Senate, 1988). Undergraduate Mission The primary mission of the undergraduate program in audiology and speech pathology is to provide pre-professional, fundamental knowledge and skills needed to pursue graduate training in 9 AUSP Revised UG Asses Plan 2012 audiology or speech-language pathology. These skills and knowledge co-occur with students’ exposure to a wide range of academic experiences across the university for general enrichment. This mission is compatible with the UALR mission to enhance awareness and knowledge in scientific, technical and cultural areas while developing independence and sensitivity to society and to lifelong learning. The goals and objectives of the program are listed below. Goals The goals of the undergraduate program in Audiology and Speech Pathology are to: 4. provide undergraduate students with a foundation in the physical, psychological, and cognitive-linguistic bases of normal and disordered speech, language, hearing and balance; 5. increase students’ critical thinking abilities; 6. prepare undergraduate students as viable candidates for graduate school or other employment. Objectives At completion of the undergraduate Audiology and Speech Pathology program, students will: 5. have increased their knowledge of the physical, psychosocial and cognitive-linguistic bases of normal and disordered speech, language, hearing and balance; 6. have increased their ability to apply critical thinking skills to clinically relevant scenarios and questions across diverse populations; 7. acquire appropriate clinical behaviors and demonstrate knowledge and skills related to clinical practice; 8. continue their education in a graduate program, or be otherwise employed after graduation. Five-Year Plan, Undergraduate The Audiology and Speech Pathology Department met to discuss the assessment process currently in place. After much discussion the faculty decided to review our assessment process this year pursuant to future assessment reports. We decided to revamp the current assessment plan to make it more efficient and useful for program growth and success. The assessment plan for the undergraduate program in the Department of Audiology and Speech Pathology can best be explained in terms of a five-year cycle, as delineated below. First Year Assessments (2012): The first year of the new five-year cycle involves gathering data related to the overall assessment of the undergraduate program. This assessment process will include the following instruments: Graduation Rates, Retention Rates, Undergraduate Exit Survey, (Appendix A, under revision), Course Evaluations (Appendix B), Diversity of Students Admitted and Student Financial Support. These data will be used to evaluate overall program effectiveness by obtaining input from the primary consumer of our services, students. Results from these instruments will be used to guide decisions regarding program improvement. 10 AUSP Revised UG Asses Plan 2012 Second Year Assessments (2013): During the second year of the five-year cycle, assessment efforts will focus on undergraduate clinical training, looking at the following items: Student Practicum Evaluation (Appendix C), Number of Practicum Hours Earned, Practicum Supervisor Evaluation – Undergraduate (Appendix D), Consumer Evaluation of Clinical Services (Appendix E; 13 of 19 Questions), Diversity of Clients Served (Appendix F) and Site Evaluation (Appendix G). These data will be used to assess how well the program is meeting the clinical needs of our undergraduate students and to make quality improvement decisions about the undergraduate clinical training program. Third Year Assessments (2014): During the third year of the five-year cycle assessment efforts will focus on assessment of professional preparation of our undergraduate students. Assessment will be conducted using the following performance measures: Undergraduate Capstone Assessment ( under revision), Critical Thinking Assessment (instrument not yet decided), Undergraduate Grade Point Average, Student Scholarships and Awards and Consumer Evaluation of Clinical Services (Appendix E; 6 of 19 Questions). These data will be used to monitor quality improvement efforts and to indicate how well the undergraduate program is meeting the needs of our students. Fourth Assessment Year (2015): During the fourth year of the five-year cycle, professional community perception will be the focus. The professional community is our second largest consumer group, desirous of well-trained, competent professionals from our program. Tools to assess professional community perception include the following: Service Learning Participation Summary and Post Graduation Plans (To be developed). The data collected from these assessment tools will inform the program on knowledge, attitudes, and beliefs about the undergraduate program at the local level. Fifth Year Assessment (2016): During the fifth year of the five-year cycle the focus of assessment will be on the third major group of consumers, clinic clients. Clinical services and consumers thereof will be assessed using the following information: Consumer Evaluation of Clinical Services (Appendix E; 13 of 19 Questions), Diversity of Clients Served (UALR clinic; Appendix H) and Diversity of Services Provided (UALR clinic). The data collected from these measures will be used to assess the quality of services provided to clients in our clinic and will be used when making decisions regarding marketing and quality improvement initiatives. 11 AUSP Revised UG Asses Plan 2012 Audiology and Speech Pathology Department Undergraduate Program Five-Year Assessment Plan (2012 - 2016) Assessment Tool Undergraduate Objective(s) Assessment of Overall Program Undergraduate Graduation Undergraduate Retention Rates Undergraduate Exit Survey (Appendix A) Undergraduate Course Evaluations (Appendix B) Diversity of Students Admitted Student Financial Support 1, 2, 3, 4 Cycle Year Year 1 2012 Assessment of Student Clinical Training 1, 2, 3 2013 Undergraduate Student Practicum Evaluation (Appendix C) Number of Practicum Hours Practicum Supervisor Evaluation – Undergraduate (Appendix D) Consumer Evaluation of Clinical Services (13 Questions; Appendix E) Diversity of Clients Served (Appendix F) Site Evaluation (Appendix G) Year 2 Assessment of Undergraduate Students 1, 2, 3, 4 Undergraduate Capstone Assessment Undergraduate Critical Thinking Assessment Undergraduate Grade Point Average Student Scholarships and Awards Consumer Evaluation of Clinical Services (6 Questions; Appendix E) Year 3 2014 Assessment of Professional Perceptions Service Learning Participation Summary Post Graduation Plans Year 4 2015 1, 2 Assessment of Consumers of Clinical Services 2, 3 2016 Consumer Evaluation of Clinical Services (13 Questions; Appendix E) Diversity of Clients Served (UALR clinic) Types of Services Provided (UALR clinic) Year 5 12 AUSP Revised UG Asses Plan 2012 APPENDIX A UNDERGRADUATE STUDENT EXIT SURVEY FORM UNIVERSITY OF ARKANSAS AT LITTLE ROCK AUDIOLOGY AND SPEECH PATHOLOGY DEPARTMENT 1. Please indicate the semester and year you graduated. Term____________ Year___________ 2. Have you applied to a graduate program in speech pathology or audiology? Yes_____________ No____________ If “no” please indicate the reason: _____ Grade point average too low for graduate school _____ Financial considerations were prohibitive _____ Pursued another field of graduate study _____ Other (Please explain) ________________________________________________ ________________________________________________________________________ ______ If “yes” please indicate your area of study in graduate school. Audiology_________ Speech Language Pathology____________ 3. Why did you select UALR to obtain your undergraduate degree? __________________ 4. Do you belong to any professional organizations (i.e. NSSLA, ArkSHA, ASHA, etc.)? Yes____________ No_______________ If “yes” please indicate which one(s). _________________________________________ ________________________________________________________________________ If “no” give reason (s). _____________________________________________________ ________________________________________________________________________ 5. Are you employed as support personnel (speech pathology assistant) in speech pathology? Yes____________ No_______________ If “yes” indicate your job setting (i.e. public school, rehab center, hospital, etc.). ________________________________________________________________________ 6. Do you feel that the undergraduate major in speech pathology offered at UALR adequately prepared you for advanced graduate study? 13 AUSP Revised UG Asses Plan 2012 Yes____________ No______________ If “yes” what areas of the program were most helpful in preparing you for advanced study? __________________________________________________________________ 7. Would you recommend the undergraduate program in speech pathology to others? Yes_____________ No______________ 14 AUSP Revised UG Asses Plan 2012 APPENDIX B Undergraduate Course Evaluation Form COLLEGE OF PROFESSIONAL STUDIES DEPARTMENT OF AUDIOLOGY AND SPEECH PATHOLOGY STUDENT EVALUATION OF INSTRUCTION Instructor Name:_______________________ Year: 20____ Semester: Fall Spring Summer Course Number: _______________________ Course Name: _________________________ Please mark your answers by filling in the bubbles on the attached Scantron sheet using a No. 2 pencil. Erase changed responses cleanly and completely. Mark only one response per statement. A = strongly agree; B = agree; C = neither agree or disagree; D = disagree; E = strongly disagree 1. The instructor speaks audibly and clearly. 2. The instructor speaks fluent English. 3. The instructor provides organized presentations. 4. The course lectures cover objectives/goals. 5. The instructor discusses current developments. 6. The instructor stimulates thinking and discussion. 7. The instructor keeps scheduled appointments. 8. The instructor treats students with respect. 9. The instructor demonstrates enthusiasm. 10. The tests cover course objectives. UALR Course Eval. 15 AUSP Revised UG Asses Plan 2012 APPENDIX C PRACTICUM EVALUATION FORM UALR/UAMS Department of Audiology and Speech Pathology 2801 South University, Little Rock, AR 72204 Ph: 501-569-3155 FAX: 501-569-3157 Student Name:________________________ Semester: Fall 20___ Spring 20___ Summer 20________ Practicum Site:______________________ Supervisor:_____________________ ASHA #:___________ Competency Rating Code: Rate each competency from 1.0 to 3.0. Decimals may be used if necessary (e.g. 1.5, 2.7, etc.) Use the following descriptors to rate each competency: 1.0 = Competency/skill is emerging but needs further development; requires frequent supervisory instruction –Emerging 2.0 = Competency/skill is present but needs refinement; requires frequent supervisory instruction—Meets Standard 3.0 = Competency/skill is developed; requires infrequent supervisory monitoring—Exceeds Standard (A) Articulation; (F) Fluency; (H) Hearing; (V) Voice/Resonance; (S) Swallowing; (P) Pragmatics; (CM) Communication Modalities; (L) Rec./Exp. Language; (C) Cognitive (please check the area(s) in which skills were obtained) I. EVALUATION MID TER M FINA L A F H V S P C M A. Conducts screening and prevention activities. B. Collects case history information and integrates information from clients/patients, family, caregivers, teachers, relevant others, and other professionals. C. Selects and administers appropriate evaluation procedures, such as behavioral observations, nonstandardized and standardized tests, and instrumental procedures. D. Adapts evaluation procedures to meet clients’ needs. E. Interprets, integrates and synthesizes information to develop diagnoses and prognoses and make appropriate recommendations for intervention. F. Completes administrative and reporting functions necessary to support the evaluation. 16 AUSP Revised UG Asses Plan 2012 L C G. Refers clients/patients for appropriate services. II. INTERVENTION MID FINA A TERM L F H V S P C M A. Develops setting appropriate intervention plans with measurable and achievable goals that meet clients’ needs. B. Collaborates with clients and relevant others in the planning process. C. Implements intervention plans. D. Involves clients and relevant others in the intervention process E. Selects or develops and uses appropriate materials and instrumentation for prevention and intervention F. Measures and evaluates clients’ performance and progress. G. Modifies intervention plans, strategies, materials and instrumentation as appropriate to meet the needs of clients. H. Completes administrative and reporting functions necessary to support intervention. I. Identifies and refers clients for services appropriate. III. PROFESSIONAL, INTERACTIONAL & PERSONAL MID FINA A F H V S P C QUALITIES TERM L M A. Communicates effectively, recognizing the needs, values, preferred mode of communication, and cultural/linguistic background of the client/family/caregivers and relevant others. B. Collaborates with other professionals in case management, when appropriate. C. Provides counseling regarding communication and swallowing disorders to client, family, caregivers, and relevant others. D. Adheres to the ASHA Code of Ethics and behaves professionally. E. Possesses oral skills sufficient for entry in to professional practice. F. Possesses written skills sufficient for entry in to professional practice. The student treated the following populations at this site: _____Early Intervention (0-3) ______Preschool (3-5) _____School Age (5-16) _____Adult (16+) 17 AUSP Revised UG Asses Plan 2012 L C L C The student treated the following types of disorders while at this site: MID-TERM COMMENTS: FINAL COMMENTS: MIDTERM EVALUATION: Student’s Signature:______________________________ Date:______________ Supervisor’s Signature:___________________________ Date:______________ I have read this evaluation and have had the opportunity to discuss its contents with the clinical supervisor named above. (Comments may be written on a separate page, dated and attached.) Clinical Hours Accrued to Date: This Site__________ All Sites__________ Supervisor’s phone #_____________________________ FINAL EVALUATION: Student’s Signature:___________________ Date:______________ Supervisor’s Signature:__________________________ Date:________________ I have read this evaluation and have had the opportunity to discuss its contents with the clinical supervisor named above. (Comments may be written on a separate page, dated and attached.) Clinical Hours Accrued to Date: This Site__________ All Sites__________ Supervisor’s phone #_____________________________ Revised 8/2004 18 AUSP Revised UG Asses Plan 2012 APPENDIX D Practicum Supervisor Evaluation Form Evaluation of Practicum Supervisors (Developed from ASHA’s Position Paper: Clinical Supervision in Speech-Language Pathology and Audiology) Name of Supervisor:_______________________ Practicum Site:_________________ Semester/Year:____________/___________Date of Evaluation:__________________ A 5-point scale is to be used to rate the items listed below: 5 = Outstanding; 4 = Excellent; 3 = Good; 2 = Fair; 1 = Poor; NA = Non-applicable The supervisor: 1. establishes and maintains an effective working relationship with the supervisee._____ 2. assists the supervisee in developing clinical goals and objectives. ______ 3. assists the supervisee in developing and refining assessment skills. ______ 4. demonstrates for and participates with the supervisee in the clinical process. ______ 5. assists the supervisee in analyzing assessment and treatment sessions. ______ 6. guides the supervisee in maintaining clinical records. ______ 7. interacts with the supervisee in supervisory conferences. ______ 8. assists the supervisee in evaluating his/her clinical performance. ______ 9. assists the supervisee in developing skills of report writing and editing. ______ 10. models professional conduct. ______ Additional Comments: Jan. 2001 19 AUSP Revised UG Asses Plan 2012 APPENDIX E UALR Speech and Hearing Clinic Form 31 2801 South University, Suite 600, Little Rock, AR 72204 501-569-3155 Phone 501-569-3157 Fax EVALUATION OF CLINICAL SERVICES CLIENT’S NAME:______________________________________ DOB: ____________________________ CLINICIAN: ___________________________________________ SUPERVISOR: _____________________ DATE: ________________________________________________ 5 – Excellent 4 - High Average 3 – Average 2 – Low Average 1 – Poor 0 - Does Not Apply 1. Prompt and accurate attention to request for information or or appointment scheduling following your first contact with the facility 5 4 3 2 1 0 2. Efficient and prompt forwarding of reports 0 5 4 3 5 4 3. 1 Courteous treatment by all clinic personnel 0 4. Special problems noted and assistance provided 0 5. Considerate answers to all questions 0 6. Appointments begun at scheduled time 10 5 4 7. Instruction in how to manage the communication problem outside this clinic 5 1 0 4 8. Clear communication of the results of the evaluation and/or therapy 5 0 9. Referral to appropriate service facilities if necessary 0 5 5 10. Clear statement of recommendation 0 11. Clear statement of how recommendations are to be implemented 4 2 3 4 2 1 2 4 3 5 4 4 5 2 3 3 5 1 4 1 3 2 3 2 2 1 3 2 1 3 2 1 3 2 20 AUSP Revised UG Asses Plan 2012 1 0 12. Opportunity to ask questions after an evaluation or therapy 0 5 4 13. Treated with compassion, respect, dignity, and courtesy 0 5 14. Student clinician and supervisor modeled professional conduct and image 1 0 15. Level of confidence instilled in you by your student clinician 1 0 4 5 4 5 16. Professional appearance of student clinician 0 4 5 17. Conferences held away from the presence of nonprofessional personnel 1 0 18. Supervisor and student clinician were helpful and cooperative 0 3 5 19. Overall acceptability of services received at the Speech and Hearing Clinic 1 0 4 5 1 32 1 3 2 3 2 3 2 1 4 3 2 3 2 1 4 3 2 4 5 2 COMMENTS:_______________________________________________________________________________ __________________________________________________________________________________________ __________________________________ 21 AUSP Revised UG Asses Plan 2012 APPENDIX F Student Name:_____________________ Entry Date:_______________________ Graduation Date:___________________ Diversity Checklist UALR/UAMS Department of Audiology & Speech Pathology Graduate Program Directions: Place a check mark in the square indicating the demographic category of the client and the semester and place. This table will serve to demonstrate the range of diversity served, so there needs to be only one check mark per square, even if you had several clients in the same category in the same or different placements. Demographic Fall, Year 1 Spring, Year 1 Summer Fall, Year 2 Spring, Year 2 Category Location Eth./Nat. Place Eth./Nat. Place Eth./Nat. Place Eth./Nat. Place Eth./Nat. Place Ethnicity North-European American African-American Native American Hispanic-American Asian-American Other Nationality American Cit. Other (write in) 22 AUSP Revised UG Asses Plan 2012 Comments/Notes: 23 AUSP Revised UG Asses Plan 2012 UNIVERSITY OF ARKANSAS AT LITTLE ROCK APPENDIX G OFF CAMPUS SITE EVALUATION SPEECH PATHOLOGY Form 54 DATE:___________________ CLINICIAN:___________________________ SITE:____________________ SUPERVISOR:_________________________ What general experiences did you have? (ie swallow studies, autistic intervention programs, laryngectomy, report writing, home health, etc) How many hours in each area did you obtain? __________ Adult Speech Evaluation __________Child Speech Evaluation __________ Adult Language Evaluation __________Child Language Evaluation __________ Adult Speech Treatment _________ Child Speech Treatment __________ Adult Language Treatment _________ Child Language Treatment __________ Hearing __________ Other (please specify) What do you think were the overall strengths of this site?______________________ What do you think were the overall weaknesses of this site?___________________ What type of tests or materials would you recommend for the next student at this site to review?___________________________________________________________ Other comments:_____________________________________________________ Rate the site on the following scale: 1 2 3 Worst 4 5 6 7 Best 24 AUSP UG Asses Plan Cover Sheet 2012 UNIVERSITY OF ARKANSAS AT LITTLE ROCK Experience Experience Disk 3 Rev. 8/2010 25 AUSP UG Asses Plan Cover Sheet 2012
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