» California CTC Program Review: Speech-Language Pathology Credential Program

The Communication Sciences and Disorders (CSD) department prepares candidates to work as speech-language pathologists (SLPs) in public schools, medical settings, and private clinics. The mission of this MS graduate program “is to prepare highly ethical, research conscious, and culturally respectful speech-language pathologists, committed to preventing, assessing and treating communication disorders across the age span”. The Council on Academic Accreditation (CAA) in Speech-language pathology recently reaccredited the CSD department for eight years. CAA is governed by the American Speech, Language and Hearing Association (ASHA).

This program review document was prepared according to the instructions provided by CTC in January 2018. As such, the only places where narrative text is provided is when it was deemed necessary for reviewers to understand the linked documents.

This page was prepared by the following individuals:

  • Mary Kennedy, Ph.D., CCC-SLP, Chair and Professor, CSD
  • Catherine Dee, MS, Credential submitter, CSD
  • Angela Mandas, MA, CCC-SLP, Clinical Fieldwork Coordinator, CSD

1. Program Summary

1.1  Program Summary Narrative

1.1.1 Table depicting location, delivery model and pathway of the Communication Sciences and Disorders program.

2. Organizational Structure

This organization chart depicts the program leadership (CSD chair) and faculty/staff in the education unit. The chain of authority is clear up to the Dean of CHBS.

2.1 Organizational Chart that depicts the unit within the College of Health and Behavioral Sciences (CHBS), faculty and staff.

3. Faculty Qualifications

There are three exhibits that provide evidence of the CSD full-time and adjunct/part-time faculty at Chapman University. These are listed and linked below.

3.1 Overview of Faculty Distribution Table – this is a simple table that provides the number of full-time, and adjunct/part-time faculty.

3.2 Annotated Faculty List – this table lists faculty with links to their vita, employment status (full-time or part-time), and links to course syllabi.

Please note that adjunct-lecturers are classroom instructors, whereas adjunct-instructors are clinical practicum instructors.

3.3 Adjunct Experience and Qualifications Requirements applies to part-time/adjunct faculty, who mostly teach clinical practicum courses. A few adjunct faculty teach academic and/or professional courses. See 3.2 Annotated Faculty list.

3.3.1 An example of requirement materials are provided in the form of a job description/requirements for full-time faculty when an active search is being conducted.

4. Course Sequence

The course sequence for the CSD program is organized around a cohort model; students are admitted in the fall and complete the courses in the sequence that is posted on the CSD website, under Program at a Glance – (4.1) CSD Course Outline. There is only one pathway. This same sequence is described in a text format in the (4.2) Graduate School Course Catalog under Crean College of Health and Behavioral Sciences. The catalog describes each course and its prerequisites are listed, including clinical practicum courses.

5. Course Matrix

The CSD MS program at Chapman University is fully accredited in Speech-Language Pathology, by the Council of Academic Accreditation (CAA) of the American Speech, Language and Hearing Association (ASHA); see the (5.1) CAA list of accredited programs. Required language that describes accreditation can be found in the first paragraph of the (5.2) CSD department website. Because we are accredited, we are using the CTC and ASHA Standards Crosswalk located on the CTC website, to document and indicate how and where the CSD program and its candidates meet the additional CTC, underlined sections of each standard. Note that for parts of the standards not underlined, we provide no additional information since we are an accredited program as allowed by the instructions for program accredited by CAA.

6. Fieldwork and Clinical Practice

As evidence of meeting the requirements of clinical practice as described in the Commission standards for Speech-language Pathology, links are provided to 6+ documents.

6.1 Table of Clinical Practicum Hours provides a list of the practicums CSD students enroll in and an approximate number hours they obtain.

6.2 Memorandum of Understanding (MOU) – a redacted sample of the agreement between Chapman University/CSD program and the school district or organization that has agreed to accept CSD candidates for a clinical practicum experience.

6.3 Training Materials for master clinicians who support, instruct and/or supervise candidates.

6.3.1 A bi-annual supervision workshop is held by our department and taught by CSD faculty that trains (veteran) SLPs in supervision skills, including those from the public schools. For example, in the fall 2018, 43 of the 68 (62%) SLPs were from the public schools.

6.3.2 Learning styles inventory is a sample of the materials covered at the supervision workshop.

6.3.3 Four square self-reflection evaluation tool is one of the ongoing, formative, self- and other-evaluation used by candidates, supervisors and university practicum instructors to provide ongoing feedback to candidates during their practicum experience.

6.4 Documentation of candidates’ practicum placements are provided in tables below, with CTC/ASHA crosswalk program standards for each and every student from the past two years. The tables include: candidates’ first names and last initials; the name of clinical practicum placement, including schools and/or school districts; the CTC and the CTC/ASHA standard (underlined sections only); and the CSD Clinical Practicum courses where these competencies were introduced, practiced and/or assessed, e.g., CSD 630, CSD 640. There are separate tables for each cohort of candidates over the past two years.

  • Each table includes CTC and CTC/ASHA program standards, that are listed in column three; these refer only to the underlined parts of standards where explicit, additional evidence is required of CAA accredited programs. These standards are taken directly from those listed on the CTC/ASHA crosswalk document (See 5 above) and are listed by standard number and assigned a letter. For example, CTC/SLP standard 4. Assessment of Speech and Language Disorders, the following abbreviated competencies are listed as:

    a. Exhibit proficiency in a school setting in screening, evaluation, procedures

    b. Expertise in least biased testing techniques

    c. Demonstrates proficiency in effective use of interpreters/translators in assessment.
Number Student cohort with link Academic year(s)
6.4.1 Cohort 9, 1st year students 2017-18
6.4.2 Cohort 8, 1st & 2nd year students 2016-17, 2017-18
6.4.3 Cohort 7, 2nd year students 2015-16

6.5 Published manuals and/or handbooks that provide information to the districts and candidates about expectations of the clinical experience including placements, veteran practitioner support and clinical practice assessments.

6.5.1 CSD Graduate Student Handbook

6.5.2 CSD Student Clinical Manual

6.5.3 Candidate placement letter provides detailed information about the expectations of that particular school practicum.

6.6 Fieldwork/Clinical Practicum Syllabi

6.6.a CSD 620 Clinical Practicum

6.6.b CSD 630 Clinical Practicum

6.6.c CSD 640 Clinical Practicum

6.6.d CSD 650 Clinical Practicum

6.6.e CSD 660 Clinical Practicum

6.6.1 Performance Evaluation form with specific prompts related to performance in school-based practicums at the end.

6.6.2 Four square self-reflection evaluation form.

7. Credential Recommendation

This sections includes a description of the process used to ensure that only qualified candidates are recommended to CTC for the Preliminary and Clear SLP credential. Three Candidate Progress Monitoring Documents, linked below are used to monitor candidates’ progress in meeting the CTC/ASHA standards and competencies.

7.1 Process ensuring appropriate recommendation

7.1.1 Candidate Progress Monitoring Document: CTC/ASHA Crosswalk checklist is completed by faculty during candidate advisement sessions. This lists classroom courses where competencies were introduced, practiced and/or assessed.

7.1.2 Candidate Progress Monitoring Document: School-based Clinical Competencies checklist is completed by the Clinical Fieldwork Coordinator and candidate, and discussed at candidates’ trimester meetings. This process assists when planning future school-based practicum placements and experiences.

7.1.3 Candidate Progress Monitoring Document: CSD Completion of Program checklist is used to document program progress in the second year, particularly towards the end of candidates’ program to ensure that all requirements have been completed and documented, including those required for making recommendations for the Preliminary Credential. Responsible faculty/staff are listed.