TC Goals, ASHA Standards Program in CSD at Teachers College of Columbia University Page 1 of 5

TC Learning Goals and Outcomes; ASHA standards

TC Goals Graduates will be able to:

Learning/Training Opportunities Assessment Methods

Professional Practice: Demonstrate mastery of the content and methodology of their discipline or profession

ASHA Standard IV-A: - Demonstrate knowledge of the

biological sciences, Physical sciences, statistics and the social/behavioral sciences

ASHA Standard IV-B: - Demonstrate a solid theoretical

foundation in basic human communication and swallowing processes (including their biological, neurological, acoustic, psychological, developmental, and linguistic and cultural bases)

ASHA Standard IV-C: - Demonstrate in-depth

knowledge of speech, language, hearing and communication disorders and differences, as well as swallowing disorders, including etiologies, characteristics, and anatomical/physiological, acoustic, psychological, developmental, linguistic, and cultural correlates

ASHA Standards IV-D, V-A, V-B, V-C, V-D, V-E, V-F: - Apply principles of evidence-

based practice in assessing client’s needs, developing and

Basic human communication processes: at least two courses in each of three areas of speech, language, and hearing including: (a) anatomical and physiological bases; (b) physical and psychophysical bases; and (c) linguistic and psycholinguistic aspects at either the undergraduate or graduate level. Pre-Requisite (Required) courses BBSQ 4031 Anatomy and physiology for speech, language, and hearing. BBSQ 4042 Audiology BBSQ 5129 Audiology Concepts BBSQ 5125 Aural Habilitation BBSQ 5331 Phonetics BBSQ 4030 Speech science BBSQ 5044 Speech/language perception and processing BBS 4032 Neuroscience of speech and language BBS 5068 Brain and behavior I A&HL 4000 Intro to linguistics HUDK 5024 Language development Core (Required) courses BBSQ 5112 Articulation Disorders BBSQ 5113 Voice Disorders BBSQ 5114 Stuttering: Theory and therapy BBSQ 5115 Language Disorders Children BBSQ 5116 Language Disorders Adult BBSQ 5130 Dysphagia BBSQ 5111 Assessment and Evaluation

Course Grades in Pre-requisite and Core (Required) Courses – These are determined by examinations, presentations, and projects. Pre-Clinical Assessment Rubric - Students must demonstrate minimal competency to progress from entry level to work with a client.

TC Goals, ASHA Standards Program in CSD at Teachers College of Columbia University Page 2 of 5

implementing treatment plans or prevention programs, and evaluating their effectiveness

Teacher of Students with Speech and Language Disabilities (TSSLD): BBSQ 5041 Schools Speech/Language/Hearing Program Practicum requirements: BBSQ 5331/2- Therapeutic methods and practice in SLP BBSQ 5315/6 Practicum BBSQ 5312 Diagnostic BBSQ 5343 Hearing measurement Externship BBSQ 5331/2, 5315/6 Practicum BBSQ 5210/1 School Practicum in SLP

Practicum evaluations by in- house clinical educators – Students are required to complete up to four semesters of clinical work within the TC clinic. Students are supervised by licensed speech-language pathologists with training in clinical education. Clinical educators complete an “Evaluation of Clinical Skills” at the midpoint (formative) and end of each semester (formative and summative) of clinical work. Students are expected to demonstrate good professional skills from the beginning, but are expected to develop their clinical skills (development and planning, application) as they complete their work with clients. (Upon completion of their first 20 hours of in house intervention, students are evaluated to determine readiness for externship.) Externship evaluations by field supervisors – Upon successful completion of about 20 hours of in-house clinical work, students are invited to complete a field placement. Students are supervised by licensed speech-language pathologists at these externships. These supervisors complete the “Clinical Practicum Evaluation Form” at midterm (formative) and final (formative and summative) to provide feedback to

TC Goals, ASHA Standards Program in CSD at Teachers College of Columbia University Page 3 of 5

students in field placements. The review focuses on the following areas – Evaluation; Intervention; and Professional, Interactional, and Personal Qualities. Students must complete three field placements successfully to be eligible to graduate. Each field placement provides least 50 hours of direct contact with a client, with the hours increasing as they progress through the program. Comprehensive Exam – Students write essays to answer a series of questions regarding evaluation and treatment of particular communication disorders. Praxis Exam – Students must pass this multiple choice examination to be eligible for national certification.

Research, Scholarship, Inquiry: Use skills of inquiry, research, critical thinking, and problem solving to pursue and evaluate knowledge

ASHA Standards IV-F and IV-A: - Demonstrate understanding of

basic concepts and principles of research design and statistical analysis and be able to read, interpret and apply the latest research findings in a clinical setting

BBSQ 5940 Evaluating research in speech-language pathology and audiology (although, MS is not intended as a research degree, a variety of other research opportunities are available in the program to enrich MS students’ educational experience including work in research labs and doing research projects with faculty and doctoral students) Practicum requirements: BBSQ 5331/2-5315/6 Therapy BBSQ 5312 Diagnostic Externship BBSQ 5331/2, 5315/6 Practicum 5210/1 School Practicum in SLP

Quizzes, exercises, midterm and final exams and projects Practicum evaluations by in- house clinical educators (See above) Externship evaluations by field supervisors (See above)

TC Goals, ASHA Standards Program in CSD at Teachers College of Columbia University Page 4 of 5

Professionalism, Lifelong Learning, Professional Development: Engage in professional discourse and take responsibility for one’s personal and professional growth

ASHA Standard IV-G: - Demonstrate understanding of

contemporary professional issues

ASHA Standard IV-E: - Adhere to professional codes of

ethics, legal and professional standards

Contemporary professional issues are presented in practicum lectures, coursework and in presentations by clinical faculty. The practicum series includes lecture/discussion from members of our faculty and invited guest practitioners on a variety of topics including credentials, ethics, and specialized practice issues. Each year a number of MS students present poster sessions and take part in professional presentations at State Association Meetings and ASHA conferences in connection with classroom assignments. Practicum requirements: BBSQ 5331/2-5315/6 Therapy BBSQ 5312 Diagnostic BBSQ 5343 Hearing measurement Externship BBSQ 5331/2, 5315/6 Practicum 5210/1 School Practicum in SLP

Number of students presenting Practicum evaluations by in- house clinical educators (See above) Externship evaluations by field supervisors (See above)

Communication, Collaboration, and Leadership: Demonstrate effective communication, collaboration and leadership skills to convert goals and commitments into action

ASHA Standard V-A: - Communicate effectively orally

and in writing with patients, families, professionals and other appropriate individuals

- Collaborate with other service providers in case coordination

Practicum requirements: BBSQ 5331/2-5315/6 Therapy BBSQ 5312 Diagnostic BBSQ 5343 Hearing measurement Within the TC clinic, students prepare and conduct conferences with family members and may work with other service providers or teachers. When possible, students visit clients at their school. Externship BBSQ 5331/2, 5315/6 Practicum 5210/1 School Practicum in SLP In their externships, they work with other SLPs and when appropriate other disciplines. They may also be involved in work with

Practicum evaluations by in-house clinical educators (See above) Externship evaluations by field supervisors (See above)

TC Goals, ASHA Standards Program in CSD at Teachers College of Columbia University Page 5 of 5

families.

Diversity, Multiculturalism, Social Justice, and Advocacy: Appreciate diversity, understand nature and causes of injustice, and take actions to promote better world

ASHA Standards IV-B, IV-C, IV-D, V-B: - Demonstrate understanding of

ramifications of cultural diversity on professional practice and cultural sensitivity in working with culturally and linguistically diverse populations

- Serve as an advocate for patients, families, and other appropriate individuals

Courses infused with multicultural and bilingual topics: BBSQ 5112 Articulation disorders BBSQ 5115 Language disorders in children BBSQ 5111 Assessment and evaluation Bilingual Extension: BBSQ 5120 Communication disorders in bilingual bicultural children Practicum requirements: BBSQ 5331/2-5315/6 Therapy Prior to entering in house clinic – Students conduct presentations on evidence based practice regarding bilingualism, bidialiectalism, or biculturalism. BBSQ 5312 Diagnostic BBSQ 5343 Hearing measurement Externship BBSQ 5331/2, 5315/6 Practicum 5210/1 School Practicum in SLP Once in the clinic and during field placements, students work with patients from a wide variety of cultural and linguistic backgrounds. International experiences in Bolivia, Ghana, and Cambodia

Course grades in required courses

Practicum evaluations by in- house clinical educators (See above) Hot topic rubric – Students are graded on their ability to present a published article regarding conducted research in a clear way that supports evidenced based practice. Externship evaluations by field supervisors (See above) Preparation and participation, quality of their sessions and work with families and other professionals, review of journal entries.