ut-mslp program student handbook

Transcription

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 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 3012965700. 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
3 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
UT‐MSLP Program Student Handbook Rev 2015 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
5 UT‐MSLP Program Student Handbook Rev 2015 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
6 UT‐MSLP Program Student Handbook Rev 2015 MSLP STUDENT
HANDBOOK
WELCOME LETTER
7 UT‐MSLP Program Student Handbook Rev 2015 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
Dean of the School of Health Sciences
Dr. María A. Centeno
Director
HANDBOOK
INTRODUCTION
9 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.
UT‐MSLP Program Student Handbook Rev 2015 The School of Health Sciences (SHS) &
MSLP Program Organizational Chart
SHS ASSOCIATE DEAN Dr. Nilda I. Boria / Diannie Rivera SHS ACADEMIC AFFAIRS COORDINATOR Angeliz Pérez SPEECH‐ L ANGUAGE CLINIC DIRECTOR AND CLINICAL COORDINATOR Prof. Mildred Del Valle
SPEECH ‐L ANGUAGE CLINIC ADMINISTRATIVE ASSISTANT Ileana Claudio SHS DEAN
Dr. Nydia Bou
HEALTH PROFESSIONS DEPARTMENT DIRECTOR
SHS ADMINISTRATIVE DIRECTOR
Joannie Ortíz
SHS ADMINISTRATIVE COORDINATOR
Ana Serrano
SHS STUDENT SERVICES DIRECTOR
W anda Rodríguez
SHS ACADEMIC ADVISOR Lenisse Mirabal STUDENT SERVICES OFFICIAL
Nelly González
SPEECH ‐ LANGUAGE THERAPY SLP PROGRAM ACADEMIC COORDINATOR
Lizette Lebrón
Isabela Yabucoa Ponce Barceloneta
Cayey 11 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
2014
2013
2012
100%
92%
46%
14
12
11
# Originally
admitted
14
13
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
2014
86%
12
2013
88%
15
2012
57%
4
# Test takers
14
17
7
*Class of 2013 was the first class for which taking the PRAXIS test was a requirement
UT‐MSLP Program Student Handbook Rev 2015 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.
13 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.
HANDBOOK
PROGRAM OVERVIEW
15 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
Nydia
Bou
ASHA
Certified
Title
University
Graduation
Year
CCCSLP
EdD
Interamerican
University
2001
UPR
1996
DHEd
(c)
AT Still
University
Inprogress
MSSLP
DHSc
UPR
2001
AT Still
University
2012
University of
Colorado
1991
MSSLP
Gianna
Crisson
Maribel
González
CCCSLP
CCCSLP
MASLP
Date Full
Hired Time
(FT)
Part
Time
(PT)
2000
FT
2001
FT
2005
FT
Courses
MSLP
Research Institutional
Mentor- Committees
Academic
Mentor
Student
organizations
mentoring
500
550
559
569
635
669
545
510
570
595
645
YesYes
Yes
No
NoYes
No
No
535
530
590
540
620
630
615
650
525
545
600
610
595
YesYes
Yes
No
R
UT‐MSLP Program Student Handbook Rev 2015 UTName
María A.
Centeno
Luz P.
García
ASHA
Certified
Title
University
CCCSLP
PhD
University of
Cincinnati
2013
MSSLP
UPR
1995
EdD
(c)
Interamerican
University
InProgress
MSSLP
UPR
1992
CCCSLP
Graduation Date
Year
Hired
Full
Time
(FT)
Part
Time
(PT)
2010
FT
2007
FT
Mildred
Del Valle
CCCSLP
MASLP
Northwestern
University
1996
2007
FT
Lillian
Pintado
CCC-A
FAAA
MSc
AuD
UPR-RCM
Salus
University
2015
2008
2008
FT
MSA
UPR
2004
MSSLP
UPR
1999
Maribel
Abadía
CCCSLP
17 2012
PT
Courses
MSLP
620
630
535
559
569
540
550
669
590
600
610
600
610
550
555
625
570
559
569
669
510
550
505
595
600
610
520
580
559
569
669
560
517
595
600
610
550
555
685
515
Research
MentorAcademic
Mentor
Institutional
Committees
Student
organizations
mentoring
YesYes
No
No
YesYes
No
Yes
NoYes
No
No
YesYes
Yes
Yes
NoYes
No
No
R
UT‐MSLP Program Student Handbook Rev 2015 Lilliana
Rios
CCCSLP
MS
SLP
UT
2013
2015
FT
500
559
569
Yes
Yes
Yes
Lushana
Rosario
CCCSLP
MS
SLP
UPR-RCM
2013
2015
PT
600
610
505
No
No
No
Awilda
Rosa
CCCSLP
EdD
MSSLP
UT
UPR-RCM
2012
2000
2015
FT
559
569
669
600
610
Yes
Yes
Yes
18 UT‐MSLP Program Student Handbook Rev 2015 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
19 UT‐MSLP Program Student Handbook Rev 2015 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.
20 UT‐MSLP Program Student Handbook Rev 2015 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
21 UT‐MSLP Program Student Handbook Rev 2015 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 SpeechLanguage 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 speechlanguage pathology are discussed.
Introduction to interdisciplinary treatment techniques are studied and exercised.
Basic principles of speech language intervention and information reporting systems are
22 UT‐MSLP Program Student Handbook Rev 2015 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
23 UT‐MSLP Program Student Handbook Rev 2015 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.
24 UT‐MSLP Program Student Handbook Rev 2015 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
25 UT‐MSLP Program Student Handbook Rev 2015 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
26 UT‐MSLP Program Student Handbook Rev 2015 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.
27 UT‐MSLP Program Student Handbook Rev 2015 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 SpeechLanguage 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)
MSLP 620 Oral Motor and Swallowing Disorders
(3cdts) Req. MSLP 535-590
Req. MSLP 500-510-520-530-540-630
MLSP 569 Research in Speech-Language Pathology
MSLP 555 Clinical Intervention Skills (3cdts)
II (2cdts)
Req. MSLP 550
MSLP 669 Research in Speech-Language Pathology
Req. MSLP 559
MSLP 590 Neurogenic Speech and Language
III (2cdts)
Disorders (3cdts)
Req. MSLP 560
________ Elective from specialty (3cdts)*
Req. MSLP 500-510-535
MSLP 580 Aural Rehabilitation (3cdts)
Req. MSLP 520
SECOND SUMMER SESSION (6 CREDITS)
28 UT‐MSLP Program Student Handbook Rev 2015 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 590 Neurogenic Speech and Language
MSLP 510 Language Disorders in Children (3cdts)
Disorders (3cdts)
MSLP 520 Audiology for Speech-Language Pathologists
Req. MSLP 500-510-535
(3cdts)
MSLP 580 Aural Rehabilitation (3cdts)
MSLP 535 Neuroscience Applied to Speech- Language
Pathology (3cdts)
Req. MSLP 520
MSLP 550 Clinical Assessment Skills (3cdts)
MSLP 530 Fluency Disorders (3cdts)
Req. MSLP 500-510-520-530-540-630
MSLP 540 Voice Disorders (3cdts)
MSLP 620 Oral Motor and Swallowing Disorders (3cdts)
MSLP 630 Language Disorders in Adults (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
29 UT‐MSLP Program Student Handbook Rev 2015 ________ *Elective from specialty (3cdts)
MSLP 610 Clinical Internship II (3cdts)
MSLP 600 Clinical Internship I (3cdts)
Req. MSLP 600
MSLP 525 Seminar: Multicultural Issues in Speech-
Req. MSLP 595
MLSP 569 Research in Speech-Language Pathology II
(2cdts) Req. MSLP 559
Language Pathology (2cdts)
MSLP 669 Research in Speech-Language Pathology III
MSLP 545 Seminar: Contemporary Professional Issues in
(2cdts) Req. MSLP 569
Speech-Language Pathology & Audiology
(2cdts)
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.
30 UT‐MSLP Program Student Handbook Rev 2015 Adhere to the standards of SLP practice appropriate to their level.
Follow independent learning activities.
Be prepared on-time for class’s presentations and clinical activities.
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.
2.
3.
4.
5.
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
31 UT‐MSLP Program Student Handbook Rev 2015 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.
HANDBOOK
ACADEMIC POLICIES
33 UT‐MSLP Program Student Handbook Rev 2015 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.
34 UT‐MSLP Program Student Handbook Rev 2015 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:
Must have interrupted his/her studies for a full academic term or more.
Must have a cumulative grade point average of 3.0 in the MSLP Program.
Must have been in academic good-standing during the last semester of studies.
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.
1.
2.
3.
4.
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
35 UT‐MSLP Program Student Handbook Rev 2015 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
36 UT‐MSLP Program Student Handbook Rev 2015 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:
37 UT‐MSLP Program Student Handbook Rev 2015 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.
38 UT‐MSLP Program Student Handbook Rev 2015 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, testtakers 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
I. Foundations and Professional Practice
Approximate
Number of
Questions
44
II. Screening, Assessment, Evaluation
and Diagnosis
44
39 Approximate
Percentage of Questions
33 1/3 %
33 1/3 %
UT‐MSLP Program Student Handbook Rev 2015 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.
40 UT‐MSLP Program Student Handbook Rev 2015 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.
HANDBOOK
ASHA STANDARDS AND
KNOWLEDGE AND
SKILLS
42 UT‐MSLP Program Student Handbook Rev 2015 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.
43 UT‐MSLP Program Student Handbook Rev 2015 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-CertificationStandards/
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
44 UT‐MSLP Program Student Handbook Rev 2015 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.
2.
3.
4.
5.
6.
7.
8.
9.
articulation
fluency
voice and resonance, including respiration and phonation
receptive and expressive language (phonology, morphology, syntax, semantics,
pragmatics, prelinguistic communication and paralinguistic communication) in
speaking, listening, reading, and writing
hearing, including the impact on speech and language
swallowing (oral, pharyngeal, esophageal, and related functions, including oral
function for feeding, orofacial myology)
cognitive aspects of communication (attention, memory, sequencing, problem solving,
executive functioning)
social aspects of communication (including challenging behavior, ineffective social
skills, and lack of communication opportunities)
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 SpeechLanguageHearing 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).
45 UT‐MSLP Program Student Handbook Rev 2015 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
TO BE
FORM
COMPLETED
STANDARD
IV-A
One month after the
student starts the
program
PROCESS TO BE FOLLOWED
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 VB
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.
46 UT‐MSLP Program Student Handbook Rev 2015 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.
HANDBOOK
AMERICAN SPEECHLANGUAGE AND
HEARING ASSOCIATION
48 UT‐MSLP Program Student Handbook Rev 2015 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 SpeechLanguage 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 SpeechLanguage Pathology are in effect for all applications for certification received on or after
September 1, 2014 (http://www.asha.org/Certification/2014Speech-Language-PathologyCertification-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
49 UT‐MSLP Program Student Handbook Rev 2015 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)
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)
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
50 UT‐MSLP Program Student Handbook Rev 2015 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.
2.
3.
4.
Integration and application of the theoretical knowledge from academic training
Evaluation of strengths and identification of limitations
Development and refinement of clinical skills consistent with the Scope of Practice
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.
51 UT‐MSLP Program Student Handbook Rev 2015 • 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.
52 UT‐MSLP Program Student Handbook Rev 2015 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
actioncenter@asha.org
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.
53 UT‐MSLP Program Student Handbook Rev 2015 MSLP STUDENT HANDBOOK
ORGANIZACION
PUERTORRIQUEÑA DE
PATOLOGIA DEL HABLALENGUAJE & AUDIOLOGIA
54 UT‐MSLP Program Student Handbook Rev 2015 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 (20032004), 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).
55 UT‐MSLP Program Student Handbook Rev 2015 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.
NATIONAL STUDENT SPEECHLANGUAGE HEARING
ASSOCIATION (NSSLHA)
57 UT‐MSLP Program Student Handbook Rev 2015 The National Student Speech Language Hearing Association (NSSLHA) is a preprofessional 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
nsslha@asha.org
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.
58 UT‐MSLP Program Student Handbook Rev 2015 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.
59 UT‐MSLP Program Student Handbook Rev 2015 


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 nsslhaprograms@asha.org.
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.
HANDBOOK
PUERTO RICO BOARD
AND LICENSURE
PROCEDURES
61 UT‐MSLP Program Student Handbook Rev 2015 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
CLINICAL COMPONENT
OF THE PROGRAM
63 UT‐MSLP Program Student Handbook Rev 2015 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
64 UT‐MSLP Program Student Handbook Rev 2015 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.
MSLP PROGRAM
RESEARCH
COMPONENT
66 UT‐MSLP Program Student Handbook Rev 2015 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
67 UT‐MSLP Program Student Handbook Rev 2015 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:
Checklist
Protocol Submission Form
Research Proposal
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
1.
2.
3.
4.
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
68 UT‐MSLP Program Student Handbook Rev 2015 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
Contact the Compliance Office
jomelgar@suagm.edu
787‐743‐7979 x4126
Document completion and
submission through IRB Net
Research projects evaluation and classification
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/
69 UT‐MSLP Program Student Handbook Rev 2015 • 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
Bou, Nydia
Research Area
(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
70 Pintado, Lillian
Full Time Faculty
UT‐MSLP Program Student Handbook Rev 2015 (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.
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.
71 UT‐MSLP Program Student Handbook Rev 2015 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
72 UT‐MSLP Program Student Handbook Rev 2015 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
Introduction
CHAPTER II
LITERATURE
REVIEW
Introduction
Introduction
Research Problem
Research Purpose
Research Purpose
Research Purpose
Literature Review
Justification
Basis and theories
Participants selection process
• Access to study subjects
• Inclusion criteria
• Exclusion criteria
• Risks for research subjects
• Benefits for research
subjects
• Benefits for the society
Hypothesis
(when they apply)
Research conducted in Puerto
Rico
Informed consent procedure
Variables (when they apply)
Research conducted in the United
Confidentiality management
73 CHAPTER III
METHODOLOGY
Theoretical and/or Philosophical
Frame
UT‐MSLP Program Student Handbook Rev 2015 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.
74 UT‐MSLP Program Student Handbook Rev 2015 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
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.
3.
4.
5.
6.
7.
8.
Table of contents
List of figures or tables
Chapter I
Chapter II
Chapter III
References
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.
75 UT‐MSLP Program Student Handbook Rev 2015 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, paragraphform 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.
2.
3.
4.
5.
Research purpose
Justification
Methodology
Subjects including their selection process and criteria
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
76 UT‐MSLP Program Student Handbook Rev 2015 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)
Regularly through the use of
pseudonyms, include a
description of the research
participants. This description
should be strictly related to the
matter under study.
CHAPTER IV or V
RESULTS
CHAPTER V or VI
DISCUSSION AND
RECOMMENDATIONS
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)
77 UT‐MSLP Program Student Handbook Rev 2014 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)
Chapter summary
Recommendations
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 signatureMSLP Program Director
-electronic signature
____________________
SHS Dean
____________________
UT‐MSLP Program Student Handbook Rev 2015 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
Abstract (no more than 150 words)
Dedication (optional)
Table of contents
List of figures or tables
Chapter I through V or VI. (Please note that Chapters I-III verbs need to be changed to past
tense)
9. References
10. Appendix
4.
5.
6.
7.
8.
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.
79 UT‐MSLP Program Student Handbook Rev 2015 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.
80 UT‐MSLP Program Student Handbook Rev 2015 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.
81 UT‐MSLP Program Student Handbook Rev 2015 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 82 UT‐MSLP Program Student Handbook Rev 2015 PERSPECTIVAS DEL PACIENTE DE PARKINSON EN RELACIÓN A LOS BENEFICIOS DE LA TERAPIA DE HABLA LENGUAJE 83 UT‐MSLP Program Student Handbook Rev 2015 MSLP STUDENT HANDBOOK
ACADEMIC SERVICES &
STUDENT LIFE
84 UT‐MSLP Program Student Handbook Rev 2015 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
85 UT‐MSLP Program Student Handbook Rev 2015 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
ut_gcrisson@suagm.edu
743-7979 x 4022
Maribel González
mgonzalezr@suagm.edu
743-7979 x 4025
María Centeno
mcenteno7@suagm.edu
743-7979 x 4019
Mildred Del Valle
mdel75@suagm.edu
743-7979 x 4950
Luz P. García
lgarcía60@suagm.edu
743-7979 x 4284
Lillian Pintado
Nydia V. Bou
lpintado2@suagm.edu
ut_nbou@suagm.edu
743-7979 x 4572
743-7979 x 4029
Liliana Ríos
Awilda Rosa
riosmatosl1@suagm.edu
rosaa1@suagm.edu
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.
86 UT‐MSLP Program Student Handbook Rev 2015 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.
HANDBOOK
MISCELLANEOUS
88 UT‐MSLP Program Student Handbook Rev 2015 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-ScholarlyActivity/
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.
SelectTerm 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 regrading.
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.
89 UT‐MSLP Program Student Handbook Rev 2015 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.
90 UT‐MSLP Program Student Handbook Rev 2015 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.
91 UT‐MSLP Program Student Handbook Rev 2015 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.
92 UT‐MSLP Program Student Handbook Rev 2015 •
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.
MSLP PROGRAM FORMS
94 UT‐MSLP Program Student Handbook Rev 2015 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
Evaluator#2
Evaluator#3
Points
Points
Points
TOTAL POINTS: ___________ (30 points maximum – 21 points required for approval)
STATUS: ______ Approved no recommendations
______ Approved with recommendations
reschedule date: ___________________________
Scale:
(3) Excellent
(2) Average
(1) Deficient
CRITERIA
3
_____ Not approved (ind
2
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
95 1
Universidad del Turabo
School of Health Sciences
UT KNOWLEDGE ACQUISITION AND SKILLS OUTCOMES (KASA) FORM
A summary of the knowledge and skills outcomes acquired at the UT-MSLP Program
Page 96 of 124 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-PathologyCertificationStandards/?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
N-A
N-A
Statistics
N-A
N-A
Social/Behavioral sciences
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.
Page 97 of 124 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 520
MSLP 500
MSLP 580
MSLP 620
N-A
Psychological
Psychology Undergraduate
Course
MSLP 510
MSLP 620
MSLP 590
MSLP 630
N-A
Developmental
Speech and Language
N-A
Knowledge/
Skill Met?
(check)
Course Code
Year and Month
Completed
class work)
Page 98 of 124 Development Undergraduate
Courses
MSLP 510
MSLP 500
MSLP 620
Linguistic and Cultural
MSLP 500
N-A
MSLP 510
MSLP 525
MSLP 630
MSLP 550
MSLP 555
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
N-A
Speech Development
Undergraduate Course
MSLP 590
MSLP 620
Fluency
MSLP 530
N-A
MSLP 515
MSLP 535
MSLP 590
MSLP 500
Voice and Resonance
MSLP 540
N-A
including Respiration and
MSLP 500
Phonation
MSLP 535
MSLP 590
Page 99 of 124 Knowledge/
Skill Met?
(check)
Receptive and expressive
language (phonology,
morphology, syntax,
semantics, pragmatics,
prelinguistic communication
and paralinguistic
communication) in speaking,
listening, reading, writing
Hearing, including the impact
on speech and language
Swallowing (oral,
pharyngeal, esophageal, and
related functions, including
oral function for feeding,
orofacial myology)
Course Code
MSLP 520
MSLP 580
Undergraduate courses (if they
apply)
MSLP 510
MSLP 500
MSLP 630
MSLP 525
MSLP 630
MSLP 580
MSLP 520
MSLP 580
MSLP 525
MSLP 590
MSLP 620
MSLP 535
Year and Month
Completed
class work)
N-A
N-A
N-A
Page 100 of 124 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
Knowledge/
Skill Met?
(check)
Course Code
N-A
Year and Month
Completed
class work)
Social aspects of
communication (including
challenging behavior,
ineffective social skills, and
lack of communication
opportunities)
N-A
MSLP 510
MSLP 525
MSLP 570
MSLP 640
MSLP 580
Augmentative and alternative
MSLP 570
N-A
communication modalities
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
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.
Page 101 of 124 MSLP 559
Include your thesis title and
MSLP 569
your mentor or mentors name.
MSLP 669
MSLP 585
MSLP 600
MSLP 610
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
Knowledge/
Course Code
Year and Month
conferences,
conventions,
Skill Met?
Completed
class
work)
(check)
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.
Page 102 of 124 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
Page 103 of 124 language (phonology,
morphology, syntax,
and paralinguistic
Swallowing (oral,
oral function for feeding;
orofacial myology
Cognitive aspects of
memory, sequencing,
functioning)
Social aspects of
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
Page 104 of 124 Fluency
phonation
morphology, syntax,
and paralinguistic
Swallowing (oral,
orofacial myology
memory, sequencing,
functioning)
Social aspects of
opportunities
Page 105 of 124 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
phonation
morphology, syntax,
and paralinguistic
Swallowing (oral,
orofacial myology
memory, sequencing,
functioning)
Page 106 of 124 Social aspects of
opportunities Social aspects
of communication (including
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).
Page 107 of 124 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 IVB).
 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)
Date
(Please type your name)
(Please type the name of the Clinical
Coordinator)
Page 108 of 124 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?
Page 109 of 124 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?
Page 110 of 124 Prepared by:
Dr. Nydia Bou, Aug/2007
Rev. May/2013
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?
Page 111 of 124 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?
Page 112 of 124 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
TOTAL TIME (HOURS AND MINUTES) _________________________
__________________________________________
Services Codes:
SPEECH CODES
Speech Voice SV
Speech Fluency SF
Speech Swallowing SS
LANGUAGE CODES
Language Social LS
Language Phonology LP
Language Expressive LE
PATIENT
INITIALS
SERVICE
CODE
TIME
SUPERVISORS
SIGNATURE
STUDENT SIGNATURE
AUDIOLOGY CODES
AGE LEVEL CODES
Hearing Evaluation HE
Hearing Intervention HI
Adults Ad
Adolescents A
Children Ch
PROCEDURE
CODES
Assessment A
Intervention I
Screening S
Page 113 of 124 Speech Articulation SA
Language Alternative and
Augmentative Communication
LAAC
Language Cognitive LC
Infants I
Language Receptive LR
Page 114 of 124 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
Page 115 of 124 SCHOOL OF HEALTH SCIENCES SPEECH-LANGUAGE PATHOLOGY
PROGRAM
ACADEMIC MENTORING REFERRAL FORM
I. Identification:
Date: ________________________
_____________________
ID Number: ____________________
___________________________
Referred
____________________________________
Student Name:
to
E-Mail:
Mentor):
(Academic
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 the MSLP Program Director
mentor
( ) requested by the program’s clinical coordinator
( ) requested by the program’s academic coordinator
( ) requested by the students thesis advisor
( ) requested by student
( ) requested by the
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) _________________________________
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
Page 117 of 124 SCHOOL OF HEALTH SCIENCES SPEECH‐LANGUAGE PATHOLOGY PROGRAM 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 118 of 124 SCHOOL OF HEALTH SCIENCES SPEECH‐LANGUAGE PATHOLOGY PROGRAM 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 SpeechLanguage 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
Page 119 of 124 SCHOOL OF HEALTH SCIENCES SPEECH‐LANGUAGE PATHOLOGY PROGRAM 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.
Number of
hours,
Month and
PR
minutes or
year when
ASHA Account
Supervisor’s Name
License
hours and
hours were
Number
Number
minutes
completed
completed
08/2012
1 hr. 30 min.
Dr. Nydia Bou
_____________________________
Student Signature
12079998
586
_____________________________
Mildred
Del
Valle
Morales
Clinical Coordinator MSLP Program
Use additional sheets as required.
Page 120 of 124 SCHOOL OF HEALTH SCIENCES SPEECH‐LANGUAGE PATHOLOGY PROGRAM 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: ___________________________
ACADEMIC SERVICES MENTORING ACT
Date: ______________________
ID Number: _______________
Mentor: __________________________
Student Name: ____________________
E-Mail: __________________________ Academic
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 ______________________
Page 122 of 124 MSLP STUDENT HANDBOOK
MSLP PROGRAM
INTERDEPARTAMENTAL
COMMUNICATION
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
ut_nbou@suagm.edu
4029
Dr. Nilda I. Boria
nboria@suagm.edu
4462
Ms. Diannie Rivera
dianrivera@suagm.edu
4448
mcenteno7@suagm.edu
4019
Mrs. Lizette Lebrón
llebron@suagm.edu
4293
Mrs. Ana D. Serrano
ut_aserrano@suagm.edu
4281
Mrs. Wanda I. Rodríguez
warodrigue@suagm.edu
4232
Mrs. Lenisse Mirabal
lemirabal@suagm.edu
4282
Mrs. Nelly González
negonzalez@suagm.edu
4015
Prof. Mildred del Valle
mdel75@suagm.edu
4950
Mrs. Ileana Claudio
ilclaudio@suagm.edu
4414
FULL-TIME FACULTY
E-MAIL
EXTENSION
Dr. Maribel González
mgonzalezr@suagm.edu
4025
Prof. Gianna E. Crisson
ut_gcrisson@suagm.edu
4022
Prof. Luz P. García
lgarcia60@suagm.edu
4022
Dr. Lillian Pintado
lpintado2@suagm.edu
4572
Dr. Awilda Rosa
rosaa1@suagm.edu
Prof. Lilliana Ríos
riosmatosl1@suagm.edu
4284
Page 124 of 124

ut-mslp program student handbook

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