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California State University Sacramentohttp://www.hhs.csus.edu/spa/
Survey Data Submission Date: 01/26/2011
Address: Dept of Speech Path & Audiology, Shasta Hall Room 172, 6000 J Street, Sacramento,
CA 95819-6071, United States
Degree Designator: Master of Science (MS)
Consortium:
Participants:
No
Not Applicable
Master’s Speech-Language Pathology
Telephone:
Fax:
Program Director: Laureen M O'Hanlon, PhD
Title: Chair of Speech Pathology and Audiology
Certification Status: CCC-SLP
Telephone:
Fax:
(916)278-6695
(916)278-7730
Graduate Program:
Mode of Delivery:
Distance Education: No
Satellite Component: No
Satellite Locations:
CAA (Re) Accreditation Application Confirmation File generated 02/03/2011 11:30:43 Page 1 of 1
Survey Response
Institution Description
Institution Information
Please note: Questions under the Institution Description section have been re-aligned under the appropriate sections.
E.g. mission statement of the program has been moved to section 1.2.
CAA (Re) Accreditation Application Confirmation File generated 02/03/2011 11:40:49 Page 1 of 60
Survey Response
General Information - Master's Program
Program Description
Speech-Language Pathology
Are graduate courses for the entry-level graduate program available through distance education?
Yes, less than 50% of the academic credit hours
Yes, 50% or more of the academic credit hours
No
Is this graduate program or a component of the program offered through a satellite or branch campus?
Yes, less than 50% of the academic credit hours
Yes, 50% or more of the academic credit hours
No
P
P
If the program responded “Yes, 50% or more of the academic credit hours” for the entry-level graduate program are
offered at a satellite or branch campus, provide the following information for each satellite or branch campus
General Information - Master's Program
Program Description
Speech-Language Pathology
Master of Science (MS)
Is this graduate program offered as part of a consortium?
Yes
NoP
CAA (Re) Accreditation Application Confirmation File generated 02/03/2011 11:40:49 Page 2 of 60
Survey Response
Standard 1.0 Administrative Structure and Governance - Master's Program
Standard 1.1 Regional Accreditation
Speech-Language Pathology
Western Association of Schools and CollegesName of Regional Accreditor :
Regional Accreditation Cycle Start Date
Regional Accreditation Cycle End Date :
: 12/2009
12/2018
CAA (Re) Accreditation Application Confirmation File generated 02/03/2011 11:40:49 Page 3 of 60
Survey Response
Standard 1.0 Administrative Structure and Governance - Master's Program
Standard 1.2 Mission, Goals and Objectives
Speech-Language Pathology
The program’s mission and goals are consistent with CAA standards for entry into professional practice
(3.1A and/or 3.1B) and with the mission of the institution.
Standard 1.2
Provide the mission statement of the institution. If the program is a consortium, include information for all
participating entities.
California State University, Sacramento is an integral part of the community, committed to access, excellence and diversity.
California State University, Sacramento is dedicated to the life-altering potential of learning that balances a liberal arts education
with depth of knowledge in a discipline. We are committed to providing an excellent education to all eligible applicants who aspire
to expand their knowledge and prepare themselves for meaningful lives, careers, and service to their community.
Reflecting the metropolitan character of the area, California State University, Sacramento is a richly diverse community. As such,
the University is committed to fostering all its members with a sense of inclusiveness, respect for human differences, and
concern for others. In doing so, we strive to create a pluralistic community in which members participate collaboratively in all
aspects of university life.
California State University, Sacramento is committed to teaching and learning as its primary responsibility. In both the academic
and student support programs, success is measured in terms of student learning. In addition, the University recognizes the vital
connections between pedagogy and learning, research activities and classroom instruction, and co-curricular involvement and
civic responsibility. All students, regardless of their entering levels of preparation, are expected to complete their degree programs
with the analytical skills necessary to understand the social, economic, political, cultural, and ecological complexities of an
increasingly interconnected world.
Located in the capital of the nation's most populous and diverse state, California State University, Sacramento is dedicated to
advancing the many social, economic, political, and scientific issues affecting the region and the state. The University's curricular
and co-curricular programs continue to focus on these issues through undergraduate and post-baccalaureate programs that
prepare graduates for successful careers dedicated to public service and the enhancement of the quality of life within the region
and the state. Our research centers and much of our individual scholarly efforts also remain directed at the enhancement of the
quality of life within the region and the state.
At California State University, Sacramento, we are constantly striving to create a sense of unity among faculty, staff,
administrators, students, alumni, and community members. In pursuing the combined elements of our mission, we seek to foster
a sense of pride in all who view this campus as their own – pride in Sacramento State as the institution of choice among our
current students; pride among our alumni in the ongoing impact of the Sacramento State education upon their lives; pride among
faculty, staff, and administration in their university's achievement of excellence in teaching, learning, and scholarship; and pride in
Sacramento State as an asset to the community among residents of the Greater Sacramento region.
Provide the mission statement of the college. If the program is a consortium, discuss the mission statement for all
participating entities.
Our mission briefly is two-fold: To provide an outstanding educational experience with connected liberal arts and professional
components for every student majoring in Health & Human Services and to produce graduates who are well prepared for current
and future leadership roles in their discipline and community.
The mission of the College of Health & Human Services is to provide high quality education and well-prepared graduates who
demonstrate proficiency, critical thought, leadership ability, creativity, and commitment, in current and future professional
practice. Located in the Capital Region, the college prepares students for roles in society as productive citizens, fully committed
to enriching the lives of others, promoting mutual respect for diverse populations, and lifelong learning.
To fulfill its mission, the College of Health & Human Services has established the following goals:
•To promote the University's mission "to preserve, communicate and advance knowledge; cultivate wisdom..."
•To encourage and support research and scholarship.
CAA (Re) Accreditation Application Confirmation File generated 02/03/2011 11:40:49 Page 4 of 60
Survey Response•To promote interdisciplinary collaboration and cooperation.
•To influence social and health care policies.
•To promote and support academic and community leadership.
•To encourage free thinkers engaged in creative problem solving.
•To expose students to theoretical knowledge and laboratory, clinical and/or field experiences, and community services.
Provide the mission statement of the program(s) seeking (re)accreditation.
The mission of the department is to train competent professionals in speech-language pathology and audiology with an
appropriate scientific background, clinical skill and an appreciation for the need to continue learning beyond formal academic
training.
To fulfill its mission, the Speech Pathology and Audiology (SPA) Department at Sacramento State developed a strategic plan in
Fall 2006 and has been committed to continually evaluating the progress towards these goals:
•Further develop remediation and advising strategies for students’ success.
•Explore and develop ways to respond to the shortages of SLP’s in California while maintaining a high quality academic and
clinical training program.
•Continue to survey alumni, employers and community partners to evaluate the effectiveness of our academic and clinical training
program.
•Increase Alumni outreach and alumni activities to strengthen the community of speech-pathologists and audiologists in our
region.
•Increase staff salary support to increase retention of staff and continuity of services and support to faculty and students.
•Pursue increases in full-time track Ph.D. positions within the department
What mechanisms are used by faculty to evaluate regularly the congruence of the program and institutional goals?
(Select all that apply.)
Discuss and review at faculty meetings
Discuss and review at faculty retreat
Compare program goals with institutional goals
Develop program goals based on institutional goals
Discuss program goals with institution administration
Other - specify
P
P
P
P
P
What mechanisms are used by faculty to evaluate regularly the extent to which the goals are achieved? (Select all
that apply.)
Establish measurable outcomes for the goals
Monitor achievement of outcomes and progress toward goals
Discuss and review at faculty meetings
Discuss and review at faculty retreat
Other - specify
P
P
P
P
CAA (Re) Accreditation Application Confirmation File generated 02/03/2011 11:40:49 Page 5 of 60
Survey Response
Standard 1.0 Administrative Structure and Governance - Master's Program
Standard 1.3 Program Strategic Plan
Speech-Language Pathology
Standard 1.3 The program develops and implements a long-term strategic plan.
1. Sacramento State SPA Department Retreat: August, 2006. Faculty members met prior to the beginning of the academic
year to review program mission, accomplishments and goals for the coming academic year. Faculty utilized Fred Nickols’ Goals
Grid (http://www.nickols.us/goals_grid.htm) to brainstorm items the faculty would like to Achieve, Eliminate, Preserve and Avoid.
At this meeting the mission statement was supported by the faculty as clear, concise and comprehensive with no changes.
2. Early Fall 2006, the chair developed a list of Achieve items and surveyed the faculty, staff, advisory board and students
ranking of items in priority.
3. The chair selected the top items from assessment and developed a set of strategic goals based on these items.
4. This strategic plan went to the faculty, students advisory board, and campus administration and received unanimous support.
This plan was well aligned with the campus strategic plan which focuses on assessment, campus and regional community
involvement
5. The SPA Department continually monitors and evaluates our strategic goals at faculty meetings and retreats. Biannual
advisory board meetings discuss and review goals and progress towards our goals. We also evaluate responses to alumni,
employer and student surveys as indicators of progress towards our goals.
6. As part of our self study initiated in Fall 2009, the SPA faculty reviewed the strategic plan as well as the initial list of Achieve,
Preserve, Eliminate and Avoid items along with the ASHA/CAA standards and ASHA/CAA self study guidelines to evaluate new
goals and direction for quality improvements.
*Copies of the Sacramento State SPA Department Strategic Plan, List of all Achieve, Preserve, Eliminate and Avoid items, and
Achieve List Survey are attached as supplementary materials to this application.
Describe the process for creating, implementing and evaluating the program’s strategic plan.
What methods are used to assure the congruence of the strategic plan with the mission of the institution? (Select all
that apply.)
Develop program strategic plan based on institutional mission
Discuss program strategic plan with institution administration
Involve university administration in the development of the program strategic plan
Obtain approval of program strategic plan from institution administration
Discuss and review at faculty meetings
Other - specify
Discuss and review at faculty retreat
Compare program strategic plan with institutional mission
P
P
P
P
P
CAA (Re) Accreditation Application Confirmation File generated 02/03/2011 11:40:49 Page 6 of 60
Survey Response
What methods are used to assure the development of the strategic plan has the support of the university
administration and reflects the role of the program within the community? (Select all that apply.)
Involve university administration in the development of the program strategic plan
Discuss program strategic plan with university administration
Obtain approval of program strategic plan from university administration
Discuss and review strategic plan at faculty meetings
Discuss and review strategic plan at faculty retreat
Other - specify
Provide opportunities for community input to the strategic plan
Discuss and review strategic plan at advisory committee meetings
P
P
P
P
P
P
Describe how the strategic plan is disseminated to faculty, students, alumni and other interested parties.
The SPA Department Strategic Plan is reviewed by faculty, students, alumni and community SLPs through email distribution
and posting on the CD Program website. Formal input and review are planned annually to involve the CD Advisory Council with
representatives of alumni, community SLPs, employers, family members, clients and students.
Standard 1.0 Administrative Structure and Governance - Master's Program
Standard 1.4 Program Authority and Responsibility
Standard 1.4 The program’s faculty has authority and responsibility for the program.
Speech-Language Pathology
Does your program have independent departmental status?
P
No
Yes
Describe how program faculty and instructional staff have authority and responsibility to initiate, implement and
evaluate substantive decisions affecting all aspects of the professional education program, including the
curriculum.
The SPA Department is principally responsible for evaluating and changing our program and curriculum. The Dean and Provost
oversee and approve of all campus departments’ curriculum changes through college and university level committees.
Do the program director and faculty have access to higher levels of administration?
P
No
Yes
If No, explain
CAA (Re) Accreditation Application Confirmation File generated 02/03/2011 11:40:49 Page 7 of 60
Survey Response
If your program does not maintain independent departmental status please describe the organizational structure.
Including the accredited program(s), how many programs (i.e., for areas of study other than CSD) are housed within
the same department as the accredited program?
1
Including the accredited program(s), provide a list of the other programs housed in the same department as the
accredited program.
Speech Pathology and Audiology Undergraduate Program
Speech Pathology Graduate Program
Standard 1.0 Administrative Structure and Governance - Master's Program
Standard 1.4 Program Authority and Responsibility
Speech-Language Pathology
Master of Science (MS)
Where is the program administratively housed?
Allied Health; Health Sciences; Health Professions; Public Health
Arts; Sciences; Humanities; Social and Behavioral Sciences
Audiology; Speech-Language Pathology; Communication Disorders
Communication; Fine Arts
Education
Other - specify
Medicine
Professional Programs/Studies
P
CAA (Re) Accreditation Application Confirmation File generated 02/03/2011 11:40:49 Page 8 of 60
Survey Response
Standard 1.0 Administrative Structure and Governance - Master's Program
Standard 1.5 Program Director
The individual responsible for the program(s) of professional education seeking accreditation holds a
graduate degree with a major emphasis in speech-language pathology; in audiology; or in speech,
language, and hearing science, and holds a full-time appointment in the institution. The individual
effectively leads and administers the program.
Standard 1.5
Speech-Language Pathology
Program Director Name
Certification Status
:
:
Laureen M O'Hanlon, PhD
CCC-SLP
How does the program or institution evaluate the effectiveness of the program director? (Select all that apply.)
Evaluation by the Dean
Evaluation by the Chair
Evaluation by instructional staff
Evaluation by program faculty
Evaluation by performance committee
Other - specify
P
P
Evaluation by students
Evaluation by support personnel
P
P
No evaluation
How often does evaluation of the program director occur?
Annually
More than one time annually
Every 2-5 years
Less frequently than 5 years
Never
P
Other - specify
CAA (Re) Accreditation Application Confirmation File generated 02/03/2011 11:40:49 Page 9 of 60
Survey Response
Standard 1.0 Administrative Structure and Governance - Master's Program
Standard 1.6 Equitable Treatment
Students, faculty, staff, and persons served in the program’s clinic are treated in a
nondiscriminatory manner - that is, without regard to race, color, religion, sex, national origin,
participation restriction, age, sexual orientation, or status as a parent. The institution and
program comply with all applicable laws, regulations, and executive orders pertaining thereto.
Standard 1.6
Speech-Language Pathology
How is information regarding equitable treatment communicated to students? (Select all that apply.)
Application materials
Catalog
Student handbook
Student orientation
Web site - internet (must provide URL)
P
P
P
P
P http://www.hhs.csus.edu/spa/index.html
No mechanism
Other - specifyP posting in the department/clinic and on Department SacCt (Blackboard system)
How is information regarding equitable treatment communicated to faculty and staff? (Select all that apply.)
Departmental/program meetings
Employee handbook
Employee orientation
Web site - internet (must provide URL)
P
P
No mechanism
Other - specify
If your program has a clinic, how is information regarding equitable treatment communicated to clients? (Select all
that apply.)
No Clinic
Brochures
Clinic materials
Posted signage
Web site - internet (must provide URL)
P
P
No mechanism
Other - specify
CAA (Re) Accreditation Application Confirmation File generated 02/03/2011 11:40:49 Page 10 of 60
Survey Response
Standard 1.0 Administrative Structure and Governance - Master's Program
Standard 1.7 Accuracy of Public Information
The program provides information about the program and the institution to students and to the
public that is current, accurate, and readily available. Standard 1.7
Speech-Language Pathology
When is information about the program and institution updated? (Select all that apply.)
Every academic term
Annually
Every 2 years
Less frequently than 2 years
P
Other - specify
What is the process for maintaining the currency and accuracy of that information? (Select all that apply.)
Administration reviews for currency and accuracy
Program director reviews for currency and accuracy
Clinic director reviews for currency and accuracy
Graduate coordinator reviews for currency and accuracy
P
P
Other - specify
Faculty member(s) reviews for currency and accuracy
Administrative assistant reviews for currency and accuracy P
Who is responsible for ensuring information is available about the program and the institution to students and to the
public? (Select all that apply.)
Administrative assistant
Clinic director
Faculty members
Graduate coordinator
P
Other - specify
Program director P
How is public information about your program accessed? (Select all that apply.)
Catalogs - printed
Catalogs - online (must provide URL) P http://catalog.csus.edu/
Clinic Handbook - printed
Clinic Handbook - online (must provide URL)
Student Handbooks - printed
Student Handbooks - online (must provide URL)
Program web sites (must provide URL) P http://www.hhs.csus.edu/spa/index.html
Printed brochures (specify)
Other printed resources (specify)
CAA (Re) Accreditation Application Confirmation File generated 02/03/2011 11:40:49 Page 11 of 60
Survey Response
Other online resources (must provide URL)
Where are the program Praxis pass rates publicly posted? (Select all that apply.)
Application materials
Brochures
Catalog
Newsletters
Web site (must provide URL) P http://www.hhs.csus.edu/spa/department_data.html
Other - specify
Where are the program completion rates publicly posted? (Select all that apply.)
Application materials
Brochures
Catalog
Newsletters
Web site (must provide URL) P http://www.hhs.csus.edu/spa/department_data.html
Other - specify
Where are the graduate employment rates publicly posted? (Select all that apply.)
Application materials
Brochures
Catalog
Newsletters
Web site (must provide URL) P http://www.hhs.csus.edu/spa/department_data.html
Other - specify
CAA (Re) Accreditation Application Confirmation File generated 02/03/2011 11:40:49 Page 12 of 60
Survey Response
Standard 2.0 Faculty - Master's Program
Standard 2.1 Faculty Qualifications
All faculty members, including all individuals providing clinical education, are qualified and
competent by virtue of their education, experience, and professional credentials to provide
academic and clinical education assigned by the program.
Standard 2.1
Speech-Language Pathology
Answer the following question related to requirements for ASHA certification
Describe how the program ensures that all clinical supervision of clock hours counted for ASHA certification
requirements is provided by persons who currently hold the ASHA CCC in the appropriate area.
All supervisors provide their ASHA CCC verification to the department each semester and prior to student placement at site.
Indicate how verification of supervisor certification is completed. (Select all that apply.)
Verify through ASHA
Other - specify P Copy of current ASHA membership card
Identify who is responsible for verifying that all clinical supervision of clock hours counted for ASHA certification
requirements is provided by persons who currently hold the ASHA CCC in the appropriate area. (Select all that
Administrative assistant
Clinic director or coordinator
Faculty member
Program director
P
P
P
Other - specify
Student
When does the program verify ASHA certification status for individuals providing supervision? (Select all that apply.)
Annually
Each semester/quarter P
Other - specify
Prior to each student’s placement
How does the program verify that individuals providing supervision hold credentials consistent with state
requirements? (Select all that apply.)
Obtain copy of state credential
Verify through state agency P
Other - specify
Answer the following question related to requirements for state requirements.
CAA (Re) Accreditation Application Confirmation File generated 02/03/2011 11:40:49 Page 13 of 60
Survey Response
Who is responsible for verifying that credentials for individuals providing supervision are consistent with state
requirements? (Select all that apply.)
Administrative assistant
Clinic director or coordinator
Faculty member
Program director
P
P
P
Other - specify
Student
When does the program verify the state credential status for individuals providing supervision? (Select all that apply.)
Annually
Each semester/quarter P
Other - specify
Prior to each student’s placement P
CAA (Re) Accreditation Application Confirmation File generated 02/03/2011 11:40:49 Page 14 of 60
Survey Response
Standard 2.0 Faculty - Master's Program
Standard 2.2 Faculty Sufficiency
The number of full-time doctoral-level faculty in speech-language pathology, audiology, and speech,
language, and hearing sciences and other full-and part-time faculty is sufficient to meet the teaching,
research, and service needs of the program and the expectations of the institution. The institution
provides stable support and resources for the program’s faculty.
Standard 2.2
Speech-Language Pathology
How do the students access faculty? (Select all that apply.)
Appointment
Before and/or after class or clinic
Phone
P
P
P
P
Other - specify
Standing office hours P
How do the students access adjunct faculty? (Select all that apply.)
Appointment
Before and/or after class or clinic
Phone
P
P
P
P
Other - specify
Standing office hours P
Describe the institution’s expectations regarding faculty workloads.
Full-time, tenure track faculty have a 12 unit teaching load plus 3 units of service, which includes student advising and campus
committees.
Briefly summarize the institution’s expectations for granting tenure. Provide the URL for the institution’s policy if
available.
The University Appointment Retention, Tenure and Promotion guidelines are extensive. Faculty are reviewed for retention each
year in the first 6 years of their probationary appointment. In the sixth year, faculty are reviewed for tenure. Please see
university policy document at http://www.csus.edu/umanual/documents/UARTP-07-04.pdf.
Are the current number and FTE of doctoral and other faculty sufficient to administer the graduate program of study?
Yes
No
Explain
We have sufficient faculty to serve on college and campus level committees and to provide community service as well as
maintain academic and clinical excellence.
P
CAA (Re) Accreditation Application Confirmation File generated 02/03/2011 11:40:49 Page 15 of 60
Survey Response
Is the current number of doctoral and other faculty sufficient to offer the breadth and depth of the academic and
clinical curriculum?
Yes
No
Explain
P
We have sufficient doctoral and clinical faculty to offer 3 semesters of in house clinic and two off campus internships as well as
cover an extensive curriculum compared to our comparable state programs
Is the current number of doctoral and other faculty sufficient to allow students to meet the expected student
learning outcomes?
Yes
No
Explain
P
Based on our Praxis scores and student performance across our academic and clinical curriculum, we have sufficient faculty to
meet out expected student learning outcomes.
Is the current number of doctoral and other faculty sufficient to advise students?
Yes
No
Explain
P
We have sufficient faculty to have all faculty have office hours to meet with students and students have access to faculty
through email and the department online community. Students are assigned faculty advisors and meet with their clinical
supervisors at least weekly.
Is the current number of doctoral and other faculty sufficient to participate in faculty governance?
Yes
No
Explain
P
We have sufficient faculty to serve on college and campus level committees and to provide community service as well as
maintain academic and clinical excellence.
Is the current number of doctoral and other faculty sufficient to complete scholarly productivity (research)?
Yes
No
Explain
P
Our faculty are active in research and scholarship as indicated by their vitae.
Is the current number of doctoral and other faculty sufficient to support timely student completion of the program?
Yes
No
Explain
P
Our record of student completion rates support that we have sufficient faculty to support timely completion to degree.
CAA (Re) Accreditation Application Confirmation File generated 02/03/2011 11:40:49 Page 16 of 60
Survey Response
Is the current number of doctoral and other faculty sufficient to maintain the expected faculty workload?
Yes
No
Explain
P
We have sufficient faculty to serve on college and campus level committees and to provide community service as well as
maintain academic and clinical excellence.
Is the current number of doctoral and other faculty sufficient to allow faculty to have adequate time for
professional development?
Yes
No
Explain
P
We have sufficient faculty to serve on college and campus level committees and to provide community service as well as
maintain academic and clinical excellence.
Is the current number of doctoral and other faculty sufficient for faculty accessibility by students as needed?
Yes
No
Explain
P
All faculty have office hours to meet with students and students have access to faculty through email and the department online
community. Students are assigned faculty advisors and meet with their clinical supervisors at least weekly.
Is the current number of doctoral and other faculty sufficient to allow faculty to meet tenure expectations?
Yes
No
Explain
P
We have sufficient faculty to serve on college and campus level committees and to provide community service as well as
maintain academic and clinical excellence.
Is the current number of doctoral and other faculty sufficient to allow faculty to participate in other activities
consistent with the institution expectations?
Yes
No
Explain
P
We have sufficient faculty to serve on college and campus level committees and to provide community service as well as
maintain academic and clinical excellence.
CAA (Re) Accreditation Application Confirmation File generated 02/03/2011 11:40:49 Page 17 of 60
Survey Response
Of the following what are the indicators of institutional commitment to the accredited program? (Select all that apply.)
Support for professional development
New faculty lines
New staff lines
New facilities
P
P
Other - specifyP
Additional space
New equipmentP
Student support (graduate assistantships, scholarships, etc.) P
assigned time for program director to prepare for reaccreditation
CAA (Re) Accreditation Application Confirmation File generated 02/03/2011 11:40:49 Page 18 of 60
Survey Response
Does your program collect demographic data on students by their race and ethnicity status?
Yes
NoP
Collected, but not reportable because of institutional policies and/or external policies (e.g., state, regional, legislative)
Does your program collect demographic data on students by their gender status?
Yes
NoP
Collected, but not reportable because of institutional policies and/or external policies (e.g., state, regional, legislative)
Other (non-accredited) CSD Degree Programs
Degree Program Undergraduate System
Total
Residential
Program
Distance Eduction Satellite Program
FT PT FT PT FT PT
Speech-Language Pathology
Audiology
SLH Sciences
Other - specify
Grand Total
184 0 0 0 0 0
0 0 0 0 0 0
0 0 0 0 0 0
0 0 0 0 0 0
184
0
0
0
184
Provide information to show the number of students enrolled in other CSD degree programs (i.e., those not included
in CAA accreditation). Enter “0” where no students were enrolled.
CAA (Re) Accreditation Application Confirmation File generated 02/03/2011 11:40:49 Page 19 of 60
Survey Response
Other (non-accredited) CSD Degree Programs
Degree Program(non-entry level professional degree)
System
Total
Residential
Program
Distance Eduction Satellite Program
FT PT FT PT FT PT
Speech-Language Pathology
Audiology
SLH Sciences
Other - specify
Grand Total
Master's
0 0 0 0 0 0
0 0 0 0 0 0
0 0 0 0 00
0 0 0 0 0 0
0
0
0
0
0
Other (non-accredited) CSD Degree Programs
Degree Program(non-entry level professional degree)
System
Total
Residential
Program
Distance Eduction Satellite Program
FT PT FT PT FT PT
Speech-Language Pathology
Audiology
SLH Sciences
Other - specify
Grand Total
Doctoral
0 0 0 0 0 0
0 0 0 0 0 0
0 0 0 0 0 0
0 0 0 0 0 0
0
0
0
0
0
Standard 2.0 Faculty - Master's Program
Standard 2.2 Faculty Sufficiency
Speech-Language Pathology
Master of Science (MS)
How many total students were enrolled in the entry-level professional degree program for the most recently completed
academic year (fall through and including summer). Enter “0” where no enrollments occurred for a given category.
Full Time
Part Time
:
:
74
0
CAA (Re) Accreditation Application Confirmation File generated 02/03/2011 11:40:49 Page 20 of 60
Survey Response
Standard 2.0 Faculty - Master's Program
Standard 2.3 Faculty members maintain continuing competence.
Standard 2.3 Continuing Competence
Speech-Language Pathology
Indicate all the areas in which the institution provides support for continuing professional development. (Select all
that apply.)
Institutional faculty development or instructional grants
Institutional research grants
Professional development opportunities on campus
Release time for professional development
P
P
Other - specify
Support for professional travel P
None
CAA (Re) Accreditation Application Confirmation File generated 02/03/2011 11:40:49 Page 21 of 60
Survey Response
Standard 3.0 Curriculum - Master's Program
Standard 3.1 Overall Curriculum Sufficiency
Standard 3.1
Speech-Language Pathology
The curriculum (academic and clinical education) is consistent with the mission and goals of the
program and prepares students in the full breadth and depth of scope of practice in
Speech-Language Pathology.
Provide the URL of the Web site link for the official course descriptions/offerings to the graduate program.
http://catalog.csus.edu/
Describe how the curriculum is consistent with the mission and goals of the program.
Our curriculum is extensive in both theoretical foundation and clinical application. Our mission is to train competent
professionals in speech, language pathology and audiology with an appropriate scientific background, clinical skill and an
appreciation for the need to continue learning beyond formal academic training. We are committed to this mission through our
comprehensive and focused curriculum which addresses contemporary issues and prepares students to respond to challenges
and an ever changing environment. The development of critical thinking skills is targeted across our curriculum and students
are challenged to develop clinical skills across an increasingly complex clinical training program from simple articulation
disorders in the first semester to complex multiple system disorders in the final semester before internships.
How do students entering the graduate program with degrees from other disciplines complete the prerequisite
academic and clinical requirements? (Select all that apply.)
Add term(s) to the student’s graduate program
Completion of prerequisite requirements prior to admission
Program does not admit students with degrees from other disciplines
Proficiency exam
P
Other - specify
Take an overload of course work
Indicate the assessments used to ensure students have oral and written communication skills sufficient for
professional practice. (Select all that apply.)
Case studies or research presentations (e.g., roundtable presentations)
Class exam scores/grades
Completion and review of clinical assignments (reports, lesson plans, progress notes)
Completion and defense of research project, thesis, or dissertation
P
P
P
P
Comprehensive exams (oral and/or written) P
Completion of class assignments (oral and written)P
Grand rounds
Oral communication screenings
Personal interviews by faculty of applicants and/or students
Personal statement on application
Other - specifyP
Score on analytical writing section of GRE P
Campus Graduate Writing Assessment Requirement as of 10/11
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Survey Response
Indicate how graduate students earn graduate credit when a course may be taken for either graduate or
undergraduate credit. (Note: A different grading scale alone would not meet the intent of this standard). (Select all
that apply.)
Courses for both graduate and undergraduate credit are not offered
Additional course requirements (e.g., papers, assignments, labs)
Additional meeting time(s)
Differential grading scale
P
Other - specify
Portfolio essays
Describe the process for verifying the achievement of the minimum clinical experience required for each student in
the graduate program of study.
Students meet regularly with the graduate coordinator and the clinic director to review their academic and clinical progress and
course plan. All students are given an advising manual which specifies the course plan for the degree. All syllabi for courses
specify the KASA standard met by successfully meeting the learning outcomes for that course. Faculty advisors and the
department chair develop remediation plans for any student at risk of not meeting the knowledge and skills components.
During all clinical practicum experiences, students receive feedback from supervisors after each clinical session and they meet
with students weekly to discuss progress and concerns. Students also have a methods course associated with each of their
clinical practicum providing them 2 more hours per week to meet with fellow students and a clinical instructor to discuss clinical
methods and procedures. Students are provided with the clinical competency evaluations before they begin their clinical
experiences. Supervisors use this form to provide feedback to students regarding progress in developing clinical competence
across clinics. Students will be scored on a 6 point scale with 1 = maximum assistance needed, 2 = moderate maximum
assistance needed, 3 = moderate assistance needed, 4 = minimum-moderate assistance needed, 5 = minimum assistance
needed and 6 = independent. These evaluations increase in expectations and difficulty as the students advance in clinical
practicum experiences so at each level, students are expected to achieve minimum assistance to independent level to be
considered competent and pass the clinic with a B- or above. Per department policy students must pass all clinical courses
with a grade of B- or better to be considered competent in the clinical competencies and learning outcomes.
List the ways in which students obtain academic and clinical education pertaining to normal and impaired human
development across the life span.
Our curriculum includes a normal Human Development course across the lifespan as well as multiple courses in language
development and disorders across the lifespan. Our multicultural language disorders course focuses on distinguishing language
differences from disorders. Our clinical practicum experiences include work with all ages of clients along a broad spectrum of
disorders and severity of deficits.
How do students obtain information about the interrelationship of speech, language and hearing and
speech-language pathology and audiology? (Select all that apply.)
Clinical experiences (e.g. hearing screening, speech screening, audiologic (re)habilitation, co-supervision,
multidisciplinary teams)
Co-teaching of course work
Course offerings (e.g. introductory courses in audiology and speech pathology, graduate courses)
Interdisciplinary research
P
P
Other - specify
Describe how contemporary professional issues (such as reimbursement and credentialing regulations) are
presented in the curriculum.
Several courses in our curriculum present material and provide discussion and assessment of student learning of professional
issues including our Intro to Clinic course, all of our methods courses, our curriculum course and particularly our Internship
methods course in the last semester of our program.
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Survey Response
Describe how the program guides students to assess the effectiveness of their clinical services.
In her meetings with clinical supervisors, our clinic director developed new clinical competency evaluations for all clinical
practicum experiences. In Fall 2008 we implemented the new clinical competency evaluation form for all clinical practicum
experiences. This form allows us to evaluate student learning across a variety of clinical behaviors and is also being used for
improving student feedback on their clinical effectiveness.
During all clinical practicum experiences, students receive feedback from supervisors after each clinical session and they meet
with students weekly to discuss progress and concerns. Students also have a methods course associated with each of their
clinical practicum providing them 2 more hours per week to meet with fellow students and a clinical instructor to discuss clinical
methods and procedures. Students are provided with the clinical competency evaluations before they begin their clinical
experiences and each semester students are required to present their previous semesters competencies to their new supervisor
to discuss overall clinical skill development and goals for the semester. Supervisors use this form to provide feedback to
students regarding progress in developing clinical competence
across clinics. Students will be scored on a 6 point scale with 1 = maximum assistance needed, 2 = moderate maximum
assistance needed, 3 = moderate assistance needed, 4 = minimum-moderate assistance needed, 5 = minimum assistance
needed and 6 = independent. These evaluations increase in expectations and difficulty as the students advance in clinical
practicum experiences so at each level, students are expected to achieve minimum assistance to independent level to be
considered competent and pass the clinic with a B- or above. Per department policy students must pass all clinical courses
with a grade of B- or better to be considered competent in the clinical competencies and learning outcomes.
When students are assigned in teams for assessment or intervention, describe how the students count the hours and
how this time is verified.
There is a lead clinician who reviews submitted written materials (questionnaires, reports, etc.) and creates an assessment
plan. Each of the clinicians working with one client counts whatever hours they incur while working with the client on substantive
activities. For instance, the lead clinician may be interviewing the parent while the assistant is completing an oral motor exam.
Likewise, if the clinician is using a Greenspan floor time approach to facilitating language expression, the assistant may be
taking the language sample. The assistant does NOT receive any hours for observation alone. Neither clinician receives clock
hours for the preparation time, the test scoring time, or the report writing time. The key word is substantive.
After the session is completed, the assistant is required to complete a Clinical Observation Form. On that form they are to note
any speech, language, and/or general behaviors of note. The assistant also denotes on that form how many hours/minutes that
they feel they completed as substantive client clock hours. The supervising Clinical Instructor then reviews that form and initials
it or hands it back to the assistant for revision. These sheets are stapled to the clock hours form that the assistant submits to
their Clinical Supervisor for signature at the end of the semester.
Does the program offer clinical practicum for undergraduates?
Yes
NoP
If the program offers clinical practicum for undergraduates, provide the following information. (Enter “0”, if none)
Average number of undergraduate students enrolled in clinical practicum per academic year
Average number of clock hours earned per undergraduate student per academic term (semester or
quarter)
Average number of academic terms (semesters or quarters) undergraduates are enrolled in clinical
practicum
0
0
0
How are credit hours offered at the institution?
Quarter
SemesterP
Other - specify
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Survey Response
Standard 3.0 Curriculum - Master's Program
Standard 3.1 Overall Curriculum Sufficiency
Speech-Language Pathology
Master of Science (MS)
Based on full-time enrollment, indicate the academic and clinical requirements for the degree, including the
minimum number of graduate semester/quarter credit hours required to earn the degree. If no credits are required
for a particular category, indicate that by providing a “0”.
RequirementsNumber of
credits
Minimum required academic credits
Minimum elective academic credits
Minimum required practicum/clinical
Minimum elective practicum/clinical
Minimum required research (include dissertation, thesis and/or research project credits, if applicable)
Minimum elective research (include dissertation, thesis and/or research project credits, if applicable)
Other - specify
Total
29.00
0.00
22.00
4.00
0.00
2.00
2.00
59.00
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Survey Response
Standard 3.0 Curriculum - Master's Program
Academic and clinical education reflects current knowledge, skills, technology, and scope of practice.
The curriculum is regularly reviewed and updated. The diversity of society is reflected throughout the
curriculum.
Standard 3.2 Clinical Education
Standard 3.2
Speech-Language Pathology
Describe how the academic and clinical curriculum is reviewed and updated to reflect current knowledge, skills,
technology, and scope of practice.
Curriculum review of academic courses and clinical training are reviewed as an ongoing process that includes focused
curriculum coordination and evaluation meetings with all department academic faculty at least once per semester. Focused
curriculum review meetings include collaborative discussions to determine current content related to Evidence-Based Practice
and coordination between academic knowledge and clinical practice. Faculty review syllabi and course requirements to
determine expectations of students as entry-level and advanced clinical students. In addition to focused curriculum review
meetings, ongoing discussions regarding coordination between course content and clinical training are included as regular
agenda items at department faculty meetings, which are typically weekly, and at advisory board meetings once each semester.
Our survey data from alumni, employer and student surveys are incorporated into all of these discussions.
List the ways in which students obtain academic and clinical education necessary for professional practice in a
multicultural society.
We are fortunate to reside in a region with a very rich and diverse population which truly represents a global community. A
sample of our department clinical population includes African American, Cantonese/Chinese, Vietnamese, Hispanic,
Arabic/Middle Eastern, Ukrainian, Filipino, Korean, Czech, Italian, South African, German, East Indian, Russian, Peruvian, El
Salvador, and Turkey. Our internship sites are equally diverse and students work with clients from the same broad global
backgrounds. Our curriculum addresses this multicultural society directly in our multicultural language disorders course as well
as in our Speech 1 methods clinic where accent modification is a primary clinical focus. These issues of diversity are further
extensively discussed in our Internship Methods course as students experience the wide range of diversity in the community at
large.
Describe how clinical practicum is offered and how supervision of practicum is managed, including sequence,
supervision, and coordination of placements with external facilities, diversity of client populations, etc.
Our clinical training involves multiple levels of experience over 4-5 semesters. The first 3 semesters of clinical training students
see clients in our on campus clinic. Each semester, students see clients with different types of disorders/concerns and of
different age groups per the sequence below. This sequence is designed to introduce students to clients with less complex
disorders initially and more complex issues and environments in later semesters. Our department requires students to have a
minimum of 50 adult contact hours of which 5 must be evaluation hours within their total clinical practicum hours.
Semester 1
Speech 1 clinic: one child articulation client and one adult accent client
Language 1 clinic: one central auditory processing client adult or child and one hearing impaired client adult or child.
Semester 2
Speech 2 Clinic: one voice client adult or child and one fluency client adult or child
Language 2 Clinic: Two child language clients
Semester 3
Speech 3 Clinic: One complex client with multiple coexisting disorders adult or child and one client adult or child who may use
or have the potential to use AAC
Language 3 Clinic: Two Adult Neurogenic clients either Aphasia, Head Injury, dementia or Apraxia
Assessment Clinic: A variety of assessment experiences.
Internship experiences typically include one 9 week school placement (45 days) and one 10 week hospital or private practice
placement although some students elect to complete a third internship either in one of the above settings or in a Special Day
Classroom setting in the schools. In these placements, students see a wide variety of clients of different ages and disorders.
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Survey Response
Standard 3.0 Curriculum - Master's Program
Standard 3.3 The scientific and research foundations of the profession are evident in the curriculum.
Standard 3.3 Scientific and Research Foundation
Speech-Language Pathology
How do students obtain knowledge in the basic sciences (e.g. biology, physics, social sciences, and math)? (Select
all that apply.)
Deficiency or prerequisite course work
Graduate course work
Participation in faculty research
Undergraduate course work
P
P
Other - specify
How do students obtain knowledge in the basic communication sciences (e.g. acoustics, physiological and
neurological processes of speech, language, hearing, linguistics)? (Select all that apply.)
Deficiency or prerequisite course work
Graduate course work
Graduate course work in another department
Undergraduate course work in another department
P
P
P
Other - specify
Participation in faculty research
Research project or dissertation
How does the curriculum reflect the scientific bases of the professions and include research methodology, exposure
to research literature? (Select all that apply.)
Attend research conferences
Complete research literature reviews within courses
Complete research project, dissertation or thesis
Grand rounds
P
P
P
Other - specify
Incorporate evidence-based practice into the clinic
Other class research projects
P
P
Participate in faculty research
Require research course
P
P
CAA (Re) Accreditation Application Confirmation File generated 02/03/2011 11:40:49 Page 27 of 60
Survey Response
How does the program include opportunities to participate in research? (Select all that apply.)
Capstone project
Dissertation
Independent research project
Interdisciplinary research
P
P
Other - specify
Participation in externship research projects
Participate in faculty research
P
P
Thesis P
Are the research opportunities offered by the program consistent with the specified mission and goals of the
program?
Yes
No
P
Explain
Students and faculty work collaboratively in our Applied Communication Sciences Laboratory and demonstrate a long productive
history of successful research across many areas of our field. Students frequently present this collaborative research at state
and national conferences and several students have recently pursued Ph.D. careers. These activities are consistent with
evidence-based practice and support students to develop leadership and advocacy in the field.
Are these research opportunities consistent with the institution’s expectations for this program?
Yes
No
P
Explain
Our program has been identified as one of the signature programs of excellence at Sacramento State and our Applied
Communications Sciences Laboratory was selected as a model of faculty student and community collaborative research by the
California State University Chancellor's office in 2008. It is clear that we are exceeding the University's expectations for our
research focused program.
CAA (Re) Accreditation Application Confirmation File generated 02/03/2011 11:40:49 Page 28 of 60
Survey Response
Standard 3.0 Curriculum - Master's Program
Standard 3.4 The academic and clinical curricula reflect an appropriate sequence of learning experiences.
Standard 3.4 Sequence of Learning Experiences
Speech-Language Pathology
Describe any differences to the expected sequence of courses and clinical experiences that result from different
tracks.
We have no separate tracks.
When a student is assigned to a clinical experience before or concurrent with appropriate course work, how does
the program ensure that the student is appropriately prepared for this clinical experience? (Select all that apply.)
Additional time spent with supervisor
Concentrated/accelerated course work
Does not occur in this program
Extra clinical labs
P
Other - specify
Extra readings
Observations prior to hands-on experience (live or video)
One-to-one tutorial
If students are assigned to a clinical experience before or concurrent with appropriate course work how does the
program evaluate the adequacy and effectiveness of the activities used to ensure the student is appropriately
prepared for clinical experience?
CAA (Re) Accreditation Application Confirmation File generated 02/03/2011 11:40:49 Page 29 of 60
Survey Response
Standard 3.0 Curriculum - Master's Program
Clinical supervision is commensurate with the clinical knowledge and skills of each student, and
clinical procedures ensure that the welfare of each person served by students is protected, in accord
with recognized standards of ethical practice and relevant federal and state regulations.
Standard 3.5 Supervision
Standard 3.5
Speech-Language Pathology
What indicators and/or criteria are used to identify qualified supervisors/preceptors both in and outside the
professions? (Select all that apply.)
Accessibility to students
Appropriate state credentials for clinical practice
Appropriate national credentials for clinical practice
Clinical practice setting
P
P
P
P
Other - specify
Demonstrated abilities in the supervisory processes
Educational experience (including post-graduate continuing education activities)
Mastery and expertise in the clinical area supervised
Previous student evaluations
P
P
P
P
Previous supervisory experience
Recommendations or referrals from other professionals
Specialized training in supervision
P
P
P
How does the program determine the appropriate amount of supervision for the development of clinical skills in
individual students? (Select all that apply.)
Establish and monitor reasonable supervision schedules to ensure supervisor availability during diagnostic and
treatment sessions
Evaluate student clinical performance at mid-term
Evaluate student clinical performance at end of term
Maintain records of the amount of time of observations, meetings and conferencesP
Other - specify
Use student feedback
Use supervisor feedback
P
P
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Survey Response
How do students have access to supervisors/preceptors when providing services to clients in on- and off-campus
placements? (Select all that apply.)
During the clinical session
Clinical labs
Phone
P
P
P
P
Other - specify
Posted office hours
Regularly scheduled meetings/conferences
P
P
Unscheduled meetingsP
How does the program inform students regarding ethics, legal and safety issues and procedures (Select all that
apply.)
Acknowledgement of confidentiality policies (e.g. sign agreements)
Clinical handbook
Clinical labs
Clinical practice
P
P
P
P
Course work
HIPAA training
Professional practice course work
P
P
P
Web site - internet (must provide URL)
Other - specify
Universal precautions training
University safety training
P
P
Student handbookP
Student orientation P
CAA (Re) Accreditation Application Confirmation File generated 02/03/2011 11:40:49 Page 31 of 60
Survey Response
Standard 3.0 Curriculum - Master's Program
Clinical education obtained in external placements is governed by agreements between the program
and the external facility and is monitored by program faculty.
Standard 3.6 External Placements
Standard 3.6
Speech-Language Pathology
Who is responsible for monitoring agreements with external facilities (Select all that apply.)
Administrative assistant
Clinic director
Faculty
Higher administration (e.g. dean, provost)
P
Other - specify
Legal (contracts) office
Program directorP
Student
Who is responsible for coordinating clinical education placements? (Select all that apply.)
Administrative assistant
Clinic director
Faculty
Intern\externship supervisor
P
P
Other - specify
Program directorP
Student
Are there written agreements between all external sites and the program?
Yes
No
P
If No, explain
How does the program monitor clinical education placements (Select all that apply.)
Intern/extern supervisor
Meeting with the externship supervisor
Onsite visits
Phone calls
P
P
P
P
Other - specify
Review of clinical practicum evaluations
Review of externship supervisor evaluation
P
P
Review of student clinical records/filesP
Written contractual agreementP
CAA (Re) Accreditation Application Confirmation File generated 02/03/2011 11:40:49 Page 32 of 60
Survey Response
Standard 3.0 Curriculum - Master's Program
The clinical education component of the curriculum provides students with access to a client/patient
base that is sufficient to achieve the program’s stated mission and goals and includes a variety of
clinical settings, client/patient populations, and age groups.
Standard 3.7 Clinical Settings
Standard 3.7
Speech-Language Pathology
How does the program ensure each student is exposed to a variety of clinical settings, client/patient populations and
age groups?
Standard 3.7
Our clinical training involves multiple levels of experience over 4-5 semesters. The first 3 semesters of clinical training students
see clients in our on campus clinic. Each semester, students see clients with different types of disorders/concerns and of
different age groups per the sequence below. This sequence is designed to introduce students to clients with less complex
disorders initially and more complex issues and environments in later semesters. Our department requires students to have a
minimum of 50 adult contact hours of which 5 must be evaluation hours within their total clinical practicum hours.
Semester 1
Speech 1 clinic: one child articulation client and one adult accent client
Language 1 clinic: one central auditory processing client, adult or child, and one hearing impaired client, adult or child.
Semester 2
Speech 2 Clinic: one voice client, adult or child, and one fluency client, adult or child
Language 2 Clinic: Two child language clients
Semester 3
Speech 3 Clinic: One complex client with multiple coexisting disorders, adult or child, and one client, adult or child, who may
use or have the potential to use AAC
Language 3 Clinic: Two Adult Neurogenic clients either Aphasia, Head Injury, dementia or apraxia
Assessment Clinic: A variety of assessment experiences.
Internship experiences typically include one 9 week school placement (45 days) and one 10 week hospital or private practice
placement although some students elect to complete a third internship either in one of the above settings or in a Special Day
Classroom setting in the schools. In these placements, students see a wide variety of clients of different ages and disorders.
CAA (Re) Accreditation Application Confirmation File generated 02/03/2011 11:40:49 Page 33 of 60
Survey Response
Standard 4.0 Students - Master's Program
The program criteria for accepting students for graduate study in audiology and/or speech-language
pathology meet or exceed the institutional policy for admission to graduate study.
Standard 4.1 Admission Criteria
Standard 4.1
Speech-Language Pathology
Of the following, what graduate admission requirements are required by the institution? (Select all that apply.)
Minimum GRE
Minimum GPA
Letters of recommendation
Personal interview
P
Other - specifyP
Undergraduate major in CSD
Writing sample/essay
Undergraduate degree
Complete the table below to show the grade point average (GPA) admission criteria for the university/college and
for the graduate program. Where no criterion is required, respond by indicating “0” in the appropriate space.
University/College criterion Program criterion
Minimum GPA at the time of admission to the
graduate program
Other GPA in a major area of study
2.75
3.00
2.75
3.00
Does the program use additional GPA requirements for admission (e.g., GPA in the major, GPA in the last 30 hours,
etc.)?
Yes
No
P
If the program uses additional GPA requirements for admission, please describe.
The department requires a minimum of 3.0 in the major courses.
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Survey Response
Complete the table below to show the Graduate Record Exam (GRE) admissions criteria for the university/college
and for the graduate program. Enter “0” if there are no minimum criteria for a particular score.
University criterion Program criterion
Minimum overall GRE scores
Minimum verbal GRE score
Minimum quantitative GRE score
Minimum writing GRE score
0
0
0
0.0
900
0
0
4.5
Of the following, what graduate admission requirements are required by the program? (Select all that apply.)
Minimum GRE
Minimum GPA
Letters of recommendation
Personal interview
P
P
P
Other - specify
Undergraduate major in CSD P
Writing sample/essay P
Do the program admission requirements differ from that of the institution?
Yes
No
P
Please describe any exceptions to the program’s admissions requirement that are exercised by the program.
The university only requires a Bachelor's degree and they require the minimum GPA of the program that the student is applying
to.
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Survey Response
Standard 4.0 Students - Master's Program
The program makes reasonable adaptations in curriculum, policies, and procedures to accommodate
differences among individual students.
Standard 4.2 Student Adaptations
Standard 4.2
Speech-Language Pathology
Describe how the program provides accommodations for individuals with special needs with respect to curriculum,
practicum, policies, and procedures.
The Speech Pathology and Audiology department follows policies established by the university to assist students with
disabilities under federal legislation, Sec. 504 and the Americans with Disabilities Act. The Disability Student Services
(DSS)Center at Sacramento State is actively involved in supporting the learning needs of students who have identified their
disabilities and registered with DSS.
How is respect for and understanding of cultural and individual diversity incorporated into the curriculum? Give one
example.
Respect for and understanding of cultural and individual diversity is incorporated into undergraduate and graduate coursework
and graduate clinic at multiple levels. We utilize two primary methods: the course approach and the infusion approach.
We offer an entire 3-unit course at the senior level that deals exclusively with service delivery to culturally and linguistically
diverse (CLD) clients and their families. As part of this class, students are required to conduct an individual ethnographic
interview with an immigrant to the United States and ask a series of questions designed to help them better understand other
cultures’ views of communication disorders and service delivery as well as general issues of adjustment to American culture.
Students have been uniformly positive about completing this assignment, frequently commenting that they have a fresh
understanding of how other cultures view the United States and Americans in general. They state that they are motivated to
continue to seek opportunities for increasing their understanding of culturally diverse individuals in the United States.
We also infuse knowledge of service to CLD clients and families into existing classes and clinical experiences. Clinicians in on-
and off-campus internships provide assessment and intervention for children and adults from dozens of culturally and
linguistically diverse backgrounds. For example, in our Speech Clinic on campus, students typically serve adult accent clients
who speak English as a foreign language. These clients seek our services in order to enhance their English intelligibility. We
have served clients from countries such as Ukraine, Mexico, Vietnam, Nigeria, and dozens of others. Both clinical and methods
instructors work with student clinicians to help them provide culturally sensitive and appropriate intervention that is geared
toward clients’ individual needs.
As stated, students in coursework at all levels receive information about service delivery to CLD children
and adults with communication disorders and their families. For example, in the fall semester of the junior year, students take
SPHP 112, Introduction to Child Language Development. In SPHP 112, several lectures specifically target cultural issues as
they pertain to different cultures views of child language development.
Other lectures directly discuss assessment and intervention for CLD children with language impairments At the senior level in
SPHP 147 Assessment in Communication Disorders there is lecture and discussion pertaining to the need for caution in
administering standardized tests to students from CLD backgrounds as well as to CLD adults with neurological impairments In
the graduate Counseling course SPHP 219 time is devoted to a discussion of cultural issues in counseling persons with
communication disorders and their families.
How do the program’s policies and procedures convey respect for and understanding of cultural and individual
diversity (e.g. admission, internal and external clinical placement and student retention policies and
procedures, proficiency in English)? Give one example.
Our program has a posted non discrimination policy for all students clients and faculty (www.hhs.csus.edu/spa). All other
policies and procedures including clinical placements and student retention must be in compliance with this policy. One
example of how we demonstrate respect for cultural and individual diversity is a separate category in our graduate application
ranking point system. Applicants to our program must demonstrate multicultural/diversity experience and applicants are given a
score from 1 to 5 points. The higher the degree of multicultural/diversity experience, the higher the points and the greater
chance they have for admission.
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Survey Response
Standard 4.0 Students - Master's Program
Students are informed about the program’s policies and procedures, degree requirements,
requirements for professional credentialing, and ethical practice. Students are informed about
documented complaint processes.
Standard 4.3 Student Information
Standard 4.3
Speech-Language Pathology
How are students informed about program policies and procedures? (Select all that apply.)
Academic advising
Course work
Handouts
Posting on bulletin board
P
P
P
P
Student orientation meetings
Student handbooks
P
Web site (provide URL) P www.hhs.csus.edu/spa
Other - specify
How are students informed about degree requirements and requirements for professional credentialing? (Select all
that apply.)
Academic advising
Course work
Handouts
Posting on bulletin board
P
P
P
P
Student orientation meetings
Student handbooks
P
Web site (provide URL) P www.hhs.csus.edu/spa
Other - specify
How are students informed about ethical practice? (Select all that apply.)
Academic advising
Course work
Handouts
Posting on bulletin board
P
P
P
P
Student orientation meetings
Student handbooks
P
Web site (provide URL) P www.hhs.csus.edu/spa
Other - specify
CAA (Re) Accreditation Application Confirmation File generated 02/03/2011 11:40:49 Page 37 of 60
Survey Response
How are students informed about student complaint procedures including contacting the CAA? (Select all that apply.)
Academic advising
Course work
Handouts
Posting on bulletin board
P
P
P
P
Student orientation meetings
Student handbooks
P
Web site (provide URL) P www.hhs.csus.edu/spa
Other - specify
Describe the program’s policies for dealing with student complaints.
Students in the Department of Speech/Language Pathology and Audiology have the right to appeal and seek redress for any
faculty/staff decision which adversely affects them. The department's student grade grievance procedures are described in a
separate document.
University policy requires that before having recourse to school grievance procedures, the student must have exhausted all
avenues of departmental arbitration according to departmental grievance procedures described herein. The student's appeal at
the department level must be initiated within one academic year of event or situation which the student wishes to grieve.
The Department shall designate a grievance committee as provided hereinafter for. The Department Grievance Committee may
hear student grievances concerning all matters unrelated to student grades and may review whether informal procedures were
administered impartially. The Grievance Committee shall not engage in evaluation of the quality of the student's work.
Students retain the right to contact the Council of Academic Programs directly with any concerns regarding compliance with
standards for ASHA accreditation (contact information: Sarah Preston
Accreditation Coordinator, American Speech-Language Hearing Association, 10801 Rockville Pike
Rockville, MD 20852 301-897-5700 x. 4323).
Explain how student complaints are reviewed to assess their impact on compliance with accreditation standards.
A.Selection of the Grievance Committee
1.All Speech/Language Pathology and Audiology faculty holding full-time appointments whose teaching or supervising is at least
two-thirds of his/her university assignment, and a student enrolled in Speech/Language Pathology and Audiology in good
academic standing shall be empaneled to serve on the Department Grievance Committee.
2.The Department Chair shall arrange for the selection by lot of a committee of two faculty members and one student
representative. Faculty or staff member(s) of the department against which the student is grieving and persons directly involved in
the action or decision which is the subject of the grievance as well as persons who made recommendations as to such actions
or decisions shall be excluded from membership on the Committee.
3.The department chair shall determine the ability and readiness of those selected to serve and may for compelling reasons
excuse any person so selected and draw a replacement by lot from the faculty/student representative panel.
4.The Department Chair shall arrange a mutually convenient day, time and place for grievance hearings in a timely manner and
notify all concerned parties.
B. Grievance Committee Procedural Rules
1.The student shall submit to the department chair a written request for review of his/her grievance at the department level. The
department chair will arrange an informal meeting between the department chair, student filing the grievance and the faculty/staff
member involved. If the matter can be resolved at that time to everyone's satisfaction, the negotiation will be terminated at that
level. If the merits of the case justify further investigation, the department chair may then arrange a grievance committee meeting.
2.The department chair shall convene the first meeting of the Committee.
3.The department chair shall appoint a Chair of the Committee prior to its first meeting.
4.The student shall present his/her case to the committee at its first meeting. The faculty/staff member being grieved against
may be present.
5.The parties may be represented or accompanied by an advocate or advisor.
6.The committee shall have the authority to conduct hearings on the grievance, call witnesses, receive evidence, and make
reports and recommendations to the Committee Chair.
7.The committee may meet in executive session without the grievant or the party who is the subject of the grievance, or any
other individuals who are not members of the Committee. Either party may request a recess during any meeting for consultation
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Survey Responseor to secure additional evidence.
8.No evidence shall be taken unless the majority of the voting members of the committee is present.
9.The Committee Chair may postpone a hearing if, in his/her opinion, there is a compelling reason why one of the parties cannot
attend the hearing. If the hearing is not postponed by the Committee Chair, the hearing will take place even if one of the parties
does not appear or is not prepared.
10.The hearings shall be closed and all proceedings shall be confidential.
11.Decisions of the committee, except procedural rulings made by its Chair, shall be by majority vote of the members.
12.The committee's findings and recommendation(s) shall be submitted to the department chair in writing, but shall not be
released to the grievant. The committee may request placement of information into the ARTP file of faculty/staff member involved.
The department chair will then review the committee's findings and recommendation(s) and shall inform the student and the
faculty/staff member involved of the final Department decision.
13.An appeal may be made to the Dean of the College of Health and Human Services provided for in the Student Rights and
Responsibilities at California State University, Sacramento, document. At the request of the student or grieved against
faculty/staff member and Health and Human Services Appeal Committee, the findings and recommendations of the Department
will be forwarded to the Chair of the College Appeal Committee.
Is the record of student complaints retained?
Yes
No
P
If No, explain
Describe how privacy of student information is protected when handling student complaints.
Hearings shall be closed and all proceedings shall be confidential.
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Survey Response
Standard 4.0 Students - Master's Program
Students receive advising on a regular basis that pertains to both academic and clinical performance
and progress. Students are also provided information on student support services.
Standard 4.4 Student Advising
Standard 4.4
Speech-Language Pathology
Describe the program’s advising policies and procedures with respect to academic and clinical instruction, access to
adjunct faculty, and student support services. Provide the Web site URL if available.
Student advising is conducted by tenure-track faculty members and the graduate coordinator regarding performance in course
work and plans for matriculation in the program. Clinical performance is evaluated directly with Clinical Instructors. The
MJRLSHC Clinic Coordinator is consulted for advising regarding initial clinical placements, both on and off campus. In the event
of disagreements between students and Clinical Instructors, the CD Clinic Coordinator and/or the chair becomes involved to
resolve differences and to develop clinical remediation plans, if warranted. The CD program website at www.csus.hhs/spa.edu
program also provides information regarding academic and clinical requirements of the program as well as student support
services.
Indicate those individual(s) who serve as academic advisors. (Select all that apply.)
Faculty member
Program Director
Staff
Other - specify
P
P
P
How often do students receive academic advisement?
Once per academic year
Once per termP
More than once per term
Other - specify
Is advisement of clinical performance provided separate from academic advisement?
Yes
No
P
If advisement of clinical performance is provided separate from academic advisement, indicate the
individual(s) who serve as clinical advisors. (Select all that apply.)
Clinical director
Clinical supervisor/preceptor
Faculty member
Program director
P
P
P
P
Other - specify
Staff P
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Survey Response
How often do students receive clinical advisement?
Once per academic year
Once per term
More than once per term
Other - specify
P
How are students informed about student support services? (Select all that apply.)
Academic advising
Handouts
Posting on bulletin board
P
P
P
Student handbooks
Student orientation meetings
P
P
Web site (provide URL) P www.csus.hhs/spa.edu
Other - specifyP Department Sac Ct (blackboard)
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Survey Response
Standard 5.0 Assessment - Master's Program
The program conducts ongoing and systematic formative and summative assessment of the
performance of its current students.
Standard 5.1 Program Assessment of Students
Standard 5.1
Speech-Language Pathology
Provide three examples of specific graduate student learning outcomes that have been developed by the program
and describe how they are related to the mission of the program.
Graduate Learning Outcome 1
Description The student is able to modify objectives, cues, teaching methods,
materials, and/or reinforcement within a treatment as necessary.
:
How related to the mission of the program This directly relates to to train competent professionals in speech,
language pathology with an appropriate scientific background, clinical skill
and an appreciation for the need to continue learning beyond formal
academic training.
:
Graduate Learning Outcome 2
Description : This student is able to accurately describe how current theory on
language disorders in adults secondary to neurological damage is applied
to clinical practice.
How related to the mission of the program : This directly relates to to train competent professionals in speech,
language pathology with an appropriate scientific background, clinical skill
and an appreciation for the need to continue learning beyond formal
academic training.
Graduate Learning Outcome 3
Description : The student is able to interpret informal and standardized testing
instruments to assess a variety of clients who demonstrate speech,
language and cognitive problems. This will be assessed during
conferences with the clinical instructor and in the writing of client
assessment reports.
How related to the mission of the program : This directly relates to to train competent professionals in speech,
language pathology with an appropriate scientific background, clinical skill
and an appreciation for the need to continue learning beyond formal
academic training.
Describe the process used by the program to develop, validate, and assess student learning outcomes for the
knowledge and skills required for entry into professional practice.
We approach our student learning outcomes from a multifaceted assessment approach. Focused curricular discussions in every
faculty meeting provide opportunities to continually develop validate and assess student learning outcomes. We also utilize data
from student, alumni and employer surveys to assess aggregate data for developing and revising student learning outcomes.
Recently we completed a student learning assessment of basic and advanced concepts across all student cohort groups.
Results from this assessment were used to guide discussions in faculty regarding changes in lectures and exams to improve
student attainment of learning outcomes.
Provide examples of how the program evaluates students' academic and clinical progress using formative and
summative assessments.
Academic - Formative Assessment Example : Objective quizzes in class to review course material.
Discussions with classes on test performance to provide feedback and
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Survey Responseremediation opportunities to students.
Academic - Summative Assessment Example : Essay exams or course projects/papers to synthesize and to apply material
to a specific case at the end of the semester.
Praxis test and comprehensive exams.
Clinical - Formative Assessment Example : Weekly seminar meetings with Clinical Instructor to identify areas of strength
and areas to improve.
Discussions in methods courses of effective and ineffective therapy
approaches and techniques.
Clinical - Summative Assessment Example : Assessment of level of performance in specific clinical competencies at the
midterm or end of the semester.
Midterm and Final meetings with clinical supervisors.
Is student progress evaluated by a range of program faculty and supervisors or preceptors?
Yes
No
P
If No, explain
Describe the process and activities employed by the program to provide and document regular feedback to students
regarding their progress in achieving the expected knowledge and skills in all academic and clinical (including all
off-site experiences) components of the program.
Students meet regularly with the graduate coordinator and the clinic director to review their academic and clinical progress and
course plan. All students are given an advising manual which specifies the course plan for the degree. All syllabi for courses
specify the KASA standard met by successfully meeting the learning outcomes for that course. Faculty advisors and the
department chair develop remediation plans for any student at risk of not meeting the knowledge and skills components.
During all clinical practicum experiences, students receive feedback from supervisors after each clinical session and they meet
with students weekly to discuss progress and concerns. Students also have a methods course associated with each of their
clinical practicum providing them 2 more hours per week to meet with fellow students and a clinical instructor to discuss clinical
methods and procedures. Students are provided with the clinical competency evaluations before they begin their clinical
experiences. Supervisors use this form to provide feedback to student’s regarding progress in developing clinical competence
across clinics. Students will be scored on a 6 point scale with 1 = maximum assistance needed, 2 = moderate maximum
assistance needed, 3 = moderate assistance needed, 4 = minimum-moderate assistance needed, 5 = minimum assistance
needed and 6 = independent. These evaluations increase in expectations and difficulty as the students advance in clinical
practicum experiences so at each level, students are expected to achieve minimum assistance to independent level to be
considered competent and pass the clinic with a B- or above. Per department policy students must pass all clinical courses
with a grade of B- or better to be considered competent in the clinical competencies and learning outcomes.
Describe how the program documents guidelines for remediation, provides that information to students, and
implements remediation opportunities consistently.
The University Catalog and the department advising manual states that all graduate students must maintain a 3.0 in the graduate
program and have no grade below a C in a non-clinical course and no grade below a B- in a clinical course. Faculty members
regularly announce in classes that students at risk of not passing a course with these grades are required to meet the faculty
member for immediate advising. The faculty discuss at risk students at weekly faculty meetings and develop strategies for
remediation to be implemented by the department chair or designated faculty advisor.
Our new clinical competency evaluation forms allow for more direct feedback of specific clinical behaviors and skills and permit
students to make improvements during each semester with targeted remediation plans developed with their clinical supervisors.
These forms also provide specific feedback regarding clinical behaviors and skills which may need improvement if a student must
repeat a clinical experience to reach criterion.
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Survey Response
Describe how the program ensures that all feedback mechanisms for remediation are applied consistently.
All faculty and clinical instructors use the clinical competency forms to provide feedback and develop remediation plans with
students. All students must receive a B- or above in every course and clinic to continue in the program Students at risk of
failing are discussed at faculty meetings and remediation plans are made with involvement of the instructor, student, clinic
director and department chair.
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Survey Response
Standard 5.0 Assessment - Master's Program
The program documents student progress toward completion of the graduate degree and professional
credentialing requirements and makes this information available to assist students in qualifying for
certification and licensure.
Standard 5.2 Student Progress Documentation
Standard 5.2
Speech-Language Pathology
Are the required records for each student’s planned course of study maintained by the program?
Yes
No
P
If No, explain
Describe how the program ensures that records for the planned course of study are kept accurate, complete and
current throughout each student’s graduate program.
Each student is required to participate in a group advising session each semester as well as at least one individual advising
session with the graduate coordinator each semester. All student records and course of study are tracked in a department
level Microsoft Access database which is accessible to all faculty members to document advising sessions and progress
through the program including progress on the student's KASA form.
Indicate the individual(s) responsible for maintaining the records for each student’s planned course of study. (Select
all that apply.)
Administrative/support staff
Academic advisor
Clinical advisor
Program director
P
P
P
P
Other - specify
Student P
Indicate the schedule or timeline for updating records for each student’s planned course of study. (Select all that
apply.)
At least once every semester/quarter
At least annually
Immediately prior to graduation
Throughout the semester/quarter
P
Other - specify
No set schedule
Are the required records for progress toward each student’s completion of degree requirements maintained by the
program?
Yes
No
P
If No, explain
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Survey Response
Describe how the program ensures that records for progress toward completion of degree requirements are kept
accurate, complete and current throughout each student’s graduate program.
All student records and course of study are tracked in a department level Microsoft Access database which is accessible to
all faculty members to document advising sessions and progress through the program, including progress on the student's
KASA form. Hours sheets are tracked in the database and signed copies are kept in paper files and updated each
semester. All hours sheets are signed by clinical supervisors and the clinical director totals all hours for students when
they complete their clinical experiences.
Indicate the individual(s) responsible for maintaining records toward each student’s completion of degree
requirements. (Select all that apply.)
Administrative/support staff
Academic advisor
Clinical advisor
Program director
P
P
P
P
Other - specify
Student P
Indicate the schedule or timeline for updating records toward each student’s completion of degree requirements.
(Select all that apply.)
At least once every semester/quarter
At least annually
Immediately prior to graduation
Throughout the semester/quarter
P
Other - specify
No set schedule
Are the required records for each student’s progress toward completion of ASHA CCC requirements maintained by
the program?
Yes
No
P
If No, explain
Describe how the program ensures that records for each student’s progress toward the completion of ASHA CCC
requirements are kept accurate, complete, and current throughout each student’s graduate program.
All student records and course of study are tracked in a department level Access database which is accessible to all faculty
members to document advising sessions and progress through the program including progress on the student's KASA form.
Hours sheets are tracked in the database as well as signed copies kept in paper files and updated each semester. All
hours sheets are signed by clinical supervisors and the clinical director totals all hours for students when they complete
their clinical experiences.
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Survey Response
Indicate the individual(s) responsible for maintaining records toward each student’s progress toward the completion
of ASHA CCC requirements. (Select all that apply.)
Administrative/support staff
Academic advisor
Clinical advisor
Program director
P
P
P
P
Other - specify
Student P
Indicate the schedule or timeline for updating records toward each student’s progress toward the completion of
ASHA CCC requirements. (Select all that apply.)
At least once every semester/quarter
At least annually
Immediately prior to graduation
Throughout the semester/quarter
P
Other - specify
No set schedule
Are the required records for progress toward each student’s progress toward completion of state licensure
maintained by the program?
Yes
No
P
If No, explain
Describe how the program ensures that records for each student’s progress toward completion of state licensure are
kept accurate, complete and current throughout each student’s graduate program.
All student records and course of study are tracked in a department level Microsoft Access database which is accessible to
all faculty members to document advising sessions and progress through the program including progress towards the
California state license. Hours sheets are tracked in the database as well as signed copies kept in paper files and updated
each semester. All hours sheets are signed by clinical supervisors and the clinical director totals all hours for students
when they complete their clinical experiences.
Indicate the individual(s) responsible for maintaining the records for each student’s progress toward completion of
state licensure. (Select all that apply.)
Administrative/support staff
Academic advisor
Clinical advisor
Program director
P
P
P
P
Other - specify
Student P
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Survey Response
Indicate the schedule or timeline for updating records for each student’s progress toward completion of state
licensure. (Select all that apply.)
At least once every semester/quarter
At least annually
Immediately prior to graduation
Throughout the semester/quarter
P
Other - specify
No set schedule
Are the required records for progress toward each student’s completion of state teacher certification and/or other
program certifications maintained by the program?
Yes
No
P
If No, explain
Describe how the program ensures that records for each student’s progress toward completion of state teacher
certification and/or other program certifications are kept accurate, complete and current throughout each student’s
graduate program.
All student records and course of study are tracked in a department level Microsoft Access database which is accessible to
all faculty members to document advising sessions and progress through the program including progress for the California
Teaching Credential. Hours sheets are tracked in the database as well as signed copies kept in paper files and updated
each semester. All hours sheets are signed by clinical supervisors and the clinical director totals all hours for students
when they complete their clinical experiences.
Indicate the individual(s) responsible for maintaining the records for each student’s progress toward completion of
state teacher certification and/or other program certification. (Select all that apply.)
Administrative/support staff
Academic advisor
Clinical advisor
Program director
P
P
P
P
Other - specify
Student P
Indicate the schedule or timeline for updating records for each student’s progress toward completion of state teacher
certification and/or other program certifications. (Select all that apply.)
At least once every semester/quarter
At least annually
Immediately prior to graduation
Throughout the semester/quarter
P
Other - specify
No set schedule
Describe how the program makes records readily available to students and graduates in accordance with the
institution’s and program’s policies for retention of student information. Provide the Web site URL if available.
Students have access to their paper files through the department office as well as their KASA forms and Clinical Competencies
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Survey Responseelectronically through the Department Sac CT web based access.
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Survey Response
Standard 5.0 Assessment - Master's Program
The program conducts regular and ongoing assessments of program effectiveness and uses the
results for continuous improvement.
Standard 5.3 Program Effectiveness
Standard 5.3
Speech-Language Pathology
Indicate the procedures used by students to assess the quality, currency, and effectiveness of the graduate
program’s academic and clinical education.
Type of
Student
Assessment
Evaluations of clinical sites
More
often than
Annually
Annually Every
2
years
Every
3
years
Every
4
years
Greater than
every 4
years
No
Assessment
Course evaluations
Evaluations of clinical supervisors
Student advisory group review
Student surveys
Other - specify
P
P
P
P
P
If Other, select
Indicate the procedures completed by graduates to assess the quality, currency, and effectiveness of the graduate
program’s academic and clinical education.
Type of
Graduate
Assessment
More
often than
Annually
Annually Every
2
years
Every
3
years
Every
4
years
Greater than
every 4
years
No
Assessment
Alumni/graduate surveys
Exit interviews
Other - specify
P
P
informal exit interviews
If Other, select P
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Survey Response
Indicate the procedures used by the program to assess the quality, currency, and effectiveness of the graduate
program’s academic and clinical education.
Type of
Program
Assessment
Employer surveys
More
often than
Annually
Annually Every
2
years
Every
3
years
Every
4
years
Greater than
every 4
years
No
Assessment
Advisory committee review
Curriculum review committee
Supervisor/preceptor evaluations
Program Annual Reports
Program staff/faculty meetings and
retreats
P
P
P
P
P
P
University reviews
Other - specify
P
Student Learning Assesment Survey
If Other, select P
Provide two recent examples of how the results of the evaluations described above are used to plan and implement
accredited graduate program improvements.
Example #1 In response to advisory board discussions regarding continual feedback of clinical skill development and
clinical skill remediation strategies, we have used our newly developed clinical competencies assessment
tools to track clinical skills across the clinical training process. Students are required to go over their clinical
competencies from previous semesters with each new clinical supervisor. This process of reviewing the
clinical skill development has provided more opportunities for students and supervisors to set goals for
improvement. Additional data from the Praxis indicated that our candidates’ performance was equal to or
above state and national averages on all areas tested.
:
Example #2 : In response to a recent student learning assessment targeting basic and advanced interpretations of the
differences between speech and language, as well as specific comments in survey data regarding
standardized testing interpretation, we have implemented curriculum discussions in every faculty meeting
focusing on particular areas in our curriculum. Through these discussions our faculty determine ways we can
cover important concepts like distinctions between speech and language, and use and interpretation of
normative testing data across the curriculum more effectively. Subsequent curricular and content changes
have been made to target these areas. Further student learning assessment will be implemented across
cohorts to assess impacts of these changes. We also hope to see improvements in our future alumni and
employer survey data which reflect these changes.
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Survey Response
Beginning with the most recently completed academic year (fall through and including summer), provide data for
the last three years on the number and percentage of your program’s graduates who have been employed in the
profession within one year of graduation. Include graduates who are either employed or are pursuing further
education in the profession. Provide data for graduates who were previously enrolled in the residential program.
Academic Year Employment Rate in Profession
Number of graduates (#) Percent of graduates (%)
2009/2010
2008/2009
2007/2008
34 97
27 93
28 96
3 year average 95
Is the three-year employment average below 80%?
Yes
NoP
If Yes, explain
Beginning with the most recently completed academic year (fall through and including summer) provide Praxis
Examination pass rate data for the previous three periods/testing-cycles for graduates of the program. Provide data
for graduates previously enrolled in the residential program.
Period Number of students taking the exam Number of students passed
2009/2010
2008/2009
2007/2008
3 year average
Method for reporting praxis examination pass rate data: P ETS Data Institutional Data
Pass rate
30 30 1.00
23 23 1.00
20 20 1.00
1.00
What is the program’s published expectation for length of time (stated in semesters/quarters) for students to
complete the degree?
With a CSD undergraduate major P 5-semesters/quarters:
Without a CSD undergraduate majorP 8-semesters/quarters:
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Survey Response
Beginning with the most recently completed academic year (fall through and including summer), provide the
average program completion rates for the graduation cohorts in the last 3 years (based on enrollment data), within
the program’s published expectation for length of time for students to complete the degree. Provide data for
graduates previously enrolled in the residential program.
Period Number completed
program within
expected time frame
Number completed
later than expected
time frame
2009/2010
2008/2009
2007/2008
3 year average
Number not
completing
28 1 1
23 3 1
26 3 2
25 2 1
Did the program completion rate for any year fall below 80%?
Yes
NoP
If the program completion rate fell below 80% for any year, describe the activities in which the program has engaged
to improve the completion rate, and resulting progress from these activities.
Percentage
completing
96
96
93
95
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Survey Response
Standard 5.0 Assessment - Master's Program
The program regularly evaluates all faculty members and faculty uses the results for continuous
improvement.
Standard 5.4 Evaluation of Faculty Members
Standard 5.4
Speech-Language Pathology
Describe the institutional policy and guideline for regular evaluation of the faculty by program leadership.
At the department level, specific retention, tenure and promotion (ARTP) guidelines are established that are aligned with the
university ARTP requirements. Faculty members are expected to demonstrate effective teaching, research and service
according to departmental and university guidelines. The department ARTP policy is available on our website:
http://www.hhs.csus.edu/spa/artp.html
Describe how the program’s policies regarding the academic and clinical teaching and scholarship competence and
other professional expectations of faculty are in accordance with the institution’s policies.
At the Department level, specific retention, tenure and promotion (ARTP) guidelines are established that are aligned with the
university ARTP requirements. Faculty members are expected to demonstrate effective teaching, research and service
according to Departmental and university guidelines. The Department ARTP policy is available on our website:
http://www.hhs.csus.edu/spa/artp.html
Describe how students have opportunity to evaluate the academic and clinical faculty on an ongoing and regular
basis. (Select all that apply.)
Course evaluations
Supervisor evaluations
Exit interviews
Informal feedback provided in classes
P
P
P
Other - specify
Informal feedback provided in clinical experiences P
Indicate the mechanisms used by the program to evaluate the academic and clinical teaching and scholarship
competence and other professional expectations of faculty and the frequency with which they are used. (Select all
that apply.)
Review by personnel committee
Review by department chair
Review of professional development activities
Review of manuscripts and research proposals
P
P
P
P
Peer evaluations
Review of publications P
Student evaluations
Teaching evaluations
Promotion and tenure review
Post-tenure review
P
P
P
P
Maintenance of state credentialsP
Maintenance of ASHA certification P
Annually
Annually
Annually
Annually
Annually
Annually
Annually
Annually
5-7 years
Every academic term
Every academic term
Other - specify
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Survey Response
No mechanism used
Describe how the results of faculty evaluations are communicated to the faculty and used to improve performance.
Two types of faculty evaluation are communicated to faculty members on a regular basis. Each semester, student course and
clinical training evaluations are summarized by Department staff and provided to each faculty member in a confidential format at
the beginning of the following semester. In addition, probationary faculty members are required to be review through the RTP
process annually. The Departmental ARTP Committee, Department Chair, College Dean and University Provost provide review
of each faculty member.
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Survey Response
Standard 6.0 Program Resources - Master's Program
The institution provides adequate financial support to the program so that the program can achieve its
stated mission and goals.
Standard 6.1 Institutional Financial Support
Standard 6.1
Speech-Language Pathology
Report the main sources and amounts of financial support for the program for the most recently completed
academic year. Enter “0” where none.
Source of support Amount in $
Institutional Support
Faculty and staff salaries
Supplies and expenses (all non-capital and non-salary expenditures)
Capital equipment
(Institutional Support) Sub-Total
Grants and contracts
Other sources
956,072
8,135
14,144
978,351
0
Maryjane Rees Speech Language Hearing Center Client Fee Funds 123,795
1,102,146Total Amount
Is the financial support provided by the institution adequate for the program?
Yes
No
P
Explain
The primary functions of the SPA department are funded by general state funds allocated to the department though the College of
Health and Human Services Dean. There have been significant reductions over the past several years which has presented
challenges. However, despite reductions we have maintained the curricular structures and faculty staff support that distinguish
our program in terms of exceptional academic and clinical training.
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Survey Response
Standard 6.0 Program Resources - Master's Program
The program has adequate physical facilities (classrooms, offices, clinical space, and research
laboratories) that are accessible, appropriate, safe, and sufficient to achieve the program’s mission
and goals.
Standard 6.2 Physical Facilities
Standard 6.2
Speech-Language Pathology
Are all physical facilities adequate to achieve the program’s mission and goals?
Yes
No
P
Explain
Our clinic space is well-equipped to provide individual training with twenty four individual and group treatment rooms. We also
have a voice lab and a shared research laboratory space. In addition, a closed-circuit video system enables confidential
observation by clinical instructors.
Classrooms are readily available and many of these are equipped with projection and internet technology.
Are all physical facilities appropriate, safe and reasonably accessible to persons with disabilities?
Yes
No
P
Explain
The SPA Department is located in Shasta Hall. The main department office is on the lower floor and faculty offices are located
on the second floor. Shasta Hall and all buildings on campus are accessible for persons with disabilities. The facility is
well-maintained and built to meet accessibility standards for individuals with disabilities. Individuals with disabilities are able to
maneuver safely in the hallways, classrooms and clinical training areas.
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Survey Response
Standard 6.0 Program Resources - Master's Program
The program’s equipment and educational/clinical materials are appropriate and sufficient to achieve
the program’s mission and goals.
Standard 6.3 Program Equipment and Educational/Clinical Materials
Standard 6.3
Speech-Language Pathology
Are the program’s equipment and educational/clinical materials appropriate and sufficient to achieve the program’s
mission and goals?
Yes
No
P
Explain
Equipment and educational materials are evaluated related to the needs of our department each semester. Specific funding
sources are identified to update assessment and clinical intervention tools and faculty are asked to identify needs for materials
annually. The Sacramento State Clinic has exceptionally well equipped supply room with a complete and updated collection of
assessment and therapy materials that are available for check-out to students and faculty members. Clinical equipment includes
a continually updated array of AAC devices and tools, video stroboscopy, Visi-Pitch, nasometer, Sona-Speech software,
computer access with wireless microphones, and an extensive supply of therapy materials and assessment tools. We also
recently completed a thorough audit of our supplies and equipment and developed a bar code system and database for better
access and tracking of materials.
Indicate the individual(s) responsible to ensure proper equipment calibration. (Select all that apply.)
Administrative assistant
Clinic director
Clinic coordinator
Faculty member
P
Other - specify
Program director
Student
Indicate how often equipment is calibrated.
Annually
Semi-AnnuallyP
Other - specify
Indicate the individual(s) responsible for maintaining written records that equipment is calibrated in accordance with
manufacturer standards, American National Standards Institute (ANSI), or other appropriate agencies. (Select all that
apply.)
Administrative assistant
Clinical director or coordinator
Faculty member
P
Other - specify
Program director
Student
CAA (Re) Accreditation Application Confirmation File generated 02/03/2011 11:40:49 Page 58 of 60
Survey Response
Standard 6.0 Program Resources - Master's Program
The program has access to clerical and technical staff, support services, and library and
technology resources that are appropriate and sufficient to achieve the program’s mission and
goals.
Standard 6.4 Program Support Services and Resources
Standard 6.4
Speech-Language Pathology
Is the clerical and technical staff adequate and sufficient to meet the program’s mission and goals?
Yes
No
P
Explain
Our department has four staff positions including: an Administrative Coordinator, a Clinic Director, a Staff Speech Pathologist
(vacant) and an Administrative Assistant. The campus has a hiring freeze for all staff positions therefore our staff speech
pathologist position remains vacant. All staff positions are funded by the University. The College of Health and Human Services
provides resources devoted to the academic operation of each Department in the College include computer technology support
in the form of individualized technical assistance and computer upgrades and dedicated computer labs for student and faculty
use. University resources include extensive department level data from the Department of Institutional Research in Academic
Affairs as well as technological support from faculty and classroom services in the division of Information and Resources
Technology.
Are the support services adequate and sufficient to meet the program’s mission and goals?
Yes
No
P
Explain
Our department is supported by the four staff positions and student assistants supported in part by federal work study funds
allocated specifically to our department by the college. The college provides support in terms of technology support and the
university also provides technological support through Information and Resources Technology. The College of Education also
provides support through their credentialing office. Extensive faculty and staff trainings are available through the University
Human Resources Division.
Are the library resources adequate and sufficient to meet the program’s mission and goals?
Yes
No
P
Explain
Sacramento State Library supports our department through the availability of reference materials in the library, national and
international internet data bases and audiovisual resources for students and faculty. Further, a liaison is assigned to the
department to assist faculty and students to obtain reference materials that are relevant to current research and Evidence-Based
Practice in the field of speech-language pathology. Sacramento State Library staff are available to conduct orientation and
training for students and faculty to more effectively access online research reports in the field of Communication Disorders.
Are the computer and internet resources adequate and sufficient to meet the program’s mission and goals?
Yes
No
P
Explain
Sacramento State is dedicated to providing computer and internet resources for faculty and students to obtain state-of-the-art
content in the field of Communication Disorders. The university provides current technological systems that facilitate access to
CAA (Re) Accreditation Application Confirmation File generated 02/03/2011 11:40:49 Page 59 of 60
Survey Responseappropriate and developing technology to participate in course requirements, research, readings and interactive learning online
as well as efficient access to student records for advising needs including Blackboard based Sac CT, My Sac State and CMS
systems. Classroom-based learning and the university classes are regularly scheduled for students and faculty through the
Center for Teaching and Faculty Development and Academic Technology for faculty to expand skills in utilizing technology in
teaching.
Describe how the adequacy of resources is addressed in the program’s strategic plan.
Our department strategic plan directly addresses resources through our goals to achieve salary increases for staff positions and
as a part of our continued progress toward improving remediation and advising as well as responding to the shortage of SLP's in
the region. During these critical budget times, we are continually evaluating the impact of resource reductions on our ability to
meet the goals of our strategic plan and because of the focus of our strategic plan, we have been able to better prioritize our
critical resource needs.
Describe how the program evaluates the adequacy of resources.
Resource discussions are ongoing at the College Administrative Council meetings as well as at the department level. The
department chair, in consultation with the department faculty and the dean, evaluates the adequacy of resources in terms of how
well we are targeting our goals and meeting our learning outcomes. If resources needs are identified then these are presented to
the dean and funding sources are identified.
How frequently does the program evaluate the adequacy of resources?
Every academic term
Annually
P
Every 2 years
Less frequently than 2 years
Other - specify
CAA (Re) Accreditation Application Confirmation File generated 02/03/2011 11:40:49 Page 60 of 60
Faculty Summary
Faculty Detail Total FTE Break out of FTE contribution to grad program
Residential Distance Satellite Combined
Full Time Faculty
Name
Designation
Rank
Title
CCC Status
:
:
:
:
Boles Larry A
Full Professor
PROFESSOR
CCC-SLP
0.82 0.00 0.00 0.00 .82
:
Name
Designation
Rank
Title
CCC Status
:
:
:
:
Linstrum Blanton Ann K
PhD
Assistant Professor
Assistant Professor
CCC-SLP
0.44 0.00 0.00 0.00 .44
:
Name
Designation
Rank
Title
CCC Status
:
:
:
:
O'Hanlon Laureen M
PhD
Full Professor
Professor & Chair
CCC-SLP
0.85 0.00 0.00 0.00 .85
:
Name
Designation
Rank
Title
CCC Status
:
:
:
:
Oldenburg Lynda S
Staff Clinic Coordinator
Clinic Coordinator/ Lecturer
CCC-SLP
0.73 0.00 0.00 0.00 .73
:
Name
Designation
Rank
Title
CCC Status
:
:
:
:
Pieretti Robert A
Assistant Professor
Assistant Professor
CCC-SLP
0.58 0.00 0.00 0.00 .58
:
CAA (Re) Accreditation Application Confirmation File generated 02/03/2011 11:34:24 Page 1 of 7
Faculty Summary
Faculty Detail Total FTE Break out of FTE contribution to grad program
Residential Distance Satellite Combined
Name
Designation
Rank
Title
CCC Status
:
:
:
:
Roseberry-McKibbin Celeste A
Full Professor
Professor
CCC-SLP
0.40 0.00 0.00 0.00 .40
:
Part Time Faculty
Name
Designation
Rank
Title
CCC Status
:
:
:
:
Addicott John P
PhD
Emeritus
Professor Emeritus/ Part-Time Faculty
CCC-SLP
0.10 0.00 0.00 0.00 .10
:
Name
Designation
Rank
Title
CCC Status
:
:
:
:
Addicott Margaret A
Lecturer
LECTURER
CCC-SLP
0.07 0.00 0.00 0.00 .07
:
Name
Designation
Rank
Title
CCC Status
:
:
:
:
Behrens Leilani
Lecturer
Lecturer
CCC-SLP
0.20 0.00 0.00 0.00 .20
:
Name
Designation
Rank
Title
CCC Status
:
:
:
:
Cambra Janna N
Lecturer
Lecturer
CCC-SLP
0.20 0.00 0.00 0.00 .20
:
CAA (Re) Accreditation Application Confirmation File generated 02/03/2011 11:34:24 Page 2 of 7
Faculty Summary
Faculty Detail Total FTE Break out of FTE contribution to grad program
Residential Distance Satellite Combined
Name
Designation
Rank
Title
CCC Status
:
:
:
:
Demartini Lois
Lecturer
Lecturer
CCC-SLP
0.20 0.00 0.00 0.00 .20
:
Name
Designation
Rank
Title
CCC Status
:
:
:
:
Farias Dana R
Lecturer
Lecturer
CCC-SLP
0.00 0.00 0.00 0.00 .00
:
Name
Designation
Rank
Title
CCC Status
:
:
:
:
Fittinger Karen A
Lecturer
Lecturer
CCC-SLP
0.20 0.00 0.00 0.00 .20
:
Name
Designation
Rank
Title
CCC Status
:
:
:
:
Goldsworthy Candace L
PhD
Emeritus
Professor
CCC-SLP
0.50 0.00 0.00 0.00 .50
:
Name
Designation
Rank
Title
CCC Status
:
:
:
:
Gonzalez Deborah H
Lecturer
Lecturer
CCC-SLP
0.11 0.00 0.00 0.00 .11
:
CAA (Re) Accreditation Application Confirmation File generated 02/03/2011 11:34:24 Page 3 of 7
Faculty Summary
Faculty Detail Total FTE Break out of FTE contribution to grad program
Residential Distance Satellite Combined
Name
Designation
Rank
Title
CCC Status
:
:
:
:
Harms Debra R
Lecturer
Lecturer
CCC-SLP
0.17 0.00 0.00 0.00 .17
:
Name
Designation
Rank
Title
CCC Status
:
:
:
:
Jackson Scott A
Lecturer
Lecturer
CCC-SLP
0.10 0.00 0.00 0.00 .10
:
Name
Designation
Rank
Title
CCC Status
:
:
:
:
Johnson Cynthia C
Lecturer
Lecturer
CCC-SLP
0.10 0.00 0.00 0.00 .10
:
Name
Designation
Rank
Title
CCC Status
:
:
:
:
Johnson Debra L
Lecturer
Lecturer
CCC-SLP
0.27 0.00 0.00 0.00 .27
:
Name
Designation
Rank
Title
CCC Status
:
:
:
:
Johnson Jane
Lecturer
Part Time Faculty
CCC-SLP
0.04 0.00 0.00 0.00 .04
:
CAA (Re) Accreditation Application Confirmation File generated 02/03/2011 11:34:24 Page 4 of 7
Faculty Summary
Faculty Detail Total FTE Break out of FTE contribution to grad program
Residential Distance Satellite Combined
Name
Designation
Rank
Title
CCC Status
:
:
:
:
Johnson Mary A
Instructor
Part Time Faculty
CCC-SLP
0.00 0.00 0.00 0.00 .00
:
Name
Designation
Rank
Title
CCC Status
:
:
:
:
Louney Kelly W
Lecturer
Lecturer
CCC-SLP
0.05 0.00 0.00 0.00 .05
:
Name
Designation
Rank
Title
CCC Status
:
:
:
:
McCartney James H
Emeritus
PROFESSOR
CCC-A
0.34 0.00 0.00 0.00 .34
:
Name
Designation
Rank
Title
CCC Status
:
:
:
:
Moses-Allen Lisa A
Lecturer
Lecturer
CCC-SLP
0.10 0.00 0.00 0.00 .10
:
Name
Designation
Rank
Title
CCC Status
:
:
:
:
Murphy Kinzie S
Lecturer
Lecturer
CCC-SLP
0.08 0.00 0.00 0.00 .08
:
CAA (Re) Accreditation Application Confirmation File generated 02/03/2011 11:34:24 Page 5 of 7
Faculty Summary
Faculty Detail Total FTE Break out of FTE contribution to grad program
Residential Distance Satellite Combined
Name
Designation
Rank
Title
CCC Status
:
:
:
:
Ogard Kaaryn
Lecturer
Lecturer
CCC-SLP
0.00 0.00 0.00 0.00 .00
:
Name
Designation
Rank
Title
CCC Status
:
:
:
:
Price Debra L
Lecturer
Lecturer
CCC-SLP
0.07 0.00 0.00 0.00 .07
:
Name
Designation
Rank
Title
CCC Status
:
:
:
:
Quintana Teresa
Lecturer
Part Time Faculty
CCC-SLP
0.20 0.00 0.00 0.00 .20
:
Name
Designation
Rank
Title
CCC Status
:
:
:
:
Rojas-Wilson Ginna P
Lecturer
Part Time Faculty
CCC-SLP
0.17 0.00 0.00 0.00 .17
:
Name
Designation
Rank
Title
CCC Status
:
:
:
:
Sanders Charles T
Lecturer
Lecurer
CCC-A
0.00 0.00 0.00 0.00 .00
:
CAA (Re) Accreditation Application Confirmation File generated 02/03/2011 11:34:24 Page 6 of 7
Faculty Summary
Faculty Detail Total FTE Break out of FTE contribution to grad program
Residential Distance Satellite Combined
Name
Designation
Rank
Title
CCC Status
:
:
:
:
Shea Lorette B
Lecturer
Lecturer
CCC-SLP
0.20 0.00 0.00 0.00 .20
:
Name
Designation
Rank
Title
CCC Status
:
:
:
:
Sullivan Linda J
Lecturer
Lecturer
CCC-SLP
0.33 0.00 0.00 0.00 .33
:
Name
Designation
Rank
Title
CCC Status
:
:
:
:
Van Vleet Angeles Mojica
Lecturer
Lecturer
CCC-SLP
0.20 0.00 0.00 0.00 .20
:
7.82Grand Total
CAA (Re) Accreditation Application Confirmation File generated 02/03/2011 11:34:24 Page 7 of 7
Individual Faculty Detail
Faculty Name
Title
Academic Rank
CCC Status
Tenure Status/Date
FT/PT
:
:
:
:
:
:
Addicott John P
Professor Emeritus/ Part-Time Faculty
Emeritus
CCC-SLP
Part-time
Tenured / 08/1974
Degrees Earned:
MajorYear Granted
(mm/dd/yyyy)Institution NameDegree Earned
Master of Arts Univ. of Wa 06/01/1967 Speech-Language
Pathology
Doctor of Philosophy Univ. of Wa 06/01/1973 Speech-Language
Pathology
Bachelor of Arts Minnesota State Univ. - Moorhead 01/01/1965 Speech-Language
Pathology
Research Interest:
Fluency
Publications and/or Presentations:
None reported by faculty within the past 3 years.
Grants Awarded:
None reported by faculty within the past 3 years.
Cinical Service Delivery:
None reported by faculty within the past 3 years.
Cinical Supervision Experience:
California State University, Sacramento
Professional Development Experience:
None reported by faculty within the past 3 years.
Professionally Related Activities:
None reported by faculty within the past 3 years.
CAA (Re) Accreditation Application Confirmation File generated 02/03/2011 11:34:42 Page 1 of 87
Individual Faculty Detail
Course and Faculty FTE relationship:
Course Title Course NumberNumber of students
enrolled
Residential Course
SPHP 229B 28Practice: Speech Disorders II.
Total FTE Contribution to the Graduate Program:
FTE Breakout of the Graduate Program:
Residential
Ct Ad Av Su R O
Distance Ed
Satellite
Combined + Other
0.00 0.00 0.00 0.10 0.00 0.00
0.00 0.00 0.00 0.00 0.00 0.00
0.00 0.00 0.00 0.00 0.00 0.00
0.00 0.00 0.00 0.00 0.00 0.00
Ct = Classroom teaching
Ad = Academic and clinical program administration
Av = Academic and clinical advising
Su = Supervision
R = Research
O = Other (Service on committees supporting the graduate program, NSSLHA advising)
0.10
CAA (Re) Accreditation Application Confirmation File generated 02/03/2011 11:34:42 Page 2 of 87
Individual Faculty Detail
Faculty Name
Title
Academic Rank
CCC Status
Tenure Status/Date
FT/PT
:
:
:
:
:
:
Addicott Margaret A
LECTURER
Lecturer
CCC-SLP
Part-time
Non-tenured and not on a tenure track
Degrees Earned:
MajorYear Granted
(mm/dd/yyyy)Institution NameDegree Earned
Bachelor of Arts Univ. of Wa 01/01/1967 Speech-Language
Pathology
Master of Arts Univ. of Wa 01/01/1969 Speech-Language
Pathology
Research Interest:
Articulation/phonological disorders, Language acquisition, Learning disabilities, Literacy
Publications and/or Presentations:
Workshop Presentation: "Step up to Speaking" for the San Juan Unified School District. January 2008
Grants Awarded:
None reported by faculty within the past 3 years.
Cinical Service Delivery:
San Juan Unified School District. Speech Language Specialist 1986-2008
Cinical Supervision Experience:
San Juan Unified School District. Speech Language Specialist 1986-2008
California State University, Sacramento 1976-2008
Professional Development Experience:
CSHA workshop: "The I Laugh Model of Social Cognition". March 20, 2009
CSHA Workshop: "Auditory or Language Processing Disorder: Sorting out the Difference" September 19, 2008
Professionally Related Activities:
None reported by faculty within the past 3 years.
CAA (Re) Accreditation Application Confirmation File generated 02/03/2011 11:34:42 Page 3 of 87
Individual Faculty Detail
Course and Faculty FTE relationship:
Course Title Course NumberNumber of students
enrolled
Total FTE Contribution to the Graduate Program:
FTE Breakout of the Graduate Program:
Residential
Ct Ad Av Su R O
Distance Ed
Satellite
Combined + Other
0.00 0.00 0.00 0.07 0.00 0.00
0.00 0.00 0.00 0.00 0.00 0.00
0.00 0.00 0.00 0.00 0.00 0.00
0.00 0.00 0.00 0.00 0.00 0.00
Ct = Classroom teaching
Ad = Academic and clinical program administration
Av = Academic and clinical advising
Su = Supervision
R = Research
O = Other (Service on committees supporting the graduate program, NSSLHA advising)
0.07
CAA (Re) Accreditation Application Confirmation File generated 02/03/2011 11:34:42 Page 4 of 87
Individual Faculty Detail
Faculty Name
Title
Academic Rank
CCC Status
Tenure Status/Date
FT/PT
:
:
:
:
:
:
Goldsworthy Candace L
Professor
Emeritus
CCC-SLP
Part-time
Tenured / 01/1993
Degrees Earned:
MajorYear Granted
(mm/dd/yyyy)Institution NameDegree Earned
Doctor of Philosophy Case Western Reserve Univ. 01/01/1979 Speech-Language
Pathology
Master of Arts California St. Univ. - Los Angeles 06/01/1971 Speech-Language
Pathology
Bachelor of Arts Univ. of Ca - Los Angeles 01/01/1967 Psychology
Research Interest:
Articulation/phonological disorders, Language acquisition, Language disorders, Literacy
Publications and/or Presentations:
Invited speaker for two talks at Language-Literacy-Leadership conference, CSU Monterey Bay: “Pathways to Language and Literacy:
Let’s Get Practical” Monterey, CA, August, 2007
Grants Awarded:
None reported by faculty within the past 3 years.
Cinical Service Delivery:
1987-present Co-Director Sacramento Scottish Rite Language Clinic
1981-present Co-Owner/ Partner in Speech-Language-Learning Associates Private Practice
Cinical Supervision Experience:
1992-present Professor, Speech-Language Pathology, CSUS
1987-present Co-Director Sacramento Scottish Rite Language Clinic
1981-present Co-Owner/ Partner in Speech-Language-Learning Associates Private Practice
Professional Development Experience:
Workshops at CSHA Annual State Conference, Long Beach, CA, March, 2007.
Workshops at Language Literacy Leadership Conference, CSUMonterey Bay, Monterey, CA, August 2007.
Workshops at CSHA Annual State Conference, Monterey CA, March, 2008.
Workshops at International Dyslexia Association, Seattle, WA October, 2008.
CAA (Re) Accreditation Application Confirmation File generated 02/03/2011 11:34:42 Page 5 of 87
Individual Faculty Detail
All day conference on ADHD, Rancho Cordova, CA, April, 2009.
Workshops at ASHA Annual Convention, New Orleans, November, 2009.
Workshops at CSHA Annual State Conference, Monterey CA, March, 2010.
Professionally Related Activities:
Appointed and served on CSHA District 2 Advisory Board 2006-2008.
Voted Distinguished Achievement Award CSHA, 2009.
Served on Program committee, CSHA Annual State Conference, Monterey, CA, 2010.
CAA (Re) Accreditation Application Confirmation File generated 02/03/2011 11:34:42 Page 6 of 87
Individual Faculty Detail
Course and Faculty FTE relationship:
Course Title Course NumberNumber of students
enrolled
Residential Course
SPHP 223 15Advanced Seminar in Child Language Disorders
SPHP 222 32Curriculum in Relation to Language -- Learning Disabilities in School-age Children
SPHP 242B 28Methods: Language Disorders II
SPHP 245 27Practice: Speech -- Language Assessment
Total FTE Contribution to the Graduate Program:
FTE Breakout of the Graduate Program:
Residential
Ct Ad Av Su R O
Distance Ed
Satellite
Combined + Other
0.27 0.00 0.05 0.13 0.00 0.05
0.00 0.00 0.00 0.00 0.00 0.00
0.00 0.00 0.00 0.00 0.00 0.00
0.00 0.00 0.00 0.00 0.00 0.00
Ct = Classroom teaching
Ad = Academic and clinical program administration
Av = Academic and clinical advising
Su = Supervision
R = Research
O = Other (Service on committees supporting the graduate program, NSSLHA advising)
0.50
CAA (Re) Accreditation Application Confirmation File generated 02/03/2011 11:34:42 Page 7 of 87
Individual Faculty Detail
Faculty Name
Title
Academic Rank
CCC Status
Tenure Status/Date
FT/PT
:
:
:
:
:
:
Oldenburg Lynda S
Clinic Coordinator/ Lecturer
Staff Clinic Coordinator
CCC-SLP
Full-time
Non-tenured and not on a tenure track
Degrees Earned:
MajorYear Granted
(mm/dd/yyyy)Institution NameDegree Earned
Master of Arts Case Western Reserve Univ. 01/01/1971 Speech-Language
Pathology
Bachelor of Science Univ. of Mn - Duluth 01/01/1970 Speech-Language
Pathology
Research Interest:
Accent modification, Central auditory processing, Cleft palate, Hearing disorders, Neurogenic communication disorders, Orofacial
myofunctional disorders
Publications and/or Presentations:
None provided by staff member for the period reviewed.
Grants Awarded:
None provided by staff member for the period reviewed.
Cinical Service Delivery:
Clinic Coordinator: Department of Speech Pathology and Audiology, California State University Sacramento
Cinical Supervision Experience:
Clinic Coordinator: Department of Speech Pathology and Audiology, California State University Sacramento
Professional Development Experience:
CSHA state conventions, 2007-2010
Council of Academic Programs in Communication Sciences and Disorder annual conference in April, 2007
NSSLHA annual conference, March 31, 2007
UCDavis MIND Institute conference, August 7, 2009
NSSLHA annual conference, February 8, 2008
NSSLHA annual conference, April 25, 2009
Kaiser Permanente Symposium on Right Hemisphere Dysfunction, May 16, 2009
Professionally Related Activities:
None provided by staff member for the period reviewed.
CAA (Re) Accreditation Application Confirmation File generated 02/03/2011 11:34:42 Page 8 of 87
Individual Faculty Detail
Course and Faculty FTE relationship:
Course Title Course NumberNumber of students
enrolled
Residential Course
SPHP 500A, B, C 35Culminating Experience: Thesis, Project or Comprehensive Exams
SPHP 295C 22Internship: Speech Pathology in Hospitals/Clinics
SPHP 242A 29Methods: Language Disorders I
SPHP 244 25Methods: Speech -- Language Assessment
SPHP 228A 26Methods: Speech Disorders I
Total FTE Contribution to the Graduate Program:
FTE Breakout of the Graduate Program:
Residential
Ct Ad Av Su R O
Distance Ed
Satellite
Combined + Other
0.13 0.33 0.00 0.20 0.00 0.07
0.00 0.00 0.00 0.00 0.00 0.00
0.00 0.00 0.00 0.00 0.00 0.00
0.00 0.00 0.00 0.00 0.00 0.00
Ct = Classroom teaching
Ad = Academic and clinical program administration
Av = Academic and clinical advising
Su = Supervision
R = Research
O = Other (Service on committees supporting the graduate program, NSSLHA advising)
0.73
CAA (Re) Accreditation Application Confirmation File generated 02/03/2011 11:34:42 Page 9 of 87
Individual Faculty Detail
Faculty Name
Title
Academic Rank
CCC Status
Tenure Status/Date
FT/PT
:
:
:
:
:
:
McCartney James H
PROFESSOR
Emeritus
CCC-A
Part-time
Tenured / 03/1978
Degrees Earned:
MajorYear Granted
(mm/dd/yyyy)Institution NameDegree Earned
Master of Arts Case Western Reserve Univ. 01/01/1968 Audiology
Bachelor of Science Geneva Coll. 01/01/1966 Biology
Doctor of Philosophy Univ. of Wa 01/01/1974 Audiology
Research Interest:
Audiologic (re)habilitation, research integrity/ethics, Aging/rehabilitation
Publications and/or Presentations:
None reported by faculty within the past 3 years.
Grants Awarded:
None reported by faculty within the past 3 years.
Cinical Service Delivery:
Audiologic Testing at CSUS
Cinical Supervision Experience:
Clinical Supervision at CSUS
Professional Development Experience:
NCRAR conference "The Ear-Brain System: Approaches to the Study and Treatment of Hearing Loss" October 8-9, 2010
Professionally Related Activities:
None reported by faculty within the past 3 years.
CAA (Re) Accreditation Application Confirmation File generated 02/03/2011 11:34:42 Page 10 of 87
Individual Faculty Detail
Course and Faculty FTE relationship:
Course Title Course NumberNumber of students
enrolled
Residential Course
SPHP 241S 32Practice: Hearing Screenings
Total FTE Contribution to the Graduate Program:
FTE Breakout of the Graduate Program:
Residential
Ct Ad Av Su R O
Distance Ed
Satellite
Combined + Other
0.00 0.00 0.03 0.26 0.00 0.05
0.00 0.00 0.00 0.00 0.00 0.00
0.00 0.00 0.00 0.00 0.00 0.00
0.00 0.00 0.00 0.00 0.00 0.00
Ct = Classroom teaching
Ad = Academic and clinical program administration
Av = Academic and clinical advising
Su = Supervision
R = Research
O = Other (Service on committees supporting the graduate program, NSSLHA advising)
0.34
CAA (Re) Accreditation Application Confirmation File generated 02/03/2011 11:34:42 Page 11 of 87
Individual Faculty Detail
Faculty Name
Title
Academic Rank
CCC Status
Tenure Status/Date
FT/PT
:
:
:
:
:
:
Johnson Cynthia C
Lecturer
Lecturer
CCC-SLP
Part-time
Non-tenured and not on a tenure track
Degrees Earned:
MajorYear Granted
(mm/dd/yyyy)Institution NameDegree Earned
Bachelor of Arts Humboldt State Univ 01/01/1981 Speech-Language
Pathology
Master of Arts Humboldt State Univ 01/01/1983 Speech-Language
Pathology
Research Interest:
Augmentative/alternative communication, Cultural and linguistic variables, Literacy
Publications and/or Presentations:
None reported by faculty within the past 3 years.
Grants Awarded:
None reported by faculty within the past 3 years.
Cinical Service Delivery:
1993-Present: Speech/language Pathologist. El Dorado County Office of Education
2/2010- Present: Speech/language Pathologist. California Department of Correction. Preston Youth Correctional Facility
2007-Present: Clinical Instructor, CSUS
Cinical Supervision Experience:
2007-Present: Clinical Instructor, CSUS
Professional Development Experience:
"Helping Children with Auditory Processing Disorders" 5/21/10
Professionally Related Activities:
2007-Present: Clinical Instructor, CSUS
CAA (Re) Accreditation Application Confirmation File generated 02/03/2011 11:34:42 Page 12 of 87
Individual Faculty Detail
Course and Faculty FTE relationship:
Course Title Course NumberNumber of students
enrolled
Residential Course
SPHP 243A 26Practice: Language Disorders I
Total FTE Contribution to the Graduate Program:
FTE Breakout of the Graduate Program:
Residential
Ct Ad Av Su R O
Distance Ed
Satellite
Combined + Other
0.00 0.00 0.00 0.10 0.00 0.00
0.00 0.00 0.00 0.00 0.00 0.00
0.00 0.00 0.00 0.00 0.00 0.00
0.00 0.00 0.00 0.00 0.00 0.00
Ct = Classroom teaching
Ad = Academic and clinical program administration
Av = Academic and clinical advising
Su = Supervision
R = Research
O = Other (Service on committees supporting the graduate program, NSSLHA advising)
0.10
CAA (Re) Accreditation Application Confirmation File generated 02/03/2011 11:34:42 Page 13 of 87
Individual Faculty Detail
Faculty Name
Title
Academic Rank
CCC Status
Tenure Status/Date
FT/PT
:
:
:
:
:
:
Boles Larry A
PROFESSOR
Full Professor
CCC-SLP
Full-time
Tenured / 01/2003
Degrees Earned:
MajorYear Granted
(mm/dd/yyyy)Institution NameDegree Earned
Bachelor of Arts San Francisco St. Univ. 01/01/1978 Other
Master of Science San Francisco St. Univ. 01/01/1992 Speech-Language
Pathology
Doctor of Philosophy Univ. of Az 01/01/1995 Communication Sciences
and Disorders
Research Interest:
Augmentative/alternative communication, Brain-stem implants, Cognitive-communication disorders, Counseling, Cultural and linguistic
variables, Neurogenic communication disorders
Publications and/or Presentations:
Hess, G., Woll, E., & Boles, L. (2010). Speech, Language, and Hearing Risk for Samoan Children K to 3. Asia Pacific Journal of
Speech, Language and Hearing, 13, 21-40
Boles, L. (2009). Aphasia couples therapy (ACT) Workbook. San Diego, CA: Plural Publishing, Inc.
Boles, L. (2007). Aphasia therapy: Which approach for my 9:00 client — restorative, vicariative, group, or couples? Invited guest
editorial, CSHA, 37, 3.
Boles, L. (2007). Aphasia couples therapy. Invited paper, CSHA, 37, 15-18.
Boles, L. (2011). Aphasia Couples Therapy: Evidence and Application. Keynote presentation, Seventh Asia Pacific Conference on
Speech, Language and Hearing, Christchurch, New Zealand.
Boles, L., Hess, G., & Woll, E., Musso, S. (2008). Speech, Language, and Hearing Risk of Samoan Children K-3. Seminar
presented at the American Speech-Language-Hearing Association Convention, Chicago, IL.
Boles, L. (2007). The Sacramento Assessment of Confabulation (SAC) in Individuals Following TBI. Seminar presented at the
American Speech-Language-Hearing Association Convention, November, Boston, MA.
Boles, L. (2007). American Samoa: Providing services to children in a territory without speech-language therapists. Keynote
address, Fifth Asia Pacific Conference on Speech, Language and Hearing, July 10, Queensland University, Brisbane, Australia.
Boles, L. (2007). Aphasia couples therapy. Invited presentation, Australian Speech Pathology Association. Macquarie University,
July 6, Sydney, Australia.
Grants Awarded:
None reported by faculty within the past 3 years.
CAA (Re) Accreditation Application Confirmation File generated 02/03/2011 11:34:42 Page 14 of 87
Individual Faculty Detail
Cinical Service Delivery:
None reported by faculty within the past 3 years.
Cinical Supervision Experience:
2010-present Professor, University of the Pacific, Department of Speech-Language Pathology & Audiology.
1999-2010 Professor, California State University, Sacramento College of Health and Human Services, Department of Speech
Pathology & Audiology.
Professional Development Experience:
None reported by faculty within the past 3 years.
Professionally Related Activities:
2007-2009 President, Asia-Pacific Society for the Study of Speech, Language, and Hearing.
2005-present Consultant, American Samoa.
CAA (Re) Accreditation Application Confirmation File generated 02/03/2011 11:34:42 Page 15 of 87
Individual Faculty Detail
Course and Faculty FTE relationship:
Course Title Course NumberNumber of students
enrolled
Residential Course
SPHP 219 35Counseling Techniques for Speech Pathologists and Audiologists
SPHP 500A, B, C 35Culminating Experience: Thesis, Project or Comprehensive Exams
SPHP 242C 28Methods: Language Disorders III
SPHP 218 29Motor Speech Disorders
SPHP 221 40Neurogenic Language Disorders
Total FTE Contribution to the Graduate Program:
FTE Breakout of the Graduate Program:
Residential
Ct Ad Av Su R O
Distance Ed
Satellite
Combined + Other
0.28 0.20 0.11 0.03 0.00 0.20
0.00 0.00 0.00 0.00 0.00 0.00
0.00 0.00 0.00 0.00 0.00 0.00
0.00 0.00 0.00 0.00 0.00 0.00
Ct = Classroom teaching
Ad = Academic and clinical program administration
Av = Academic and clinical advising
Su = Supervision
R = Research
O = Other (Service on committees supporting the graduate program, NSSLHA advising)
0.82
CAA (Re) Accreditation Application Confirmation File generated 02/03/2011 11:34:42 Page 16 of 87
Individual Faculty Detail
Faculty Name
Title
Academic Rank
CCC Status
Tenure Status/Date
FT/PT
:
:
:
:
:
:
Murphy Kinzie S
Lecturer
Lecturer
CCC-SLP
Part-time
Non-tenured and not on a tenure track
Degrees Earned:
MajorYear Granted
(mm/dd/yyyy)Institution NameDegree Earned
Master of Science Ca St. Univ. - Sacramento 01/01/1986 Speech-Language
Pathology
Bachelor of Arts Univ. of Ca - Davis 01/01/1964 Other
Research Interest:
Articulation/phonological disorders, Cleft palate, Cognitive-communication disorders, Head and neck cancers/laryngectomy,
Intraoperative monitoring, Orofacial myofunctional disorders, Speech disorders, Swallowing disorders
Publications and/or Presentations:
None provided by faculty for the period reviewed.
Grants Awarded:
None provided by faculty for the period reviewed.
Cinical Service Delivery:
August, 2007 – present. Helping Hands Early Intervention program, Department of Health, American Samoa.Speech Language
–Pathologist
June 2008 – present. Stockton Unified School District: Walton Special Center. Speech-Language Pathologist
Fall, 2006 - Fall, 2007. Remedy Rehab. Speech-Language Pathologist
2001- present Easter Seals Superior California Sacramento, CA Speech-Language Pathologist/Oral Feeding Specialist
2001- 2007 California State Department of Health Services, Children’s Medical Services Branch Sacramento,CA State Speech
Pathology Consultant
2001- present Sacramento County Office of Education and Sacramento City Unified School District Sacramento, CA
Consultant in Classroom Oral Feeding Issues
1987 – 2001, 2007- present (per diem) Sutter Memorial Hospital Sacramento, CA Speech-Language Pathologist
Cinical Supervision Experience:
1988-present Department of Speech Pathology and Audiology, California State University, Sacramento Sacramento, CA Clinical
Supervisor/Instructor
CAA (Re) Accreditation Application Confirmation File generated 02/03/2011 11:34:42 Page 17 of 87
Individual Faculty Detail
Professional Development Experience:
None provided by faculty for the period reviewed.
Professionally Related Activities:
None provided by faculty for the period reviewed.
CAA (Re) Accreditation Application Confirmation File generated 02/03/2011 11:34:42 Page 18 of 87
Individual Faculty Detail
Course and Faculty FTE relationship:
Course Title Course NumberNumber of students
enrolled
Residential Course
SPHP 245 27Practice: Speech -- Language Assessment
Total FTE Contribution to the Graduate Program:
FTE Breakout of the Graduate Program:
Residential
Ct Ad Av Su R O
Distance Ed
Satellite
Combined + Other
0.00 0.00 0.00 0.08 0.00 0.00
0.00 0.00 0.00 0.00 0.00 0.00
0.00 0.00 0.00 0.00 0.00 0.00
0.00 0.00 0.00 0.00 0.00 0.00
Ct = Classroom teaching
Ad = Academic and clinical program administration
Av = Academic and clinical advising
Su = Supervision
R = Research
O = Other (Service on committees supporting the graduate program, NSSLHA advising)
0.08
CAA (Re) Accreditation Application Confirmation File generated 02/03/2011 11:34:42 Page 19 of 87
Individual Faculty Detail
Faculty Name
Title
Academic Rank
CCC Status
Tenure Status/Date
FT/PT
:
:
:
:
:
:
Roseberry-McKibbin Celeste A
Professor
Full Professor
CCC-SLP
Full-time
Tenured / 01/2005
Degrees Earned:
MajorYear Granted
(mm/dd/yyyy)Institution NameDegree Earned
Doctor of Philosophy Northwestern Univ. 01/01/1987 Speech-Language
Pathology
Bachelor of Arts Ca St. Univ. - Fresno 01/01/1980 Communication Sciences
and Disorders
Master of Arts Ca St. Univ. - Fullerton 01/01/1982 Communication Sciences
and Disorders
Research Interest:
Articulation/phonological disorders, Counseling, Cultural and linguistic variables, Language acquisition, Language disorders, Learning
disabilities, Linguistics/psycholinguistics, Literacy
Publications and/or Presentations:
Roseberry-McKibbin, C. (2009). (as interviewed by Alyssa Banotai). Assessment strategies for English language learners.
ADVANCE for Speech-Language Pathologists and Audiologists, 19(3), 7-10.
Roseberry-McKibbin, C. (2008).Increasing the language and academic skills of children in poverty: Practical strategies for
professionals. San Diego, CA: Plural Publishing, Inc.
Roseberry-McKibbin, C. (2008). Multicultural students with special needs: Practical strategies for assessment and intervention (3rd
ed.). Oceanside, CA: Academic Communication Associates.
Roseberry-McKibbin, C. (2007). Assessment and intervention guidelines for service delivery to low-SES children. Perspectives on
School-Based Issues, ASHA Division 16 Newsletter, volume 8, number 3, 4-9.
Roseberry-McKibbin, C. (2007) (as interviewed by Delia Stafford). Cognitive and linguistic stimulation for low-income children.
EducationNews.org, at http://www.ednews.org/.
Roseberry-McKibbin, C. (2007). Language disorders in children: A multicultural and case perspective. Boston, MA: Allyn &
Bacon.
Roseberry-McKibbin, C. (2007). Instructor’s manual and test bank for Language disorders in children: A multicultural and case
perspective. Boston, MA: Allyn & Bacon.
Roseberry-McKibbin, C. (2007). Intervention strategies for English Language Learners with language-learning disabilities. On-line
CEU course for LinguiSystems, Inc., Moline, IL.
Roseberry-McKibbin, C. (2007). Foreword. In D. Gonzalez, Evaluating bilingual students for eligibility as speech impaired: A
handbook for evidence-based decision-making. Houston, TX: Region 4 Education Service Center.
Roseberry-McKibbin, C. (2009, October). Practical strategies for differentiating language differences from language learning
CAA (Re) Accreditation Application Confirmation File generated 02/03/2011 11:34:42 Page 20 of 87
Individual Faculty Detail
disabilities in English language learners. Invited presentation, Irvine Unified School District, Irvine, CA.
Roseberry-McKibbin, C. (2009, October). Intervention with English language learners with language learning disabilities: Practical
strategies. Invited presentation, Nebraska Speech and Hearing Association, Kearny, NE.
Roseberry-McKibbin, C. (2009, September). Differentiating language differences from language learning disabilities: Practical
strategies. Invited presentation, Texas Region One ESC, Edinburgh, TX.
Roseberry-McKibbin, C. (2009, August). Practical strategies for differentiating language differences from language learning disabilities
in English Language Learners. Invited presentation, Norwalk-La Mirada Unified School District, Norwalk, CA.
Roseberry-McKibbin, C. (2009, August). Intervention for ELL students with language-learning disabilities: Practical strategies. Invited
presentation, Speech Pathology Group, Oakland, CA.
Roseberry-McKibbin, C. (2009, August). Practical intervention strategies for ELL students with language-learning disabilities. Invited
Presentation, AEA 467, Marshalltown, Iowa.
Roseberry-McKibbin, C. (2009, August). Differentiating language differences from language-learning disabilities in English language
learners. Invited Presentation, AEA 467, Marshalltown, Iowa.
Roseberry-Mckibbin, C. (2009, May). Non-biased assessment of ELL students with potential language learning disabilities. Invited
presentation, Region 10 Coordinating Council, San Bernardino, CA.
Roseberry-McKibbin, C., & Oakley, K. (2009, April). The influence of socioeconomic status (SES) on students’ academic and
linguistic performance: Practical considerations. Invited presentation, CSUS National Students Speech-Language-Hearing
Association, Sacramento, CA.
Roseberry-McKibbin, C. (2009, April). Practical strategies for service delivery to LLD students from low-SES backgrounds. Invited
presentation, California State University, San Francisco National Students Speech-Language-Hearing Association, San Francisco,
CA.
Roseberry-McKibbin, C. (2009, March). Practical strategies for differentiating language differences from language learning disabilities
in English language learners. Invited presentation, Los Angeles County Administrators of Special Education, Lakewood, CA.
Roseberry-McKibbin, C. (2009, March). Identification and support of students with potential communication disorders. Invited
presentation, St. Catherine School, Vallejo, CA.
Roseberry-McKibbin, C., & O’Connor, L. (2009, March). Service delivery to young low-SES children with potential and identified
language impairments. Paper presented at the annual convention of the California Speech-Language-Hearing Association, Long
Beach, CA.
Katsuyama, Y., Koehler, A., Petree, E., & Roseberry-McKibbin, C. (2009, March). Achieving pakikisama: Service delivery to Filipino
children with communication disorders and their families. Paper presented at the annual convention of the California
Speech-Language-Hearing Association, Long Beach, CA.
....
Grants Awarded:
None reported by faculty for the period reviewed.
Cinical Service Delivery:
10/90-Present
Language, Speech, and Hearing Specialist, Elk Grove Unified School District, Elk Grove, CA
CAA (Re) Accreditation Application Confirmation File generated 02/03/2011 11:34:42 Page 21 of 87
Individual Faculty Detail
Cinical Supervision Experience:
9/99-Present Professor, Department of Speech Pathology and Audiology, California State University,Sacramento
Professional Development Experience:
None reported by faculty for the period reviewed.
Professionally Related Activities:
Program Committee, California Speech and Hearing Association, 2010
CAA (Re) Accreditation Application Confirmation File generated 02/03/2011 11:34:42 Page 22 of 87
Individual Faculty Detail
Course and Faculty FTE relationship:
Course Title Course NumberNumber of students
enrolled
Residential Course
SPHP 219 35Counseling Techniques for Speech Pathologists and Audiologists
SPHP 295B 26Internship: LS HS in Schools
SPHP 295D 11Internship: SDC-CH Classes
SPHP 228A 26Methods: Speech Disorders I
Total FTE Contribution to the Graduate Program:
FTE Breakout of the Graduate Program:
Residential
Ct Ad Av Su R O
Distance Ed
Satellite
Combined + Other
0.12 0.00 0.10 0.08 0.00 0.10
0.00 0.00 0.00 0.00 0.00 0.00
0.00 0.00 0.00 0.00 0.00 0.00
0.00 0.00 0.00 0.00 0.00 0.00
Ct = Classroom teaching
Ad = Academic and clinical program administration
Av = Academic and clinical advising
Su = Supervision
R = Research
O = Other (Service on committees supporting the graduate program, NSSLHA advising)
0.40
CAA (Re) Accreditation Application Confirmation File generated 02/03/2011 11:34:42 Page 23 of 87
Individual Faculty Detail
Faculty Name
Title
Academic Rank
CCC Status
Tenure Status/Date
FT/PT
:
:
:
:
:
:
Johnson Debra L
Lecturer
Lecturer
CCC-SLP
Part-time
Non-tenured and not on a tenure track
Degrees Earned:
MajorYear Granted
(mm/dd/yyyy)Institution NameDegree Earned
Bachelor of Arts Augustana Coll. 06/01/1981 Speech-Language
Pathology
Master of Arts Truman St. Univ. 06/01/1983 Speech-Language
Pathology
Research Interest:
Accent modification, Audiologic (re)habilitation, Central auditory processing, Language acquisition, Language disorders
Publications and/or Presentations:
None provided by faculty for period reviewed.
Grants Awarded:
None provided by faculty for period reviewed.
Cinical Service Delivery:
San Juan Unified School District-Speech/Language Pathologist 1998-present
Cinical Supervision Experience:
CSUS Speech Pathology & Audiology Dept Clinical Instructor 2004-present
Professional Development Experience:
The Supervisory Process: Indicators for Quality Supervision 2009
the Basics of Supervision: Roles,responsibilities, and Realities 2009
Supervision of Clinical Fellows: A mentoring Process 2009
Frontal Lisp, Lateral Lisp an Distorted R Therapy 2008
Therapy Practices for Articulation and Phonological Remediation and Use as and RTI tool for Reading 2009
Professionally Related Activities:
None provided by faculty for period reviewed.
CAA (Re) Accreditation Application Confirmation File generated 02/03/2011 11:34:42 Page 24 of 87
Individual Faculty Detail
Course and Faculty FTE relationship:
Course Title Course NumberNumber of students
enrolled
Residential Course
SPHP 242A 29Methods: Language Disorders I
SPHP 243A 26Practice: Language Disorders I
Total FTE Contribution to the Graduate Program:
FTE Breakout of the Graduate Program:
Residential
Ct Ad Av Su R O
Distance Ed
Satellite
Combined + Other
0.07 0.00 0.00 0.20 0.00 0.00
0.00 0.00 0.00 0.00 0.00 0.00
0.00 0.00 0.00 0.00 0.00 0.00
0.00 0.00 0.00 0.00 0.00 0.00
Ct = Classroom teaching
Ad = Academic and clinical program administration
Av = Academic and clinical advising
Su = Supervision
R = Research
O = Other (Service on committees supporting the graduate program, NSSLHA advising)
0.27
CAA (Re) Accreditation Application Confirmation File generated 02/03/2011 11:34:42 Page 25 of 87
Individual Faculty Detail
Faculty Name
Title
Academic Rank
CCC Status
Tenure Status/Date
FT/PT
:
:
:
:
:
:
Johnson Mary A
Part Time Faculty
Instructor
CCC-SLP
Part-time
Non-tenured and not on a tenure track
Degrees Earned:
MajorYear Granted
(mm/dd/yyyy)Institution NameDegree Earned
Master of Arts Ca St. Univ. - Fresno 05/01/1987 Communication Sciences
and Disorders
Bachelor of Arts Ca St. Univ. - Fullerton 05/01/1981 Communication Sciences
and Disorders
Research Interest:
Cognitive-communication disorders, Neurogenic communication disorders, Supervision, Swallowing disorders
Publications and/or Presentations:
None provided by faculty for period reviewed.
Grants Awarded:
None provided by faculty for period reviewed.
Cinical Service Delivery:
Department of Veterans Affairs
VA Northern California Health Care System April 2004 to present
Cinical Supervision Experience:
None provided by faculty for period reviewed.
Professional Development Experience:
SPEECH ,
LANGUAGE and COGNITION
The Changing face of Aphasia Treatment: An Update for the Practicing Clinician. MSCC Feb 6, 2010 .6 CEU
State of the Art Management of Parkinson’s Disease. Kaiser Permanente May 15, 2010 .712 CEU
Assessing and Treating Mild TB! in the Presence of PTSD: Where is the Evidence? MSCC Nov 7, 2009 .3 CEU
Cluttering. Stuttering Foundation of America Feb 24,2009. .1 CEU
2009 IAL Voice institute
International Association of Laryngectomees June 24-27, 2009 2.9 CEU
DYSPHAGIA and VOICE
More From Flouro: Objective Measures and other Clinical Tools.
UC Davis Medical Center, April 30-May 10,2010 1.3 (‘EU
Introduction to a New Standard Physiologic Approach to Swallowing.
MSCC May 8, 2010 .6 CEU
Laryngeal Videostroboscopy: Performance and Interpretation.
CAA (Re) Accreditation Application Confirmation File generated 02/03/2011 11:34:42 Page 26 of 87
Individual Faculty Detail
UC San Francisco Feb 12-13, 2009 1.5 CEU
Evaluation and Treatment of Adults with head and Neck Cancer: Addressing the Needs of Patients with Communication and
Swallowing Difficulties. Northern Speech Services. August 21-22, 2010 1,2 CEU
SUPERVISION
The Mentoring Process: A Learning Focused Approach.
SpeechPathology.com August 16, 2010
The Professional Continuum of Supervision: From Graduate Student to Clinical Fellow.
SpeechPathology.com August 16, 2010
Examining the Supervisory Process: Making a clinical education more effective.
MSCC Feb 7, 2009
Professionally Related Activities:
None provided by faculty for period reviewed.
CAA (Re) Accreditation Application Confirmation File generated 02/03/2011 11:34:42 Page 27 of 87
Individual Faculty Detail
Course and Faculty FTE relationship:
Course Title Course NumberNumber of students
enrolled
Total FTE Contribution to the Graduate Program:
FTE Breakout of the Graduate Program:
Residential
Ct Ad Av Su R O
Distance Ed
Satellite
Combined + Other
0.00 0.00 0.00 0.00 0.00 0.00
0.00 0.00 0.00 0.00 0.00 0.00
0.00 0.00 0.00 0.00 0.00 0.00
0.00 0.00 0.00 0.00 0.00 0.00
Ct = Classroom teaching
Ad = Academic and clinical program administration
Av = Academic and clinical advising
Su = Supervision
R = Research
O = Other (Service on committees supporting the graduate program, NSSLHA advising)
0.00
CAA (Re) Accreditation Application Confirmation File generated 02/03/2011 11:34:42 Page 28 of 87
Individual Faculty Detail
Faculty Name
Title
Academic Rank
CCC Status
Tenure Status/Date
FT/PT
:
:
:
:
:
:
Behrens Leilani
Lecturer
Lecturer
CCC-SLP
Part-time
Non-tenured and not on a tenure track
Degrees Earned:
MajorYear Granted
(mm/dd/yyyy)Institution NameDegree Earned
Bachelor of Arts Ca St. Univ. - Sacramento 06/01/1972 Communication Sciences
and Disorders
Bachelor of Arts Ca St. Univ. - Sacramento 01/01/1981 Speech-Language
Pathology
Master of Arts Ca St. Univ. - Sacramento 01/01/1983 Speech-Language
Pathology
Research Interest:
Accent modification, Articulation/phonological disorders, Audiologic (re)habilitation, Augmentative/alternative communication, Autism
spectrum disorders, Central auditory processing, Cochlear implants, Fluency
Publications and/or Presentations:
None reported by faculty within the past 3 years.
Grants Awarded:
None reported by faculty within the past 3 years.
Cinical Service Delivery:
Clinical Instruction/Supervision: CSUS Department of Speech Pathology & Audiology 2004-Present
Cinical Supervision Experience:
Clinical Instruction/Supervision: CSUS Department of Speech Pathology & Audiology 2004-Present
Professional Development Experience:
"An Insider's Perspective on Autism" 8/8/10
"Helping Children With Auditory Processing Disorders" 5/20/10
"Childhood Development Disorders" 1/28/10
"Helping Children With Auditory Processing Disorders" 5/31/07
"Cerebral Dominance: The Left and Right Brain" 1/15/09
"Understanding Older Minds" 7/31/08
Professionally Related Activities:
None reported by faculty within the past 3 years.
CAA (Re) Accreditation Application Confirmation File generated 02/03/2011 11:34:42 Page 29 of 87
Individual Faculty Detail
Course and Faculty FTE relationship:
Course Title Course NumberNumber of students
enrolled
Residential Course
SPHP 229A 25Practice: Speech Disorders I.
Total FTE Contribution to the Graduate Program:
FTE Breakout of the Graduate Program:
Residential
Ct Ad Av Su R O
Distance Ed
Satellite
Combined + Other
0.00 0.00 0.00 0.20 0.00 0.00
0.00 0.00 0.00 0.00 0.00 0.00
0.00 0.00 0.00 0.00 0.00 0.00
0.00 0.00 0.00 0.00 0.00 0.00
Ct = Classroom teaching
Ad = Academic and clinical program administration
Av = Academic and clinical advising
Su = Supervision
R = Research
O = Other (Service on committees supporting the graduate program, NSSLHA advising)
0.20
CAA (Re) Accreditation Application Confirmation File generated 02/03/2011 11:34:42 Page 30 of 87
Individual Faculty Detail
Faculty Name
Title
Academic Rank
CCC Status
Tenure Status/Date
FT/PT
:
:
:
:
:
:
Sullivan Linda J
Lecturer
Lecturer
CCC-SLP
Part-time
Non-tenured and not on a tenure track
Degrees Earned:
MajorYear Granted
(mm/dd/yyyy)Institution NameDegree Earned
Bachelor of Science Ca St. Univ. - Sacramento 01/01/1987 Speech-Language
Pathology
Master of Science Ca St. Univ. - Sacramento 01/01/1989 Speech-Language
Pathology
Research Interest:
Augmentative/alternative communication, Learning disabilities, Neurogenic communication disorders, Orofacial myofunctional
disorders, Speech disorders, Voice disorders
Publications and/or Presentations:
None reported by faculty within the past 3 years.
Grants Awarded:
None reported by faculty within the past 3 years.
Cinical Service Delivery:
January 1989 to present: Sacramento City Unified School District
Itinerant Speech, Language & Hearing Pathologist
Cinical Supervision Experience:
January 1989 to present: Sacramento City Unified School District
Itinerant Speech, Language & Hearing Pathologist
September 20005 to present: California State University, Sacramento (CSUS)
Professional Development Experience:
Sept. 2009 Effective Supervision for the SLP – D. Spears, M.S. - Sacramento City USD 3 hours
Introduction to VMax – AAC - DynaVox 2 hours
Feb. 2010
Blood Borne Pathogens 1 hour
Supporting Language & Communication Strategies for Individuals With Autism – AAC – DynaVox 5 hours
April 2010
CAA (Re) Accreditation Application Confirmation File generated 02/03/2011 11:34:42 Page 31 of 87
Individual Faculty Detail
CSHA Conference – Monterey
Collaborative Speech Therapy & OT Using Sensory Integration Techniques – D. Harms, M.S. 3 hours
Development of Cranio-Facial Anomalies: How Does That Happen Anyway? – A. Blanton, Ph.D. 3 hours
Effective Communication Partner Strategies for Facilitating Narratives with Children and Adults Who Use AAC – Patti Solomon-Rice,
M.A. 1.5 hrs
Strategies for Incorporating AAC Into Basic Communication
Interactions for Children & Adults – C. Cress, Ph.D. 3 hours
May 2010 Strengthening the Bond Between General & Special Ed.,
Improving Instruction for All Students – Sacramento City USD 2 hours
Promoting Social Language and Communication Skills –Sacramento City USD 2 hours
Professionally Related Activities:
None reported by faculty within the past 3 years.
CAA (Re) Accreditation Application Confirmation File generated 02/03/2011 11:34:42 Page 32 of 87
Individual Faculty Detail
Course and Faculty FTE relationship:
Course Title Course NumberNumber of students
enrolled
Residential Course
SPHP 228C 27Methods: Speech Disorders III
SPHP 218 29Motor Speech Disorders
SPHP 229C 30Practice: Speech Disorders III
Total FTE Contribution to the Graduate Program:
FTE Breakout of the Graduate Program:
Residential
Ct Ad Av Su R O
Distance Ed
Satellite
Combined + Other
0.13 0.00 0.00 0.20 0.00 0.00
0.00 0.00 0.00 0.00 0.00 0.00
0.00 0.00 0.00 0.00 0.00 0.00
0.00 0.00 0.00 0.00 0.00 0.00
Ct = Classroom teaching
Ad = Academic and clinical program administration
Av = Academic and clinical advising
Su = Supervision
R = Research
O = Other (Service on committees supporting the graduate program, NSSLHA advising)
0.33
CAA (Re) Accreditation Application Confirmation File generated 02/03/2011 11:34:42 Page 33 of 87
Individual Faculty Detail
Faculty Name
Title
Academic Rank
CCC Status
Tenure Status/Date
FT/PT
:
:
:
:
:
:
Gonzalez Deborah H
Lecturer
Lecturer
CCC-SLP
Part-time
Non-tenured and not on a tenure track
Degrees Earned:
MajorYear Granted
(mm/dd/yyyy)Institution NameDegree Earned
Master of Arts Northwestern Univ. 08/01/1991 Speech-Language
Pathology
Bachelor of Arts Univ. of Ca - Berkeley 06/01/1985 Linguistics
Research Interest:
Augmentative/alternative communication, Cognitive-communication disorders, Language disorders, Neurogenic communication
disorders, Swallowing disorders
Publications and/or Presentations:
None provided by faculty for period reviewed.
Grants Awarded:
None provided by faculty for period reviewed.
Cinical Service Delivery:
SPEECH PATHOLOGIST 1992 - PRESENT
Methodist Hospital Sacramento, CA
SPEECH PATHOLOGIST 2006 - PRESENT
Easter Seals of Greater Sacramento Sacramento, CA
SPEECH PATHOLOGIST 1993 - PRESENT
Private Practice Greater Sacramento Area
First Call Home Care and Hospice
County Home Care
Cinical Supervision Experience:
FACULTY, CLINICAL INSTRUCTOR Fall 2000- PRESENT
California State University Sacramento Sacramento,
California
Professional Development Experience:
“Sensory Integration (SI) & Sensory Processing Disorder (SPD) In Children and Adolescents” (K. Morris) 03/09, 7 hours
“FEES, Flouro and More; Hands-on Course for SLPs” (UC Davis Center for Voice, Speech and Swallowing) 05/08, 13.5 hours
“The Get Permission Approach to Sensory Mealtime Challenges” (M. Dunn Klein)02/08, 13 hours
“Feeding therapy: A Sensory-Motor Approach” (Talk Tools ITI) 05/07, 6 hours
CAA (Re) Accreditation Application Confirmation File generated 02/03/2011 11:34:42 Page 34 of 87
Individual Faculty Detail
“The Young Child with Special Needs” (Contemporary Forums) 03/07, 14 hours
CSHA 2010 Annual State Convention, Monterey
Taste and Smell/Dysphagia; Acquired Apraxia of Speech; Pediatric Dysphagia
Division 13 Perspectives Vol. 16, No. 4 December, 2007
Signs and symptoms of esophageal dysphagia and possible etiologies. 0.200 CEU
Professionally Related Activities:
None provided by faculty for period reviewed.
CAA (Re) Accreditation Application Confirmation File generated 02/03/2011 11:34:42 Page 35 of 87
Individual Faculty Detail
Course and Faculty FTE relationship:
Course Title Course NumberNumber of students
enrolled
Residential Course
SPHP 295C 22Internship: Speech Pathology in Hospitals/Clinics
SPHP 242C 28Methods: Language Disorders III
Total FTE Contribution to the Graduate Program:
FTE Breakout of the Graduate Program:
Residential
Ct Ad Av Su R O
Distance Ed
Satellite
Combined + Other
0.03 0.00 0.00 0.08 0.00 0.00
0.00 0.00 0.00 0.00 0.00 0.00
0.00 0.00 0.00 0.00 0.00 0.00
0.00 0.00 0.00 0.00 0.00 0.00
Ct = Classroom teaching
Ad = Academic and clinical program administration
Av = Academic and clinical advising
Su = Supervision
R = Research
O = Other (Service on committees supporting the graduate program, NSSLHA advising)
0.11
CAA (Re) Accreditation Application Confirmation File generated 02/03/2011 11:34:42 Page 36 of 87
Individual Faculty Detail
Faculty Name
Title
Academic Rank
CCC Status
Tenure Status/Date
FT/PT
:
:
:
:
:
:
O'Hanlon Laureen M
Professor & Chair
Full Professor
CCC-SLP
Full-time
Tenured / 08/2005
Degrees Earned:
MajorYear Granted
(mm/dd/yyyy)Institution NameDegree Earned
Bachelor of Arts San Diego St. Univ. 05/01/1989 Communication Sciences
and Disorders
Master of Arts San Diego St. Univ. 08/01/1991 Speech-Language
Pathology
Doctor of Philosophy Univ. of Kansas 08/01/1999 Speech-Language
Pathology
Research Interest:
Augmentative/alternative communication, Cognitive-communication disorders, Language disorders, Speech disorders, Swallowing
disorders, Voice disorders
Publications and/or Presentations:
Fenton, K., & O’Hanlon, L. (In Preparation). Factors that Affect Deaf Attitudes toward Learning Oral Speech.
Zarchy, R., Kaul, S, Dodge, K., McCampbell, M., Pieretti, R & O'Hanlon, L. (In Preparation). FONEMZ®: An Interactive Tool for
Articulation and Phonemic Awareness. In preparation for submission to Journal of Speech, Language, Hearing Research.
Kaul, S., Nelson, L., Dodge, K. O’Hanlon, L. (2007). Evidence Based Practice Study: Treatment Efficacy for Fonemz visual cueing
system. A poster presented at the California Speech-Language and Hearing Association Annual Meeting. Long Beach, CA
Nelson, L., Dodge, K., Kaul, S, O’Hanlon, L. (2007). Theory Meets Practice: Collaborative Evidenced Based Research in the Clinical
Setting. A poster presented at the California Speech-Language and Hearing Association Annual Meeting. Long Beach, CA
Nelson, L., Dodge, K., Kaul, S, O’Hanlon, L. (2007). Theory Meets Practice: Collaborative Evidenced Based Research in the Clinical
Setting. A Panel Discussion at the American Speech-Language and Hearing Association Annual Meeting. Boston, MA
Fenton, K., & O’Hanlon, L. (2008). Factors that Affect Deaf Attitudes toward Learning Oral Speech. A poster presented at the
American Speech-Language and Hearing Association Annual Meeting. Chicago, IL
Grants Awarded:
2007 FONEMZ®: Developing an “off the shelf” Response to Intervention Program for Speech, Language and Literacy Problems in
Preschool and Kindergarten Populations
Special Education Research & Development Grant Proposal Submitted November 2007
Response to Intervention: Development CFDA #: 84.324 Department of Education Grant
Cinical Service Delivery:
2009-Present Sutter Medical Center, Sacramento Per Diem Speech Pathologist
2009-Present Burgher Rehab/Woodland Memorial, Per Diem Speech Pathologist
CAA (Re) Accreditation Application Confirmation File generated 02/03/2011 11:34:42 Page 37 of 87
Individual Faculty Detail
1999-present Clinical Instructor, Maryjane Rees Speech and Hearing Center, California State University Sacramento
Cinical Supervision Experience:
1999-present Clinical Instructor, Maryjane Rees Speech and Hearing Center, California State University Sacramento
Professional Development Experience:
ASHA Compliance 2007-2009
ACE Conference Feb 07: 10 CEU
SLP Summit Feb 07: 5-10 CEU
CSHA Mar 07: 4 CEUs
ASHA Nov 07: 13 CEUs
ACE OWHE March 08: 4-6 CEU
CSUS Leadership 0809: 12 CEU
Speech Path.com 2009 6 ceus
CSHA Conference 2010 20 CEUs
Professionally Related Activities:
2000-present Founder/Coordinator: Applied Communication Sciences Laboratory California State University, Sacramento, CA
2009-2010 Program Co Chair, California Speech Language Hearing Association Annual Convention, Monterey, CA 2010
2007 Treasurer, Asia Pacific Society for Speech, Language, Hearing
2006-2009 Elected Senate Representative, Strategic Planning Council, California State University Sacramento
2007-2009 Appointed University Budget Advisory Committee, California State University Sacramento
CAA (Re) Accreditation Application Confirmation File generated 02/03/2011 11:34:42 Page 38 of 87
Individual Faculty Detail
Course and Faculty FTE relationship:
Course Title Course NumberNumber of students
enrolled
Residential Course
SPHP 500A, B, C 35Culminating Experience: Thesis, Project or Comprehensive Exams
SPHP 295C 22Internship: Speech Pathology in Hospitals/Clinics
SPHP 243C 27Practice: Language Disorders III
SPHP 229C 30Practice: Speech Disorders III
Total FTE Contribution to the Graduate Program:
FTE Breakout of the Graduate Program:
Residential
Ct Ad Av Su R O
Distance Ed
Satellite
Combined + Other
0.00 0.40 0.10 0.25 0.00 0.10
0.00 0.00 0.00 0.00 0.00 0.00
0.00 0.00 0.00 0.00 0.00 0.00
0.00 0.00 0.00 0.00 0.00 0.00
Ct = Classroom teaching
Ad = Academic and clinical program administration
Av = Academic and clinical advising
Su = Supervision
R = Research
O = Other (Service on committees supporting the graduate program, NSSLHA advising)
0.85
CAA (Re) Accreditation Application Confirmation File generated 02/03/2011 11:34:42 Page 39 of 87
Individual Faculty Detail
Faculty Name
Title
Academic Rank
CCC Status
Tenure Status/Date
FT/PT
:
:
:
:
:
:
Jackson Scott A
Lecturer
Lecturer
CCC-SLP
Part-time
Non-tenured and not on a tenure track
Degrees Earned:
MajorYear Granted
(mm/dd/yyyy)Institution NameDegree Earned
Bachelor of Arts Thiel Coll. 05/01/1991 Psychology
Master of Science Univ. of Az 05/01/1993 Speech-Language
Pathology
Research Interest:
Augmentative/alternative communication, Cognitive-communication disorders, Head and neck cancers/laryngectomy, Language
disorders, Neurogenic communication disorders, Speech disorders, Swallowing disorders, Voice disorders
Publications and/or Presentations:
Conference Key Note Speaker:
*California Speech-Hearing-Language Association annual conference (“Counseling the Neurogenic Patient & family”)
*National Speech-Hearing-Language Association (“Neurogenic Voice Disorders)
*Sacramento Area Speech & Hearing Association (full day conference: “Dysphagia in All Age Groups”)
*Arizona Speech and Hearing Association (“Dysphagia Case Studies”)
*Community Church Alliance (“But I Can’t Remember-Memory Loss”)
Medical Staff Inservices:
*Pediatric Residency Department of David Grant Medical Center (“Oral- Motor/Feeding Assessment and Treatment of Birth to 5
years”).
*Kaiser Pediatric Nurse Practitioners (“Speech/Language & Oral-Motor/Feeding Assessment and Treatment”)
*Napa State Hospital Medical Staff Guest Speaker-3 times (“Dysphagia, Aphasia, & Cognitive-Linguistic Evaluation/Therapy”)
*California Veterans Home, Yountville Medical Staff Guest Speaker-3 times (Dysphagia, Aphasia, & Cognitive-Linguistic
Evaluation/Therapy)
*NorthBay Speech Dept. (numerous inservices on voice, dysphagia, & adult communicative/cognitive deficits)
*NorthBay Primary Care Physicians (“Speech Therapy services at NorthBay”)
Grants Awarded:
None reported by faculty within the past 3 years.
Cinical Service Delivery:
•NorthBay Medical Center, (August 1997-present)
•David Grant Medical Center, Travis Air Force Base,(March 1999-present)
Cinical Supervision Experience:
•NorthBay Medical Center, (August 1997-present)
CAA (Re) Accreditation Application Confirmation File generated 02/03/2011 11:34:42 Page 40 of 87
Individual Faculty Detail
•David Grant Medical Center, Travis Air Force Base,(March 1999-present)
Professional Development Experience:
Swallowing & Voice Rehab for Head/Neck Cancer Pts.02/03/07 UC Davis Medical Center-Sac
TeamSTEPPS 05/03/07 NorthBay Medical Center
Frazier Free Water Protocol 08/18/07 Cottage Hospital, Santa Barbara
Assessment & Tx of Voice Disorders 11/03/07-11/04/07 San Diego, CA
Vital Stimulation Training w/ online MBS 11/09/07-11/11/07 Pittsburgh, PA
A Lifetime of Language: Therapy In Speech-Language Pathology 02/22/08 Sacramento, CA
Muscle Tone and Positioning 03/05/08 NorthBay Medical Center
Surgical Options for Glottal Insufficiency 05/07/08 NorthBay Medical Center
Laryngovideostroboscopy Training Course 07/25/08 NorthBay Medical Center
Swallowing Disorder Evals & Treatment:Coding, Reimbursement & Documentation Essentials 09/10/08 American Academy of
Professional Coders
TBI: Collaboration between Neuropsychologists & SLPs 11/15/08 CA Pacific Medical Center San Francisco
Advanced Stroboscopy Workshop: Operations and Interpretation 12/05/08-12/06/08 KayPentax-Lincoln Park, NJ
Examining the Supervisory Process Making Clinical Education more Effective 02/07/09 NorthBay Medical Center
Myofascial Release and other Manual Techniques in Dysphagia Management 05/02/09-05/03/09 San Francisco
Anatomy of Swallowing (Online course)05/13/09
Managing End of Life Patients with Dsyphagia 08/22/09 San Francisco
Professionally Related Activities:
Support Group Speaker:
*Stroke Support Group (“Speech Therapy Following a Stroke”)
*COPD Support Group-2 times (“Swallowing & COPD” & “Voice Changes Associated with COPD”).
*Carondelet Healthy Seniors Program-2 times (“Memory Changes and Aging”)
*Parkinson’s Support Groups-3 times (Parkinson’s Disease & Voice)
Committees:
*2006 Speaker Selection Committee for California Speech Language Hearing Association’s Annual Conference
*California State University-Sacramento Graduate school steering committee member
Professional Affiliations:
*American Speech Language Hearing Association (ASHA) member
*California Speech Language Hearing Association (CSHA) member
*Medical Speech Council of California (MSCC) member
Consultant:
*ASHA FACS testing sight participant
CAA (Re) Accreditation Application Confirmation File generated 02/03/2011 11:34:42 Page 41 of 87
Individual Faculty Detail
Course and Faculty FTE relationship:
Course Title Course NumberNumber of students
enrolled
Residential Course
SPHP 227 27Dysphagia and the Medical Setting
Total FTE Contribution to the Graduate Program:
FTE Breakout of the Graduate Program:
Residential
Ct Ad Av Su R O
Distance Ed
Satellite
Combined + Other
0.10 0.00 0.00 0.00 0.00 0.00
0.00 0.00 0.00 0.00 0.00 0.00
0.00 0.00 0.00 0.00 0.00 0.00
0.00 0.00 0.00 0.00 0.00 0.00
Ct = Classroom teaching
Ad = Academic and clinical program administration
Av = Academic and clinical advising
Su = Supervision
R = Research
O = Other (Service on committees supporting the graduate program, NSSLHA advising)
0.10
CAA (Re) Accreditation Application Confirmation File generated 02/03/2011 11:34:42 Page 42 of 87
Individual Faculty Detail
Faculty Name
Title
Academic Rank
CCC Status
Tenure Status/Date
FT/PT
:
:
:
:
:
:
Demartini Lois
Lecturer
Lecturer
CCC-SLP
Part-time
Non-tenured and not on a tenure track
Degrees Earned:
MajorYear Granted
(mm/dd/yyyy)Institution NameDegree Earned
Bachelor of Arts Ca St. Univ. - Chico 06/01/1998 Other
Bachelor of Science Ca St. Univ. - Sacramento 01/01/1990 Speech-Language
Pathology
Master of Science Ca St. Univ. - Sacramento 01/01/1992 Speech-Language
Pathology
Research Interest:
Autism spectrum disorders, Genetics, Language disorders, Neurogenic communication disorders
Publications and/or Presentations:
None provided by faculty for the period reviewed.
Grants Awarded:
None provided by faculty for the period reviewed.
Cinical Service Delivery:
Speech Pathologist for Sacramento City Unified School District 1992 to present
Cinical Supervision Experience:
Part-time faculty member for California State University, Sacramento, Speech Pathology Department;
2005 to present
Master Clinician for speech pathology graduate interns, 1996 to present
Professional Development Experience:
•Promoting Social Competence: Effective Strategies for Busy Teachers, 6 hours, 8-23-07
Presented by Dianne Grimm, M.A., CCC-SLP, Ed.S
•The SCERTS One-Day Introductory Seminar, .5 CEU’s/5 CE’s/5 contact hours, 5-6-09
Presented by Barry Prizant, Ph.D., CCC-SLP
•The SCERTS Two-Day Advanced Implementation Seminar, 1,1 CEU’s/ll CE’s/il contact hours,
5-7-09 & 5-8-09, Presented by Barry Prizant, Ph.D., CCC-SLP
•The Summer Institute on Neurodevelopmental Disorders & UC Davis Pediatric Conference, 6 hours,
8-7-09, Presented by UC Davis Health System, M.l.N.D. Institute
•2l Century Articulation Therapy, 6 hours, 9-18-09, presented by Sacramento Area Speech and Hearing
Association
CAA (Re) Accreditation Application Confirmation File generated 02/03/2011 11:34:42 Page 43 of 87
Individual Faculty Detail
•Thinking About YOU, Thinking about ME, 6 hours/.6 CEU’s, 2-26-10, presented by Sacramento Area
Speech and Hearing Association
•SELPA Autism Institute for Educators, 2009-2010, presented by Autism and Behavior Training
Associates
Professionally Related Activities:
California State License for Speech Pathology
ASHA Member
CASHA Member
SASHA Member and past Secretary Office holder
ADOS Trained
PECS Trained
Extensive experience with ASD assessment and intervention
CAA (Re) Accreditation Application Confirmation File generated 02/03/2011 11:34:42 Page 44 of 87
Individual Faculty Detail
Course and Faculty FTE relationship:
Course Title Course NumberNumber of students
enrolled
Residential Course
SPHP 243B 30Practice: Language Disorders II
Total FTE Contribution to the Graduate Program:
FTE Breakout of the Graduate Program:
Residential
Ct Ad Av Su R O
Distance Ed
Satellite
Combined + Other
0.00 0.00 0.00 0.20 0.00 0.00
0.00 0.00 0.00 0.00 0.00 0.00
0.00 0.00 0.00 0.00 0.00 0.00
0.00 0.00 0.00 0.00 0.00 0.00
Ct = Classroom teaching
Ad = Academic and clinical program administration
Av = Academic and clinical advising
Su = Supervision
R = Research
O = Other (Service on committees supporting the graduate program, NSSLHA advising)
0.20
CAA (Re) Accreditation Application Confirmation File generated 02/03/2011 11:34:42 Page 45 of 87
Individual Faculty Detail
Faculty Name
Title
Academic Rank
CCC Status
Tenure Status/Date
FT/PT
:
:
:
:
:
:
Quintana Teresa
Part Time Faculty
Lecturer
CCC-SLP
Part-time
Non-tenured and not on a tenure track
Degrees Earned:
MajorYear Granted
(mm/dd/yyyy)Institution NameDegree Earned
Bachelor of Science Ca St. Univ. - Sacramento 12/01/1992 Speech-Language
Pathology
Master of Science Ca St. Univ. - Sacramento 12/01/1994 Speech-Language
Pathology
Research Interest:
Cognitive-communication disorders, Fluency, Neurogenic communication disorders
Publications and/or Presentations:
None provided by faculty for period reviewed.
Grants Awarded:
None provided by faculty for period reviewed.
Cinical Service Delivery:
January 1995 to Present: Burger Physical Therapy, Inc., Folsom, CA
Cinical Supervision Experience:
2009-Present California State University, Sacramento Department of Speech Pathology & Audiology Clinical Instruction/Supervision.
Professional Development Experience:
Assessment and Treatment of Apraxia June 19, 2008, 6 CEU Feeding Workshop June 20—21,
2008, 1.2 CEU A Lifetime of Language, February 8, 2008, 6 hours Frazier Water Protocol,
February 2, 2008, 6 hours
Professionally Related Activities:
None provided by faculty for period reviewed.
CAA (Re) Accreditation Application Confirmation File generated 02/03/2011 11:34:42 Page 46 of 87
Individual Faculty Detail
Course and Faculty FTE relationship:
Course Title Course NumberNumber of students
enrolled
Residential Course
SPHP 243C 27Practice: Language Disorders III
Total FTE Contribution to the Graduate Program:
FTE Breakout of the Graduate Program:
Residential
Ct Ad Av Su R O
Distance Ed
Satellite
Combined + Other
0.00 0.00 0.00 0.20 0.00 0.00
0.00 0.00 0.00 0.00 0.00 0.00
0.00 0.00 0.00 0.00 0.00 0.00
0.00 0.00 0.00 0.00 0.00 0.00
Ct = Classroom teaching
Ad = Academic and clinical program administration
Av = Academic and clinical advising
Su = Supervision
R = Research
O = Other (Service on committees supporting the graduate program, NSSLHA advising)
0.20
CAA (Re) Accreditation Application Confirmation File generated 02/03/2011 11:34:42 Page 47 of 87
Individual Faculty Detail
Faculty Name
Title
Academic Rank
CCC Status
Tenure Status/Date
FT/PT
:
:
:
:
:
:
Harms Debra R
Lecturer
Lecturer
CCC-SLP
Part-time
Non-tenured and not on a tenure track
Degrees Earned:
MajorYear Granted
(mm/dd/yyyy)Institution NameDegree Earned
Bachelor of Science Loma Linda Univ. 06/01/1979 Speech-Language
Pathology
Master of Arts Wa St. Univ. 06/01/1994 Speech and Hearing
Sciences
Research Interest:
Articulation/phonological disorders, Autism spectrum disorders, Cognitive-communication disorders, Counseling, Cultural and
linguistic variables, Diagnostic/clinical processes, Fluency, Genetics, Language acquisition, Language disorders, Learning
disabilities, Linguistics/psycholinguistics, Literacy, Neurogenic communication disorders, Speech acquisition, Speech disorders,
Supervision, Swallowing disorders, Voice disorders, early intervention
Publications and/or Presentations:
None provided by faculty for period reviewed.
Grants Awarded:
None provided by faculty for period reviewed.
Cinical Service Delivery:
10-00 to present EARLY INTERVENTION SPEECH-LANGUAGE PATHOLOGIST, Alta California Regional Center, Sacramento, CA.
Cinical Supervision Experience:
9-00 to present PART TIME FACULTY at California State University, Sacramento
Professional Development Experience:
9/2425/09 Louis Rossetti Early Intervention Conference. Roseville. CA
10/30,31/09 Feeding Conference. Torrance, CA
4/14.47/10 California Speech Language Hearing Association Annual Conference,
Monterey, CA
Professionally Related Activities:
None provided by faculty for period reviewed.
CAA (Re) Accreditation Application Confirmation File generated 02/03/2011 11:34:42 Page 48 of 87
Individual Faculty Detail
Course and Faculty FTE relationship:
Course Title Course NumberNumber of students
enrolled
Residential Course
SPHP 229A 25Practice: Speech Disorders I.
Total FTE Contribution to the Graduate Program:
FTE Breakout of the Graduate Program:
Residential
Ct Ad Av Su R O
Distance Ed
Satellite
Combined + Other
0.00 0.00 0.00 0.17 0.00 0.00
0.00 0.00 0.00 0.00 0.00 0.00
0.00 0.00 0.00 0.00 0.00 0.00
0.00 0.00 0.00 0.00 0.00 0.00
Ct = Classroom teaching
Ad = Academic and clinical program administration
Av = Academic and clinical advising
Su = Supervision
R = Research
O = Other (Service on committees supporting the graduate program, NSSLHA advising)
0.17
CAA (Re) Accreditation Application Confirmation File generated 02/03/2011 11:34:42 Page 49 of 87
Individual Faculty Detail
Faculty Name
Title
Academic Rank
CCC Status
Tenure Status/Date
FT/PT
:
:
:
:
:
:
Moses-Allen Lisa A
Lecturer
Lecturer
CCC-SLP
Part-time
Non-tenured and not on a tenure track
Degrees Earned:
MajorYear Granted
(mm/dd/yyyy)Institution NameDegree Earned
Master of Arts Univ. of Memphis 05/31/1996 Speech-Language
Pathology
Bachelor of Science Az St. Univ. 12/31/1993 Speech-Language
Pathology
Research Interest:
Cognitive-communication disorders, Fluency, Swallowing disorders, Voice disorders
Publications and/or Presentations:
None provided by faculty member for period reviewed.
Grants Awarded:
None provided by faculty member for period reviewed.
Cinical Service Delivery:
July, 2006 to Present Marshall Medical Center, Placerville, California Speech-Language Pathologist
Cinical Supervision Experience:
2006-Present. California State University, Sacramento Department of Speech Pathology & Audiology Clinical Supervision/Instruction
Professional Development Experience:
ASHA Health Care/Business Institute 2008 April 5-6, 2008:
Esophageal Function and Swallowing
Case Studies in Aphasia Group Treatment
Environmental Interventions to Improve Communication and Care in People With Dementia
Treatment of Apraxia of Speech
Evaluation of Speech Breathing in Clients With Neuromotor Speech Disorders
Management of Speech Breathing in Clients with Neuromotor Disorders
Pragmatic Communication Disorders in Adolescents and Adults
Cognitive-Communication Disorders in Persons with Traumatic Brain Injury (TBI)
Professionally Related Activities:
None provided by faculty member for period reviewed.
CAA (Re) Accreditation Application Confirmation File generated 02/03/2011 11:34:42 Page 50 of 87
Individual Faculty Detail
Course and Faculty FTE relationship:
Course Title Course NumberNumber of students
enrolled
Residential Course
SPHP 243C 27Practice: Language Disorders III
Total FTE Contribution to the Graduate Program:
FTE Breakout of the Graduate Program:
Residential
Ct Ad Av Su R O
Distance Ed
Satellite
Combined + Other
0.00 0.00 0.00 0.10 0.00 0.00
0.00 0.00 0.00 0.00 0.00 0.00
0.00 0.00 0.00 0.00 0.00 0.00
0.00 0.00 0.00 0.00 0.00 0.00
Ct = Classroom teaching
Ad = Academic and clinical program administration
Av = Academic and clinical advising
Su = Supervision
R = Research
O = Other (Service on committees supporting the graduate program, NSSLHA advising)
0.10
CAA (Re) Accreditation Application Confirmation File generated 02/03/2011 11:34:42 Page 51 of 87
Individual Faculty Detail
Faculty Name
Title
Academic Rank
CCC Status
Tenure Status/Date
FT/PT
:
:
:
:
:
:
Van Vleet Angeles Mojica
Lecturer
Lecturer
CCC-SLP
Part-time
Non-tenured and not on a tenure track
Degrees Earned:
MajorYear Granted
(mm/dd/yyyy)Institution NameDegree Earned
Bachelor of Science Univ. of La Verne 06/01/1988 Biology
Master of Science Univ. of Redlands 01/01/1996 Speech-Language
Pathology
Research Interest:
Autism spectrum disorders
Publications and/or Presentations:
None provided by faculty for period reviewed.
Grants Awarded:
None provided by faculty for period reviewed.
Cinical Service Delivery:
Aug. 2006-Present JABBERGYM, INC. - Roseville, CA
Cinical Supervision Experience:
2007-Present CALIFORNIA STATE UNIVERSITY, SACRAMENTO Department of Speech Pathology and Audiology Clinical
Supervisor/Part-time Instructor
Professional Development Experience:
03/20/2009 The ILAUGH Model of Social Cognition
01/08/2009 Journal Study Group: Sensory Dysfunction and Spectrum Dis
04/15/2007 Introduction to PROMPT Technique
03/31/2007 It’s All About the Kids: Speech. Language & Opportunity
Professionally Related Activities:
Aug 2O08-Jan2009 ASHA LEARN & EARN PROGRAM
CAA (Re) Accreditation Application Confirmation File generated 02/03/2011 11:34:42 Page 52 of 87
Individual Faculty Detail
Course and Faculty FTE relationship:
Course Title Course NumberNumber of students
enrolled
Residential Course
SPHP 295B 26Internship: LS HS in Schools
SPHP 295D 11Internship: SDC-CH Classes
SPHP 229B 28Practice: Speech Disorders II.
Total FTE Contribution to the Graduate Program:
FTE Breakout of the Graduate Program:
Residential
Ct Ad Av Su R O
Distance Ed
Satellite
Combined + Other
0.00 0.00 0.00 0.20 0.00 0.00
0.00 0.00 0.00 0.00 0.00 0.00
0.00 0.00 0.00 0.00 0.00 0.00
0.00 0.00 0.00 0.00 0.00 0.00
Ct = Classroom teaching
Ad = Academic and clinical program administration
Av = Academic and clinical advising
Su = Supervision
R = Research
O = Other (Service on committees supporting the graduate program, NSSLHA advising)
0.20
CAA (Re) Accreditation Application Confirmation File generated 02/03/2011 11:34:42 Page 53 of 87
Individual Faculty Detail
Faculty Name
Title
Academic Rank
CCC Status
Tenure Status/Date
FT/PT
:
:
:
:
:
:
Price Debra L
Lecturer
Lecturer
CCC-SLP
Part-time
Non-tenured and not on a tenure track
Degrees Earned:
MajorYear Granted
(mm/dd/yyyy)Institution NameDegree Earned
Master of Arts Ca St. Univ. - Sacramento 05/31/1982 Speech-Language
Pathology
Master of Science Ca St. Univ. - Sacramento 12/31/1996 Speech-Language
Pathology
Bachelor of Arts Univ. of Ca - Irvine 12/31/1972 Speech-Language
Pathology
Research Interest:
Articulation/phonological disorders, Autism spectrum disorders, Language acquisition
Publications and/or Presentations:
None provided by faculty for period reviewed.
Grants Awarded:
None provided by faculty for period reviewed.
Cinical Service Delivery:
Lead Speech Therapist, Center Unified School District, Antelope,
California 1997-present
Cinical Supervision Experience:
2008-2009 Clinical Instructor, California State University, Sacramento
Professional Development Experience:
None provided by faculty for period reviewed.
Professionally Related Activities:
None provided by faculty for period reviewed.
CAA (Re) Accreditation Application Confirmation File generated 02/03/2011 11:34:42 Page 54 of 87
Individual Faculty Detail
Course and Faculty FTE relationship:
Course Title Course NumberNumber of students
enrolled
Residential Course
SPHP 243B 30Practice: Language Disorders II
Total FTE Contribution to the Graduate Program:
FTE Breakout of the Graduate Program:
Residential
Ct Ad Av Su R O
Distance Ed
Satellite
Combined + Other
0.00 0.00 0.00 0.07 0.00 0.00
0.00 0.00 0.00 0.00 0.00 0.00
0.00 0.00 0.00 0.00 0.00 0.00
0.00 0.00 0.00 0.00 0.00 0.00
Ct = Classroom teaching
Ad = Academic and clinical program administration
Av = Academic and clinical advising
Su = Supervision
R = Research
O = Other (Service on committees supporting the graduate program, NSSLHA advising)
0.07
CAA (Re) Accreditation Application Confirmation File generated 02/03/2011 11:34:42 Page 55 of 87
Individual Faculty Detail
Faculty Name
Title
Academic Rank
CCC Status
Tenure Status/Date
FT/PT
:
:
:
:
:
:
Linstrum Blanton Ann K
Assistant Professor
Assistant Professor
CCC-SLP
Full-time
Non-tenured and on a tenure track
Degrees Earned:
MajorYear Granted
(mm/dd/yyyy)Institution NameDegree Earned
Bachelor of Arts Ca St. Univ. - Northridge 12/31/1997 Speech-Language
Pathology
Master of Arts Ca St. Univ. - Northridge 06/30/2000 Speech-Language
Pathology
Doctor of Philosophy Univ. of Nv - Reno 06/30/2008 Speech-Language
Pathology
Research Interest:
Cleft palate, Fluency, Head and neck cancers/laryngectomy, Voice disorders
Publications and/or Presentations:
Blanton, A. (2010). Development of Craniofacial Anomalies: How Does that happen anyway? Presentation to the annual California
Speech-Language Hearing Association. Monterey, CA.
Blanton, A., Watterson, T., Lewis, K. (2010). Transfer of Acoustic Energy Across the Hard and Soft Palate. Presentation to the
annual conference of the American Cleft Palate-Craniofacial Association. Dallas, TX.
Watterson T, Lewis KE, Blanton A. (2008). Comparison of short-term and long-term variability in nasalance scores. Cleft
Palate-Craniofacial Journal, 45:495-500.
Watterson T, Lewis KE, Blanton A. (April, 2007). Normal variability in nasalance scores over time. Presentation to the annual
conference of the American Cleft Palate- Craniofacial Association. Bloomfield, CO.
Grants Awarded:
Grants - Academic Affairs Faculty Professional Development Funds Award 2010
Cinical Service Delivery:
Clinical service delivery - Methods courses taught, every semester since Fall, 2008.
Cinical Supervision Experience:
Clinical supervision - Every semester since Fall of 2004 (this includes UNR and CSUS).
Professional Development Experience:
Professional development - ACPA (American Cleft Palate-Craniofacial Association) annual conferences 2008, 2009, 2010; NSSLHA
conferences at CSUS 2009, 2010; CSHA 2010; Finished my Ph.D. in 2008; Presented In-Service on Fluency to Sacramento CSD in
2009.
CAA (Re) Accreditation Application Confirmation File generated 02/03/2011 11:34:42 Page 56 of 87
Individual Faculty Detail
Professionally Related Activities:
Professionally related service activities - 49er's Lost Chords Club 2008-2010. NSA (National Stuttering Association) 2009-2010, River
City Gems 2010, Endoscopy class 2009.
CAA (Re) Accreditation Application Confirmation File generated 02/03/2011 11:34:42 Page 57 of 87
Individual Faculty Detail
Course and Faculty FTE relationship:
Course Title Course NumberNumber of students
enrolled
Residential Course
SPHP 228B 28Methods: Speech Disorders II
SPHP 229B 28Practice: Speech Disorders II.
Total FTE Contribution to the Graduate Program:
FTE Breakout of the Graduate Program:
Residential
Ct Ad Av Su R O
Distance Ed
Satellite
Combined + Other
0.07 0.00 0.10 0.17 0.00 0.10
0.00 0.00 0.00 0.00 0.00 0.00
0.00 0.00 0.00 0.00 0.00 0.00
0.00 0.00 0.00 0.00 0.00 0.00
Ct = Classroom teaching
Ad = Academic and clinical program administration
Av = Academic and clinical advising
Su = Supervision
R = Research
O = Other (Service on committees supporting the graduate program, NSSLHA advising)
0.44
CAA (Re) Accreditation Application Confirmation File generated 02/03/2011 11:34:42 Page 58 of 87
Individual Faculty Detail
Faculty Name
Title
Academic Rank
CCC Status
Tenure Status/Date
FT/PT
:
:
:
:
:
:
Shea Lorette B
Lecturer
Lecturer
CCC-SLP
Part-time
Non-tenured and not on a tenure track
Degrees Earned:
MajorYear Granted
(mm/dd/yyyy)Institution NameDegree Earned
Master of Arts Univ. of the Pacific 12/31/2000 Speech-Language
Pathology
Bachelor of Arts Ca St. Univ. - Sacramento 05/01/1999 Speech-Language
Pathology
Research Interest:
Accent modification, Cultural and linguistic variables, Language disorders
Publications and/or Presentations:
None reported by faculty within the past 3 years.
Grants Awarded:
None reported by faculty within the past 3 years.
Cinical Service Delivery:
1/07- present
Independent Contractor
Bilingual speech and language evaluations and itinerant services to various school districts; Roseville City School District, Loomis
Union School District, Western Placer Unified School District
Private Practice
In-home speech and language therapy to pre-k and school-aged children.
Cinical Supervision Experience:
California State University, Sacramento 2007-present
Professional Development Experience:
CONTINUING EDUCATION 2009/2010:
January 2010 Building Bridges for Education , California State University at Sacramento
July 2009, Bilingual Therapies Symposium,, San Juan, Puerto Rico
Professionally Related Activities:
ADDITIONAL ACTIVITIES:
CAA (Re) Accreditation Application Confirmation File generated 02/03/2011 11:34:42 Page 59 of 87
Individual Faculty Detail
Attendee - Cemanahuac Intensive Spanish Language School, Cuernavaca, Mexico, 1999; 2007
Hanen Certified SLP; completed It Takes Two to Talk, March 22-24, 2007
Bilingual Therapies Speech-Language Pathology Symposiums, Puerto Vallarta, Mexico, 2002; Puerto Rico, 2009
Field Tester – Pearson, PLS-5 Spanish, Spring 2009
Member
California Speech-Language and Hearing Assoc.(CSHA)
Sacramento Speech-Language Hearing Assoc. (SASHA);
American Speech-Language and Hearing Assoc. (ASHA);
CAA (Re) Accreditation Application Confirmation File generated 02/03/2011 11:34:42 Page 60 of 87
Individual Faculty Detail
Course and Faculty FTE relationship:
Course Title Course NumberNumber of students
enrolled
Residential Course
SPHP 243B 30Practice: Language Disorders II
Total FTE Contribution to the Graduate Program:
FTE Breakout of the Graduate Program:
Residential
Ct Ad Av Su R O
Distance Ed
Satellite
Combined + Other
0.00 0.00 0.00 0.20 0.00 0.00
0.00 0.00 0.00 0.00 0.00 0.00
0.00 0.00 0.00 0.00 0.00 0.00
0.00 0.00 0.00 0.00 0.00 0.00
Ct = Classroom teaching
Ad = Academic and clinical program administration
Av = Academic and clinical advising
Su = Supervision
R = Research
O = Other (Service on committees supporting the graduate program, NSSLHA advising)
0.20
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Individual Faculty Detail
Faculty Name
Title
Academic Rank
CCC Status
Tenure Status/Date
FT/PT
:
:
:
:
:
:
Farias Dana R
Lecturer
Lecturer
CCC-SLP
Part-time
Non-tenured and not on a tenure track
Degrees Earned:
MajorYear Granted
(mm/dd/yyyy)Institution NameDegree Earned
Bachelor of Arts Univ. of North Texas 05/01/1992 Speech-Language
Pathology
Master of Arts Univ. of North Texas 08/31/1999 Speech-Language
Pathology
Research Interest:
Neurogenic communication disorders
Publications and/or Presentations:
Full Length Publications
Davis, C, Farias, D. & Baynes, K. (2009) Implicit Phoneme Manipulation for the Treatment of Apraxia of Speech with co-occurring
Aphasia. Aphasiology, 23:4, 503-528
Harrington, G., Farias, D., Davis, C., & Buonocore, M. (2007). A Comparison of the Neural Basis for Imagined Writing and
Drawing. Human Brain Mapping Vol.28. 450-459.
Harrington, G., Farias, D., Davis, C. (2007). The Neural Basis for Simulated Drawing and the Semantic Implications. Accepted
for the Special Issue of Cortex on Cognitive Neurosciences of Drawing.
Published Abstracts
Farias, D., Davis, C, Whittmann, R & Baynes, K. (2009). The treatment effects of phonological complexity on Apraxia of Speech:
An implicit alternative. Aphasiology (October).
K. Baynes, S. Truong, E. Jonathan, D. Farias, & C. Davis. (2008) Two Levels of Treatment for Phonological Alexia: A Case Study.
Brain and Language. (October).
Davis, Farias, Baynes Implicit vs explicit treatments in aphasia a case study (2008)
Chand, V., Orgun, O, Davis, C., Farias, D, Baynes, K (2007) Transition of errors in response to implicit treatment in apraxia: An
acoustic analysis Brain and Language, 103(1), 215-216
Orgun, O., Chand, V., Farias, D., Davis, C., & Baynes, K. (2007) Perception of speech errors: native perception versus formal
acoustic analysis. Brain Impairment, 8(2), 217.
Davis, C., Farias, D., Baynes, K., Chand, V., & Orgun, O. (2007) Is there a role for mental practice in speech rehabilitation? Brain
Impairment, 8(2),198
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Individual Faculty Detail
Invited Talks
Speaker for 6 CEU presentation on Apraxia Treatment and Theory at CASHA conference, Monterey, CA, April, 2010
Current Research and Treatment Approaches to Apraxia of Speech. Speakers: Christine Davis and Dana Farias. 3 CEU course
presented through the Medical Speech-Language Pathology Council of California November 2007.
Current Approaches to the Understanding and Treatment of Aphasia: Learn Through Case Presentations. Speakers: Christine
Davis, Dana Farias and Larry Boles. 6 CEU course presented through the Medical Speech-Language Pathology Council of California,
Long Beach Memorial Medical Center, May, 2006
Grants Awarded:
None
Cinical Service Delivery:
2001-present Senior Speech Pathologist, Neuro-Cognitive Clinical Specialist, University of California, Davis Medical Center
Cinical Supervision Experience:
Yearly supervision of externs completing their hospital based internship
Professional Development Experience:
Yearly attendance at Academy of Aphasia conference – aphasia and apraxia
Yearly Medical Speech-Language Pathology Council workshops – swallow, apraxia
Hospital based Grand Rounds – neurogenic disorders
CASHA 2010 – apraxia treatment
Professionally Related Activities:
2001-present Senior Speech Pathologist, Neuro-Cognitive Clinical Specialist, University of California, Davis Medical Center
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Individual Faculty Detail
Course and Faculty FTE relationship:
Course Title Course NumberNumber of students
enrolled
Total FTE Contribution to the Graduate Program:
FTE Breakout of the Graduate Program:
Residential
Ct Ad Av Su R O
Distance Ed
Satellite
Combined + Other
0.00 0.00 0.00 0.00 0.00 0.00
0.00 0.00 0.00 0.00 0.00 0.00
0.00 0.00 0.00 0.00 0.00 0.00
0.00 0.00 0.00 0.00 0.00 0.00
Ct = Classroom teaching
Ad = Academic and clinical program administration
Av = Academic and clinical advising
Su = Supervision
R = Research
O = Other (Service on committees supporting the graduate program, NSSLHA advising)
0.00
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Individual Faculty Detail
Faculty Name
Title
Academic Rank
CCC Status
Tenure Status/Date
FT/PT
:
:
:
:
:
:
Pieretti Robert A
Assistant Professor
Assistant Professor
CCC-SLP
Full-time
Non-tenured and on a tenure track
Degrees Earned:
MajorYear Granted
(mm/dd/yyyy)Institution NameDegree Earned
Bachelor of Arts Ca St. Univ. - Sacramento 06/01/1999 Speech-Language
Pathology
Master of Science Ca St. Univ. - Sacramento 05/31/2001 Speech-Language
Pathology
Research Interest:
Language acquisition, Language disorders, Learning disabilities, Literacy, English Language Learners.
Publications and/or Presentations:
Date: May 24, 2010
Title: Affordable Speech and Language Services: The Maryjane-Rees Language, Speech, and Hearing Center. Co Presented with
Sacramento State Graduate Students from the Department of Speech Pathology and Audiology: Debra Tobler, B.S., Jayne Adams,
B.S. and Aron Goeke, B.S.
Location: Sacramento City Unified School District. Sacramento,
California. Invited guest presentation for the Parent Exchange.
Date: April 16, 2010
Title: Listen, Speak, and Read With Fonemz: A Treatment Efficacy Study Fonemz.
Co-Presented with Laureen O’Hanlon, Ph.D., Sandy Kaul, M.A., and Razi Zarchy, B.S.
Location: California Speech-Language and-Hearing Association Conference, Monterey Convention Center, Monterey, California.
Date: March 22, 2010
Title: Supervision Strategies for the Speech-Language Pathologist. Co-Presented with Dale Spears, M.A., CCC-SLP. 3 hours
Location: Serna Center. Sacramento City Unified School District. Sacramento, California. Invited guest presentation for CF/RPE
mentors.
Date: March 19 and 26, 2010
Title: New Language, Speech, and Hearing Specialists: What you need to know. Co-Presented with Laura Miller, M.S., CCC-SLP.
Location: Serna Center. Sacramento City Unified School District.. Invited guest presentation for the new employee orientation
program. 4 hours total.
Date: November, 2009
Title: Listen, Speak, and Hear with FONEMZ: A Treatment Efficacy Study.
Location: American Speech-Language Hearing Association Conference. New Orleans, LA. Co-Presented with Sandy Kaul, M. A.
and Razi Zarchy, Graduate Student CSUS.
Date: November, 2009
Title: Careers in Speech-Language Pathology.
Location: University of California, Davis. Invited guest lecture for Dr. Yuuko Uchikoshi. Language Development Course.
CAA (Re) Accreditation Application Confirmation File generated 02/03/2011 11:34:42 Page 65 of 87
Individual Faculty Detail
Date: November 2, 2009
Title: Assessment of Language Based Literacy Disorders.
Location: California State University Sacramento. Invited guest lecture for Debra Harms’ SPHP 147 Assessment Class.
Date: November 5, 2008
Title: Assessment of Language Based Literacy Disorders.
Co-Presented with Candace L. Goldsworthy, Ph.D.
Location: California State University Sacramento. Invited guest lecture for SPHP 147 Class.
Date: February 8, 2008
Title: Pathways to Language and Literacy: Let’s Get Practical
Location: National Students Speech Language Hearing Association Conference. California State University, Sacramento. Invited
Speaker.
Co-Presented with Candace L. Goldsworthy, Ph.D.
Date: Fall 2007
Title: Careers in Speech-Language Pathology.
Location: University of California, Davis. Invited guest lecture for Dr. Yuuko Uchikoshi.
Date: August 4, 2007
Title: Pathways to Language and Literacy: Let’s Get Practical
Location: Leading Best Practices in Literacy Conference. Portola Plaza Hotel. Monterey, California. Invited Speaker.
Grants Awarded:
Faculty Professional Development Grant. California State University, Sacramento. Spring 2010.
U.C. Davis Graduate Group in Education Additional Block Grant Fellowship. Spring 2010.
U.C. Davis Graduate Group in Education Block Grant Fellowship. Spring 2010.
Probationary Faculty Development Grant. California State University, Sacramento. Spring 2010.
Cinical Service Delivery:
AUGUST 2009-PRESENT
ASSISTANT PROFESSOR. DEPARTMENT OF SPEECH PATHOLOGY AND AUDIOLOGY. CALIFORNIA STATE UNIVERSITY,
SACRAMENTO
AUGUST 2005-AUGUST 2009
STAFF SPEECH PATHOLOGIST. DEPARTMENT OF SPEECH PATHOLOGY AND AUDIOLOGY. CALIFORNIA STATE
UNIVERSITY, SACRAMENTO
AUGUST 2005-PRESENT
LANGUAGE, SPEECH, AND HEARING SPECIALIST, SACRAMENTO CITY UNIFIED SCHOOL DISTRICT. SACRAMENTO,
CALIFORNIA.
Cinical Supervision Experience:
AUGUST 2009-PRESENT
ASSISTANT PROFESSOR. DEPARTMENT OF SPEECH PATHOLOGY AND AUDIOLOGY. CALIFORNIA STATE UNIVERSITY,
SACRAMENTO
AUGUST 2005-AUGUST 2009
STAFF SPEECH PATHOLOGIST. DEPARTMENT OF SPEECH PATHOLOGY AND AUDIOLOGY. CALIFORNIA STATE
UNIVERSITY, SACRAMENTO
CAA (Re) Accreditation Application Confirmation File generated 02/03/2011 11:34:42 Page 66 of 87
Individual Faculty Detail
AUGUST 2005-PRESENT
LANGUAGE, SPEECH, AND HEARING SPECIALIST, SACRAMENTO CITY UNIFIED SCHOOL DISTRICT. SACRAMENTO,
CALIFORNIA.
Professional Development Experience:
2006-2007
Sacramento City Unified School District. Sacramento, California.
•Developing Phonological Skills. 10/17/06. 1 hour.
•Desired Results Development Profile (DRDP). 1/26/07. 6 hours.
California Speech-Language Hearing Association Conference. Long Beach, California. March 8th-11th, 2007.
•Workshop: Pauline Filipek, M.D. Early Diagnosis and Treatment of Autism. 6 hours.
•Short Course: Geraldine Wallach, PhD and Carolyn Conway Madding, PhD. Myth Busters’ Return. Dispelling Questionable
Practices in Language Intervention. 3hours.
•Short Course: Lauren Franke, PhD. Narrative Intervention for Children with ASD and Other Complicated Language Impairments. 3
hours.
•Short Course: Ronald Gillam, PhD. Evidence Supporting Language-Intervention in Literature-Based Units. 1.5 hours.
Leading Best Practice in Language and Literacy Conference. Monterey, California. August 1-7th, 2007.
•Julie Masterson and Kenn Apel. Assessing Spelling in Authentic Contexts. 3 hours.
•Lemm Apel and Julie J. Mastereson. Using Spelling to Improve Literacy Outcomes. 3 hours.
•Michael Towey. A Profession at Risk: Speech-Language Pathology in the Schools. 1.5 hours.
•Anita Archer: Going The Extra Mile. 1 hour.
2007-2008
California Speech-Language Hearing Association Conference. Monterey, California. April 10th-13th, 2008.
•Workshop: Deborah Ross Swain, Ed.D and Donna Geffner, PhD. Auditory Processing Disorders: Description, Assessment,
Management, and Treatment. 6 hours.
•Workshop: Jeannene Ward-Lonergan, PhD. The SLPs Role in Supporting Literacy Through Written Language Intervention. 6
hours.
•Short Course: Christine Durbin, M.A. and Lauren Franke, PhD. Sharing Personal Narratives: Bridges to Conversation. 3 hours.
•Short Course: Marian Ferrante. Storytelling Power. 3 hours.
2008-2009
Sacramento City Unified School District. Sacramento, California.
•Dale Spears, M.A. Effective Supervision Strategies for Speech-Language Pathologists. 8/6/08. 6 hours.
California Speech-Language Hearing Association Conference. Long Beach, California. March 2009.
National Students Speech-Language Hearing Association Conference at Sacramento State. April 25, 2009.
•Jennifer Taps, M.A. Beacons of Best Practice. 1.5 hours.
•Celeste Roseberry McKibben, Ph.D. and Karen Oakley, M.S. Service Delivery to Low-SES Children with Potential and Identified
Language Impairments: Practical Strategies and Methods. 1.5 hours.
•Lynda Oldenburg, M.S. Supervision of a Speech-Language Pathology Assistant. 1.5 hours.
2009-2010
American Speech-Language Hearing Association. New Orleans, LA. November 19-21, 2009.
•Sandy Kaul, M.A. et al. Listen, Speak, and Read With FONEMZ. A Treatment Efficacy Study. 1 hour.
•Sally Ann Giess, Lisa Keane, Maureen Staskowski. Short Course: SLPs Involved With Reading and Writing: We Are Still SLPs.
3 hours.
California Speech-Language Hearing Association Conference. Monterey, California. April 15th-18th, 2010.
•Workshop: Patty Hamaguchi, M.A. Multisensory Strategies for Facilitating Language in Children with Autism Spectrum Disorders.
6 hours.
•Workshop: Wayne Secord, PhD. 101 Ways to Help Children. 3 hours.
•Short Course: Sandy Kaul, M.A., Laureen O’Hanlon, Ph.D., Robert Pieretti, M.S., and Razi Zarchy, B.S.. Learn to Listen, Speak,
CAA (Re) Accreditation Application Confirmation File generated 02/03/2011 11:34:42 Page 67 of 87
Individual Faculty Detail
and Read: Efficacy Study of Fonemz. 3 hours.
•Short Course: Steve Griffin, M.A.. Early Literacy Essentials and the SLP: Practical Intervention and Consultation Strategies at
Work. 3 hours.
•Short Course: Steven L. Skelton, Ph.D. A Comprehensive Motor-Skill Learning Approach for the Treatment of Speech Sounds. 3
hours.
•Mini Seminar: Nicole Lopez, B.A., Cindy Guerrero, B.A., and Angelica Fiallos, B.A. Implementing Scaffolding Strategies for
Academic Success in the Classroom for students with Language Learning Disabilities (LLD): A Collaborative Workshop for Teachers
and Speech-Language Pathologists. 1.5 hours.
•Short Course: Lisa O’Connor, M.A., Robert Hanyak, AuD., Barbara Moore, Ed.D., Robert Powell, JD, and Annemarie del Mugnaio.
20th Annual What’s On Your Mind? 1.5 hours.
Sacramento City Unified School District.
•March 22, 2010. Dale Spears, M.A. Supervision Strategies for the Speech-Language Pathologist. 3 hours.
•May 18, 2010. Dale Spears, M.A. Promoting Social Language and Communication Skills: SLPs and SDC Teachers. 2 hours.
Professionally Related Activities:
•California Speech-Language-Hearing Association. Political Action Committee. 2009-2011.
•California Speech-Language-Hearing Association. Advisory Committee Member for District 2 Director Debra Harms. 2010-2012.
•Graduate Applications Committee. Department of Speech Pathology and Audiology. (2009-2010).
•California Speech-Language-Hearing Association (CSHA). Program Committee, 58th Annual CSHA State Conference: “Teamwork
in Tough Times“ Monterey, California. Spring 2010.
•California Speech-Language-Hearing Association. Advisory Committee Member for District 2 Director Dale Spears. 2008-2010.
•California Speech-Language-Hearing Association (CSHA) Board of Directors. Commissioner on Legislation. Appointed Position.
Term: 2009-2011.
•California State University, Sacramento. Educational Equity and Academic Retention Committee. 2005-06, 2006-2007, 2007-2008,
2008-2009 (Chair), 2009-2010.
•California State University Sacramento. Ex-Officio Faculty Staff Liaison to Board of Directors. Speech Pathology and Audiology
Alumni Chapter. Sacramento State Alumni Association. 2005-06, 2006-07, 2008-09, 2009-10.
•California Speech-Language-Hearing Association (CSHA) Board of Directors. Director, District 2. Elected Position. Term:
2006-2008.
•California State University Sacramento, Department of Speech Pathology and Audiology, Advisory Committee. 2002-2003,
2003-2004, 2004-2005, 2005-2006, 2006-2007, 2008-2009. Chair (2009-2010).
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Individual Faculty Detail
Course and Faculty FTE relationship:
Course Title Course NumberNumber of students
enrolled
Residential Course
SPHP 295B 26Internship: LS HS in Schools
SPHP 295D 11Internship: SDC-CH Classes
SPHP 250 26Seminar in Public School Internship Issues
Total FTE Contribution to the Graduate Program:
FTE Breakout of the Graduate Program:
Residential
Ct Ad Av Su R O
Distance Ed
Satellite
Combined + Other
0.17 0.03 0.10 0.18 0.00 0.10
0.00 0.00 0.00 0.00 0.00 0.00
0.00 0.00 0.00 0.00 0.00 0.00
0.00 0.00 0.00 0.00 0.00 0.00
Ct = Classroom teaching
Ad = Academic and clinical program administration
Av = Academic and clinical advising
Su = Supervision
R = Research
O = Other (Service on committees supporting the graduate program, NSSLHA advising)
0.58
CAA (Re) Accreditation Application Confirmation File generated 02/03/2011 11:34:42 Page 69 of 87
Individual Faculty Detail
Faculty Name
Title
Academic Rank
CCC Status
Tenure Status/Date
FT/PT
:
:
:
:
:
:
Johnson Jane
Part Time Faculty
Lecturer
CCC-SLP
Part-time
Non-tenured and not on a tenure track
Degrees Earned:
MajorYear Granted
(mm/dd/yyyy)Institution NameDegree Earned
Master of Arts Ca St. Univ. - Sacramento 05/31/2002 Speech-Language
Pathology
Research Interest:
Publications and/or Presentations:
ASHA 2009- Presented and developed –Speech-Language Checklist & Guidelines for The Early Intervention SLP
Grants Awarded:
None
Cinical Service Delivery:
EBS-Early Intervention Area Supervisor 2008-Present
Jabbergym- Clinic Coordinator 2004-2008
Cinical Supervision Experience:
Clinical Supervisor at Sacramento State University , Sacramento - September 2007-May2008 ,CAP clinic, Language 11 clinic,
February 2010-present- Assessment clinic.
-CF supervisor
Professional Development Experience:
• March 5-8, 2009 CSHA Annual State Convention 10 hours
• March 20, 2009 The I laugh Model of Social Cognition 6 hours
• September 18, 2009 21st Century Articulation Therapy 6 hours
• September 24-25th Dr. Louis Rossetti “Early Intervention Best Practices: 12 hours
• September 26th “Sensory Integration” Debra Harms & Nick Mariano 6 hours
• February 8, 2010 Speech Sound Disorder’s Let’s Get Practical 6 hours
• February 26, 2010 Thinking About You Thinking about Me 6 hours
Professionally Related Activities:
C SASHA- president elect 2006-2007, 2009-2010
C SASHA-president 2007-2008
C SASHA- board member 2008-present
C Down Syndrome Information Alliance - Board of Directors (Vice President 2006-2008), committee member 2008-present
C ACE (3) award from ASHA
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Individual Faculty Detail
C CSHA – Advisory committee (2009-present)
C California State University-Sacramento Advisory Committee (2005-present)
C ASHA- Special Divisions 1&11
C ASHA mentor/mentee program
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Individual Faculty Detail
Course and Faculty FTE relationship:
Course Title Course NumberNumber of students
enrolled
Residential Course
SPHP 245 27Practice: Speech -- Language Assessment
Total FTE Contribution to the Graduate Program:
FTE Breakout of the Graduate Program:
Residential
Ct Ad Av Su R O
Distance Ed
Satellite
Combined + Other
0.00 0.00 0.00 0.04 0.00 0.00
0.00 0.00 0.00 0.00 0.00 0.00
0.00 0.00 0.00 0.00 0.00 0.00
0.00 0.00 0.00 0.00 0.00 0.00
Ct = Classroom teaching
Ad = Academic and clinical program administration
Av = Academic and clinical advising
Su = Supervision
R = Research
O = Other (Service on committees supporting the graduate program, NSSLHA advising)
0.04
CAA (Re) Accreditation Application Confirmation File generated 02/03/2011 11:34:42 Page 72 of 87
Individual Faculty Detail
Faculty Name
Title
Academic Rank
CCC Status
Tenure Status/Date
FT/PT
:
:
:
:
:
:
Cambra Janna N
Lecturer
Lecturer
CCC-SLP
Part-time
Non-tenured and not on a tenure track
Degrees Earned:
MajorYear Granted
(mm/dd/yyyy)Institution NameDegree Earned
Bachelor of Arts Ca St. Univ. - Sacramento 01/01/1996 Speech-Language
Pathology
Master of Science Ca St. Univ. - Sacramento 05/31/1998 Speech-Language
Pathology
Research Interest:
Autism spectrum disorders, Central auditory processing, Speech disorders
Publications and/or Presentations:
None indicated by faculty member for the period reviewed.
Grants Awarded:
None indicated by faculty member for the period reviewed.
Cinical Service Delivery:
August 1998— Present: San Juan Unified School District:Speech and Language Pathologist
August 2000— Present: Preschool Referral Coordinator
Responsibilities: Facilitating and attending
May 2009— July 2009: Summer School, Special Education Principal
Cameron Ranch Elementary School
July 2008 —August 2008: Summer School, Special Education Principal
Ralph Richardson Center
February 2007 — April 2007: Interim Program Specialist
September 2008- present California State University, Sacramento
June 2000—January 2007 Sundance Rehabilitation: Speech and Language Pathologist
Cinical Supervision Experience:
September 2008- present California State University, Sacramento
Professional Development Experience:
Leadership Training Program (LTP) San Juan Unified School District
February 2009 — Present
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Individual Faculty Detail
Professionally Related Activities:
PROFESSIONAL AFFILIATIONS
Sacramento Area Speech and Hearing Association (SASHA):
2000-2002: Association Treasurer
2002-2003: President-Elect
2003-2004: President
California Speech and Hearing Association (CSHA)
State of CA — Speech and Language Pathology Board: Speech-Language Pathology Expert Witness
PROFESSIONAL ACCOMPLISHMENTS
February 2009 — June 2009 Strategic Planning Committee
Action Team for Strategy 4: Developed an action plan to achieve the mission of creating challenging
personal educational plans at each appropriate level in collaboration with students, families, and staff
January 2002 — Present CSUS Speech and Language Master Clinician
Supervision of graduate level speech and language students during therapy, assessments, and clinical experiences.
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Individual Faculty Detail
Course and Faculty FTE relationship:
Course Title Course NumberNumber of students
enrolled
Residential Course
SPHP 243A 26Practice: Language Disorders I
SPHP 229A 25Practice: Speech Disorders I.
Total FTE Contribution to the Graduate Program:
FTE Breakout of the Graduate Program:
Residential
Ct Ad Av Su R O
Distance Ed
Satellite
Combined + Other
0.00 0.00 0.00 0.20 0.00 0.00
0.00 0.00 0.00 0.00 0.00 0.00
0.00 0.00 0.00 0.00 0.00 0.00
0.00 0.00 0.00 0.00 0.00 0.00
Ct = Classroom teaching
Ad = Academic and clinical program administration
Av = Academic and clinical advising
Su = Supervision
R = Research
O = Other (Service on committees supporting the graduate program, NSSLHA advising)
0.20
CAA (Re) Accreditation Application Confirmation File generated 02/03/2011 11:34:42 Page 75 of 87
Individual Faculty Detail
Faculty Name
Title
Academic Rank
CCC Status
Tenure Status/Date
FT/PT
:
:
:
:
:
:
Ogard Kaaryn
Lecturer
Lecturer
CCC-SLP
Part-time
Non-tenured and not on a tenure track
Degrees Earned:
MajorYear Granted
(mm/dd/yyyy)Institution NameDegree Earned
Master of Science Ca St. Univ. - Sacramento 08/30/1998 Speech-Language
Pathology
Research Interest:
Autism spectrum disorders
Publications and/or Presentations:
None provided by faculty for the period reviewed.
Grants Awarded:
None provided by faculty for the period reviewed.
Cinical Service Delivery:
2004-present Owner & Practitioner of the DART Center specializing in working with children with High Functioning Autism &
Asperger’s Syndrome
2004.-present Consultant to Public School Districts with an emphasis on the SCERTS Model
Cinical Supervision Experience:
None provided by faculty for the period reviewed.
Professional Development Experience:
None provided by faculty for the period reviewed.
Professionally Related Activities:
None provided by faculty for the period reviewed.
CAA (Re) Accreditation Application Confirmation File generated 02/03/2011 11:34:42 Page 76 of 87
Individual Faculty Detail
Course and Faculty FTE relationship:
Course Title Course NumberNumber of students
enrolled
Total FTE Contribution to the Graduate Program:
FTE Breakout of the Graduate Program:
Residential
Ct Ad Av Su R O
Distance Ed
Satellite
Combined + Other
0.00 0.00 0.00 0.00 0.00 0.00
0.00 0.00 0.00 0.00 0.00 0.00
0.00 0.00 0.00 0.00 0.00 0.00
0.00 0.00 0.00 0.00 0.00 0.00
Ct = Classroom teaching
Ad = Academic and clinical program administration
Av = Academic and clinical advising
Su = Supervision
R = Research
O = Other (Service on committees supporting the graduate program, NSSLHA advising)
0.00
CAA (Re) Accreditation Application Confirmation File generated 02/03/2011 11:34:42 Page 77 of 87
Individual Faculty Detail
Faculty Name
Title
Academic Rank
CCC Status
Tenure Status/Date
FT/PT
:
:
:
:
:
:
Rojas-Wilson Ginna P
Part Time Faculty
Lecturer
CCC-SLP
Part-time
Non-tenured and not on a tenure track
Degrees Earned:
MajorYear Granted
(mm/dd/yyyy)Institution NameDegree Earned
Bachelor of Arts Sacramento St. Univ. 06/30/2001 Speech-Language
Pathology
Master of Arts Sacramento St. Univ. 06/30/2003 Speech-Language
Pathology
Research Interest:
Accent modification, Articulation/phonological disorders, Augmentative/alternative communication, Autism spectrum disorders,
Central auditory processing, Cleft palate, Fluency, Language acquisition, Language disorders, Learning disabilities, Orofacial
myofunctional disorders, Speech disorders, Supervision, Swallowing disorders
Publications and/or Presentations:
None reported by faculty within the past 3 years.
Grants Awarded:
None reported by faculty within the past 3 years.
Cinical Service Delivery:
Scottish Rite Children's language Center 2003-Present
Hear Say, Speech Language Services 2006-Present
Cinical Supervision Experience:
Clinical Instruction/Supervision- CSUS Department of Speech Pathology & Audiology 2009-Present
Professional Development Experience:
None reported by faculty within the past 3 years.
Professionally Related Activities:
ASHA Award for Continuing Education 8/14/09
CAA (Re) Accreditation Application Confirmation File generated 02/03/2011 11:34:42 Page 78 of 87
Individual Faculty Detail
Course and Faculty FTE relationship:
Course Title Course NumberNumber of students
enrolled
Total FTE Contribution to the Graduate Program:
FTE Breakout of the Graduate Program:
Residential
Ct Ad Av Su R O
Distance Ed
Satellite
Combined + Other
0.00 0.00 0.00 0.17 0.00 0.00
0.00 0.00 0.00 0.00 0.00 0.00
0.00 0.00 0.00 0.00 0.00 0.00
0.00 0.00 0.00 0.00 0.00 0.00
Ct = Classroom teaching
Ad = Academic and clinical program administration
Av = Academic and clinical advising
Su = Supervision
R = Research
O = Other (Service on committees supporting the graduate program, NSSLHA advising)
0.17
CAA (Re) Accreditation Application Confirmation File generated 02/03/2011 11:34:42 Page 79 of 87
Individual Faculty Detail
Faculty Name
Title
Academic Rank
CCC Status
Tenure Status/Date
FT/PT
:
:
:
:
:
:
Sanders Charles T
Lecurer
Lecturer
CCC-A
Part-time
Non-tenured and not on a tenure track
Degrees Earned:
MajorYear Granted
(mm/dd/yyyy)Institution NameDegree Earned
Bachelor of Arts Ca St. Univ. - Sacramento 06/30/2001 Audiology
Master of Arts Ca St. Univ. - Sacramento 06/30/2003 Audiology
Research Interest:
Audiologic (re)habilitation, Auditory/vestibular physiology, Balance disorders, Cochlear implants, Hearing aids, Hearing conservation,
Hearing disorders, Psychoacoustics, Tinnitus, Universal newborn hearing screening
Publications and/or Presentations:
None provided by faculty for period reviewed.
Grants Awarded:
None provided by faculty for period reviewed.
Cinical Service Delivery:
2003-Present Whisper Hearing Center Dispensing Audiologist/Partner
Cinical Supervision Experience:
None provided by faculty for period reviewed.
Professional Development Experience:
WMS19: FINE-TUNING LOUDNESS November 05, 2009
WMS1B: AUDIBILITY EXTENDER - COMING OF AGE November 05, 2009
WMS15:Fitting and Verification of Advanced HA’S For Children Jufle 03, 2009
WIDEX MINI SEMINAR:The Families of ISP products February 28, 2007
Innovative Hearing Solutions September 30, 2008
Open Canal Fittings: Its Not Your Father’s “Tube Fit” 4/19/2007
Preserving the Listener’s Sound Scape 4/19/2007
CAA (Re) Accreditation Application Confirmation File generated 02/03/2011 11:34:42 Page 80 of 87
Individual Faculty Detail
Caution--Baby on Board! 4/19/2007
New Fitting Method: DSL v5,0 4/20/2007
Grand Rounds in Adult Diagnostics 4/20/2007
SR Student Research Forum 4/20/2007
Hearing Conservation: The OSHA Model 4/20/2007
Decorate Your Practice with LACE 4/20/2007
Neurotology of Dizziness 4/21/2007
Pediatric Audiology: 2006 in Review 4/21/2007
Professionally Related Activities:
None provided by faculty for period reviewed.
CAA (Re) Accreditation Application Confirmation File generated 02/03/2011 11:34:42 Page 81 of 87
Individual Faculty Detail
Course and Faculty FTE relationship:
Course Title Course NumberNumber of students
enrolled
Total FTE Contribution to the Graduate Program:
FTE Breakout of the Graduate Program:
Residential
Ct Ad Av Su R O
Distance Ed
Satellite
Combined + Other
0.00 0.00 0.00 0.00 0.00 0.00
0.00 0.00 0.00 0.00 0.00 0.00
0.00 0.00 0.00 0.00 0.00 0.00
0.00 0.00 0.00 0.00 0.00 0.00
Ct = Classroom teaching
Ad = Academic and clinical program administration
Av = Academic and clinical advising
Su = Supervision
R = Research
O = Other (Service on committees supporting the graduate program, NSSLHA advising)
0.00
CAA (Re) Accreditation Application Confirmation File generated 02/03/2011 11:34:42 Page 82 of 87
Individual Faculty Detail
Faculty Name
Title
Academic Rank
CCC Status
Tenure Status/Date
FT/PT
:
:
:
:
:
:
Fittinger Karen A
Lecturer
Lecturer
CCC-SLP
Part-time
Non-tenured and not on a tenure track
Degrees Earned:
MajorYear Granted
(mm/dd/yyyy)Institution NameDegree Earned
Bachelor of Science Ca St. Univ. - Sacramento 06/30/2000 Speech-Language
Pathology
Master of Science Ca St. Univ. - Sacramento 05/31/2003 Speech-Language
Pathology
Research Interest:
Speech disorders
Publications and/or Presentations:
None provided by faculty for period reviewed.
Grants Awarded:
None provided by faculty for period reviewed.
Cinical Service Delivery:
BRIGHT START THERAPIES, Sacramento, CA, 7/04-Present
Cinical Supervision Experience:
CSUS Department of Speech Pathology & Audiology Clinical Instruction/Supervision. 2006-present
Professional Development Experience:
Specialty Training & Related Courses
•: Hanen “It Takes Two to Talk” and “More than Words” certification
+ SCERTS model for remediation in Autism Spectrum Disorders
•. P.R.O.M.RT. training and certification
•• Oral Motor Training from Sara Rosenfeld Johnson, Char Boshart
•• Feeding and Swallowing disorders in pediatric populations
• Apraxia Trainings by Shelly Velleman, Kaufmann, Pamela Marshalla, and the Childhood Apraxia of Speech Association (CASANA)
•• Four semesters of American Sign Language
• Member of NSSHLA, SASHA, CASHA
•:• Certificate of Clinical Competence (CCC)Community Service
California Speech and Hearing Association (CASHA) Board of Nominees, 2006-Present
Sacramento Speech and Hearing Association (SASHA) President, 2004-2005
Recent lectures have included “Overview of Early Intervention” presentations for the Birth & Beyond Facilities in Sacramento County,
“Early Intervention In The Down Syndrome Population” lecture for The National Down Syndrome Information Alliance,
CAA (Re) Accreditation Application Confirmation File generated 02/03/2011 11:34:42 Page 83 of 87
Individual Faculty Detail
“Early Intervention in Relation to an Established Risk Population”, for the National Association for Mother of Multiples, and
“Assessment, Treatment and Therapy Ideas in
Early Intervention” presentation at the California State University, Sacramento First Annual Speech and Language Conference.
Volunteer Work
•:• Foothill Oaks Elementary School: Lisa Kruger, CCC-SLP.
Rio Linda School District
•• Barbara Comstock Elementary School: Barbara Koski, CCC-SLP
Elk Grove School District
+ Easter Seals: Contact person: Kristina Zykes, CCC-SLP
Adult Rehab, and Birth to Three Program services
•• Alta California Regional Center, Debbie Harms, CCC-SLP
Assessment: Birth to Three
Professionally Related Activities:
Volunteer Work
•:• Foothill Oaks Elementary School: Lisa Kruger, CCC-SLP.
Rio Linda School District
•• Barbara Comstock Elementary School: Barbara Koski, CCC-SLP
Elk Grove School District
+ Easter Seals: Contact person: Kristina Zykes, CCC-SLP
Adult Rehab, and Birth to Three Program services
•• Alta California Regional Center, Debbie Harms, CCC-SLP
Assessment: Birth to Three
CAA (Re) Accreditation Application Confirmation File generated 02/03/2011 11:34:42 Page 84 of 87
Individual Faculty Detail
Course and Faculty FTE relationship:
Course Title Course NumberNumber of students
enrolled
Residential Course
SPHP 229C 30Practice: Speech Disorders III
Total FTE Contribution to the Graduate Program:
FTE Breakout of the Graduate Program:
Residential
Ct Ad Av Su R O
Distance Ed
Satellite
Combined + Other
0.00 0.00 0.00 0.20 0.00 0.00
0.00 0.00 0.00 0.00 0.00 0.00
0.00 0.00 0.00 0.00 0.00 0.00
0.00 0.00 0.00 0.00 0.00 0.00
Ct = Classroom teaching
Ad = Academic and clinical program administration
Av = Academic and clinical advising
Su = Supervision
R = Research
O = Other (Service on committees supporting the graduate program, NSSLHA advising)
0.20
CAA (Re) Accreditation Application Confirmation File generated 02/03/2011 11:34:42 Page 85 of 87
Individual Faculty Detail
Faculty Name
Title
Academic Rank
CCC Status
Tenure Status/Date
FT/PT
:
:
:
:
:
:
Louney Kelly W
Lecturer
Lecturer
CCC-SLP
Part-time
Non-tenured and not on a tenure track
Degrees Earned:
MajorYear Granted
(mm/dd/yyyy)Institution NameDegree Earned
Master of Science Ca St. Univ. - Sacramento 01/31/2004 Speech-Language
Pathology
Research Interest:
Autism spectrum disorders, Cognitive-communication disorders, Swallowing disorders
Publications and/or Presentations:
None provided by faculty for period reviewed.
Grants Awarded:
None provided by faculty for period reviewed.
Cinical Service Delivery:
FEBRUARY 2008-PRESENT: SPEECH AND LANGUAGE PATHOLOGIST: SPEAK WITH STRENGTH
APRIL 2006-Nov 2007: SPEECH AND LANGUAGE PATHOLOGIST: JABBERGYM INC.
Cinical Supervision Experience:
2006-Present: California State University, Sacramento Department of Speech Pathology & Audiology Clinical Supervision.
Professional Development Experience:
The Summer Institute on Neurodevelopmental Disorders & UC Davis Pediatric Conference August 7, 2009
5/18/2007 Feeding Therapy: A Sensory Motor Approach (1-Day)Innovative Therapists Internatio
4/15/2007 Introduction to PROMPT Technique
3/31/2007 It’s All About the Kids: Speech, Language & Opportunity
Professionally Related Activities:
None provided by faculty for period reviewed.
CAA (Re) Accreditation Application Confirmation File generated 02/03/2011 11:34:42 Page 86 of 87
Individual Faculty Detail
Course and Faculty FTE relationship:
Course Title Course NumberNumber of students
enrolled
Total FTE Contribution to the Graduate Program:
FTE Breakout of the Graduate Program:
Residential
Ct Ad Av Su R O
Distance Ed
Satellite
Combined + Other
0.00 0.00 0.00 0.05 0.00 0.00
0.00 0.00 0.00 0.00 0.00 0.00
0.00 0.00 0.00 0.00 0.00 0.00
0.00 0.00 0.00 0.00 0.00 0.00
Ct = Classroom teaching
Ad = Academic and clinical program administration
Av = Academic and clinical advising
Su = Supervision
R = Research
O = Other (Service on committees supporting the graduate program, NSSLHA advising)
0.05
CAA (Re) Accreditation Application Confirmation File generated 02/03/2011 11:34:42 Page 87 of 87
Course Sequence
Course Number Residential
Program
Distance
Education
Satellite /
Branch
Combined Residential
with Other Mode of
Instructional Delivery
Year 1, Term 1
SPHP 221 P
SPHP 223 P
SPHP 228A P
SPHP 229A P
SPHP 241S P
SPHP 242A P
SPHP 243A P
Year 1, Term 2
SPHP 218 P
SPHP 222 P
SPHP 228B P
SPHP 229B P
SPHP 242B P
SPHP 243B P
Year 1, Term 3
Year 1, Term 4
Year 2, Term 1
SPHP 219 P
SPHP 227 P
SPHP 228C P
SPHP 229C P
SPHP 242C P
SPHP 243C P
SPHP 244 P
SPHP 245 P
Year 2, Term 2
CAA (Re) Accreditation Application Confirmation File generated 02/03/2011 11:34:05 Page 1 of 3
Course Sequence
Course Number Residential
Program
Distance
Education
Satellite /
Branch
Combined Residential
with Other Mode of
Instructional Delivery
SPHP 250 P
SPHP 295B P
SPHP 295C P
SPHP 295D P
SPHP 500A, B, C P
Year 2, Term 3
Year 2, Term 4
Year 3, Term 1
Year 3, Term 2
Year 3, Term 3
Year 3, Term 4
Year 4, Term 1
Year 4, Term 2
Year 4, Term 3
Year 4, Term 4
Year 5, Term 1
Year 5, Term 2
CAA (Re) Accreditation Application Confirmation File generated 02/03/2011 11:34:05 Page 2 of 3
Course Sequence
Course Number Residential
Program
Distance
Education
Satellite /
Branch
Combined Residential
with Other Mode of
Instructional Delivery
Year 5, Term 3
Year 5, Term 4
26 0 0 0Total
We have no separate tracks.
For the residential program, description of any difference(s) in the expected sequence of courses and clinical
experiences that result from different tracks.
For the distance education program, description of any differences in the expected sequence of courses and clinical
experiences.
For the satellite program, description of any differences in the expected sequence of courses and clinical
experiences.
CAA (Re) Accreditation Application Confirmation File generated 02/03/2011 11:34:05 Page 3 of 3
Course Title Course Number How
OfferedMode of
Delivery
Number of
Students
Enrolled
Instructor(s)Terms Offered
Course Summary
Academic
Advanced Seminar
in Child Language
Disorders
SPHP 223 15RY1-T1, Y1-T2 Goldsworthy Candace
L
GR
Counseling
Techniques for
Speech
Pathologists and
Audiologists
SPHP 219 35RY1-T1, Y1-T2 Boles Larry A,
Roseberry-McKibbin
Celeste A
GR
Curriculum in
Relation to
Language --
Learning Disabilities
in School-age
Children
SPHP 222 32RY1-T2, Y2-T2 Goldsworthy Candace
L
GR
Dysphagia and the
Medical Setting
SPHP 227 27RY2-T1 Jackson Scott AGR
Methods: Language
Disorders I
SPHP 242A 29RY1-T1, Y1-T2 Johnson Debra L,
Oldenburg Lynda S
GR
Methods: Language
Disorders II
SPHP 242B 28RY1-T2, Y2-T1 Goldsworthy Candace
L
GR
Methods: Language
Disorders III
SPHP 242C 28RY2-T1, Y2-T2 Gonzalez Deborah H,
Boles Larry A
GR
Methods: Speech --
Language
Assessment
SPHP 244 25RY2-T1, Y2-T2 Oldenburg Lynda SGR
Methods: Speech
Disorders I
SPHP 228A 26RY1-T1, Y1-T2 Oldenburg Lynda S,
Roseberry-McKibbin
Celeste A
GR
Methods: Speech
Disorders II
SPHP 228B 28RY1-T2, Y2-T1 Linstrum Blanton Ann
K
GR
Methods: Speech
Disorders III
SPHP 228C 27RY2-T1, Y2-T2 Sullivan Linda JGR
Motor Speech
Disorders
SPHP 218 29RY1-T1, Y1-T2 Boles Larry A, Sullivan
Linda J
GR
Neurogenic
Language Disorders
SPHP 221 40RY1-T1, Y2-T1 Boles Larry AGR
Seminar in Public
School Internship
Issues
SPHP 250 26RY3-T1, Y3-T2 Pieretti Robert AGR
GE = Graduate elective
GR = Graduate requirement
CU/GE = Combined undergraduate/graduate elective
CU/GR = Combined undergraduate/graduate requirement
Y = Year
T1 = Term 1
T2 = Term 2
T3 = Term 3
T4 = Term 4
R = Residential program only
DE = Distance Education only
S = Satellite location only
C = Combined residential with other mode of
instructional delivery
CAA (Re) Accreditation Application Confirmation File generated 02/03/2011 11:36:30 Page 1 of 3
Course Title Course Number How
OfferedMode of
Delivery
Number of
Students
Enrolled
Instructor(s)Terms Offered
Course Summary
Practicum
Practice: Hearing
Screenings
SPHP 241S 32RY1-T1, Y1-T2 McCartney James HGR
Practice: Language
Disorders I
SPHP 243A 26RY1-T1, Y1-T2 Johnson Debra L,
Cambra Janna N,
Johnson Cynthia C
GR
Practice: Language
Disorders II
SPHP 243B 30RY1-T2, Y2-T1 Shea Lorette B,
Demartini Lois , Price
Debra L
GR
Practice: Language
Disorders III
SPHP 243C 27RY2-T1, Y2-T2 O'Hanlon Laureen M,
Moses-Allen Lisa A,
Quintana Teresa
GR
Practice: Speech --
Language
Assessment
SPHP 245 27RY2-T2, Y3-T1 Goldsworthy Candace
L, Murphy Kinzie S,
Johnson Jane
GR
Practice: Speech
Disorders I.
SPHP 229A 25RY1-T1, Y1-T2 Behrens Leilani,
Harms Debra R,
Cambra Janna N
GR
Practice: Speech
Disorders II.
SPHP 229B 28RY1-T2, Y2-T1 Linstrum Blanton Ann
K, Van Vleet Angeles
Mojica , Addicott John
P
GR
Practice: Speech
Disorders III
SPHP 229C 30RY2-T2, Y3-T1 Fittinger Karen A,
Sullivan Linda J,
O'Hanlon Laureen M
GR
Others
Culminating
Experience: Thesis,
Project or
Comprehensive
Exams
SPHP 500A, B, C 35RY2-T1, Y2-T2 Oldenburg Lynda S,
O'Hanlon Laureen M,
Boles Larry A
GR
Internship: LS HS in
Schools
SPHP 295B 26RY2-T2 Pieretti Robert A, Van
Vleet Angeles Mojica ,
Roseberry-McKibbin
Celeste A
GR
Internship: SDC-CH
Classes
SPHP 295D 11RY2-T2 Pieretti Robert A, Van
Vleet Angeles Mojica ,
Roseberry-McKibbin
Celeste A
GE
GE = Graduate elective
GR = Graduate requirement
CU/GE = Combined undergraduate/graduate elective
CU/GR = Combined undergraduate/graduate requirement
Y = Year
T1 = Term 1
T2 = Term 2
T3 = Term 3
T4 = Term 4
R = Residential program only
DE = Distance Education only
S = Satellite location only
C = Combined residential with other mode of
instructional delivery
CAA (Re) Accreditation Application Confirmation File generated 02/03/2011 11:36:30 Page 2 of 3
Course Title Course Number How
OfferedMode of
Delivery
Number of
Students
Enrolled
Instructor(s)Terms Offered
Course Summary
Internship: Speech
Pathology in
Hospitals/Clinics
SPHP 295C 22RY2-T2 O'Hanlon Laureen M,
Oldenburg Lynda S,
Gonzalez Deborah H
GE
GE = Graduate elective
GR = Graduate requirement
CU/GE = Combined undergraduate/graduate elective
CU/GR = Combined undergraduate/graduate requirement
Y = Year
T1 = Term 1
T2 = Term 2
T3 = Term 3
T4 = Term 4
R = Residential program only
DE = Distance Education only
S = Satellite location only
C = Combined residential with other mode of
instructional delivery
CAA (Re) Accreditation Application Confirmation File generated 02/03/2011 11:36:30 Page 3 of 3
Individual Course Detail
Advanced Seminar in Child Language Disorders
SPHP 223
Goldsworthy Candace L
15
3.00
Course Title
Course Number
Instructor(s)
Number of Students Enrolled
Mode of Delivery
Number of Credits
How Offered
Term(s) Offered
:
:
:
:
:
:
:
:
Residential program only
Graduate requirement
Y1-T1, Y1-T2
Knowledge & Skills:
Speech, Language, Hearing, Communication, and Swallowing Disorders and Differences
Cognitive aspects of communication (e.g., attention, memory, sequencing, problem solfing, executive functioning) (including
etiologies, characteristics, and anatomical/Physiological, acoustic, psychological, developmental, linguistic, and cultural
correlates)
Receptive and expressive language (phonology, morphology, syntax, semantics, and pragmatics) in speaking, listening,
reading, writing, and manual modalities (including etiologies, characteristics, and anatomical/physiological, acoustic,
psychological, developmental, linguistic, and cultural correlates)
Social aspects of communication (e.g., behavioral and social skills affecting communication) (including etiologies,
characteristics, and anatomical/Physiological, acoustic, psychological, developmental, linguistic, and cultural correlates)
CAA (Re) Accreditation Application Confirmation File generated 02/03/2011 11:36:51 Page 1 of 41
Y = Year T1 = Term 1 T2 = Term 2 T3 = Term 3 T4 = Term 4
Individual Course Detail
Counseling Techniques for Speech Pathologists and Audiologists
SPHP 219
Boles Larry A, Roseberry-McKibbin Celeste A
35
3.00
Course Title
Course Number
Instructor(s)
Number of Students Enrolled
Mode of Delivery
Number of Credits
How Offered
Term(s) Offered
:
:
:
:
:
:
:
:
Residential program only
Graduate requirement
Y1-T1, Y1-T2
Knowledge & Skills:
Speech, Language, Hearing, Communication, and Swallowing Disorders and Differences
Social aspects of communication (e.g., behavioral and social skills affecting communication) (including etiologies,
characteristics, and anatomical/Physiological, acoustic, psychological, developmental, linguistic, and cultural correlates)
Contemporary Professional Issues
Contemporary professional issues
Clinical Skills and Processes
Delivery of services to culturally and linguistically diverse populations
Effective interaction with patients, families, professionals, and other individuals, as appropriate
Interaction and personal qualities, including counseling, collaboration, ethical practice, and professional behavior
CAA (Re) Accreditation Application Confirmation File generated 02/03/2011 11:36:51 Page 2 of 41
Y = Year T1 = Term 1 T2 = Term 2 T3 = Term 3 T4 = Term 4
Individual Course Detail
Culminating Experience: Thesis, Project or Comprehensive Exams
SPHP 500A, B, C
Oldenburg Lynda S, O'Hanlon Laureen M, Boles Larry A
35
4.00
Course Title
Course Number
Instructor(s)
Number of Students Enrolled
Mode of Delivery
Number of Credits
How Offered
Term(s) Offered
:
:
:
:
:
:
:
:
Residential program only
Graduate requirement
Y2-T1, Y2-T2
Knowledge & Skills:
Basic Communication and Swallowing Processes
biological, neurological, acoustic, psychological, developmental, and linguistic and cultural basis
Speech, Language, Hearing, Communication, and Swallowing Disorders and Differences
Articulation (including etiologies, characteristics, and anatomical/Physiological, acoustic, psychological, developmental,
linguistic, and cultural correlates)
Cognitive aspects of communication (e.g., attention, memory, sequencing, problem solfing, executive functioning) (including
etiologies, characteristics, and anatomical/Physiological, acoustic, psychological, developmental, linguistic, and cultural
correlates)
Communication modalities (e.g., oral, manual, and augmentative and alternative communication techniques and assistive
technology) (including etiologies, characteristics, and anatomical/Physiological, acoustic, psychological, developmental,
linguistic, and cultural correlates)
Fluency (including etiologies, characteristics, and anatomical/Physiological, acoustic, psychological, developmental, linguistic,
and cultural correlates)
Hearing, including the impact on speech and language (including etiologies, characteristics, and anatomical/physiological,
acoustic, psychological, developmental, linguistic, and cultural correlates)
Receptive and expressive language (phonology, morphology, syntax, semantics, and pragmatics) in speaking, listening,
reading, writing, and manual modalities (including etiologies, characteristics, and anatomical/physiological, acoustic,
psychological, developmental, linguistic, and cultural correlates)
Social aspects of communication (e.g., behavioral and social skills affecting communication) (including etiologies,
characteristics, and anatomical/Physiological, acoustic, psychological, developmental, linguistic, and cultural correlates)
Swallowing (oral, pharyngeal, esophageal, and related functions, including oral function for feeding; orofacial myofunction)
(including etiologies, characteristics, and anatomical/physiological, acoustic, psychological, developmental, linguistic, and
cultural correlates)
Voice and resonance, including respiration and phonation (including etiologies, characteristics, and anatomical/Physiological,
acoustic, psychological, developmental, linguistic, and cultural correlates)
Contemporary Professional Issues
Certification, specialty recognition, licensure, and other relevant professional credentials
Contemporary professional issues
Standards of ethical conduct
Research
Processes used in research and the integration of research principles into evidence-based clinical practice
Principles and Methods of Prevention
CAA (Re) Accreditation Application Confirmation File generated 02/03/2011 11:36:51 Page 3 of 41
Y = Year T1 = Term 1 T2 = Term 2 T3 = Term 3 T4 = Term 4
Individual Course Detail
Interaction and interdependence of speech, language, and hearing in the discipline of human communication sciences and
disorders
Principles and methods of prevention, assessment, and intervention for people with communication and swallowing disorders
across the life span, including consideration of anatomical/physiological, psychological, developmental, linguistic, and cultural
correlates of the disorders
Clinical Skills and Processes
Application of the principles of evidence-based practice
Delivery of services to culturally and linguistically diverse populations
Effective interaction with patients, families, professionals, and other individuals, as appropriate
Interaction and personal qualities, including counseling, collaboration, ethical practice, and professional behavior
Oral and written or other forms of communication
Prevention, evaluation, and intervention of communication disorders and swallowing disorders
Self-evaluation of effectiveness of practice
CAA (Re) Accreditation Application Confirmation File generated 02/03/2011 11:36:51 Page 4 of 41
Y = Year T1 = Term 1 T2 = Term 2 T3 = Term 3 T4 = Term 4
Individual Course Detail
Curriculum in Relation to Language -- Learning Disabilities in School-age Children
SPHP 222
Goldsworthy Candace L
32
3.00
Course Title
Course Number
Instructor(s)
Number of Students Enrolled
Mode of Delivery
Number of Credits
How Offered
Term(s) Offered
:
:
:
:
:
:
:
:
Residential program only
Graduate requirement
Y1-T2, Y2-T2
Knowledge & Skills:
Speech, Language, Hearing, Communication, and Swallowing Disorders and Differences
Cognitive aspects of communication (e.g., attention, memory, sequencing, problem solfing, executive functioning) (including
etiologies, characteristics, and anatomical/Physiological, acoustic, psychological, developmental, linguistic, and cultural
correlates)
Communication modalities (e.g., oral, manual, and augmentative and alternative communication techniques and assistive
technology) (including etiologies, characteristics, and anatomical/Physiological, acoustic, psychological, developmental,
linguistic, and cultural correlates)
Receptive and expressive language (phonology, morphology, syntax, semantics, and pragmatics) in speaking, listening,
reading, writing, and manual modalities (including etiologies, characteristics, and anatomical/physiological, acoustic,
psychological, developmental, linguistic, and cultural correlates)
Social aspects of communication (e.g., behavioral and social skills affecting communication) (including etiologies,
characteristics, and anatomical/Physiological, acoustic, psychological, developmental, linguistic, and cultural correlates)
Contemporary Professional Issues
Contemporary professional issues
CAA (Re) Accreditation Application Confirmation File generated 02/03/2011 11:36:51 Page 5 of 41
Y = Year T1 = Term 1 T2 = Term 2 T3 = Term 3 T4 = Term 4
Individual Course Detail
Dysphagia and the Medical Setting
SPHP 227
Jackson Scott A
27
2.00
Course Title
Course Number
Instructor(s)
Number of Students Enrolled
Mode of Delivery
Number of Credits
How Offered
Term(s) Offered
:
:
:
:
:
:
:
:
Residential program only
Graduate requirement
Y2-T1
Knowledge & Skills:
Basic Communication and Swallowing Processes
biological, neurological, acoustic, psychological, developmental, and linguistic and cultural basis
Speech, Language, Hearing, Communication, and Swallowing Disorders and Differences
Swallowing (oral, pharyngeal, esophageal, and related functions, including oral function for feeding; orofacial myofunction)
(including etiologies, characteristics, and anatomical/physiological, acoustic, psychological, developmental, linguistic, and
cultural correlates)
Contemporary Professional Issues
Contemporary professional issues
Standards of ethical conduct
Principles and Methods of Prevention
Interaction and interdependence of speech, language, and hearing in the discipline of human communication sciences and
disorders
Principles and methods of prevention, assessment, and intervention for people with communication and swallowing disorders
across the life span, including consideration of anatomical/physiological, psychological, developmental, linguistic, and cultural
correlates of the disorders
Clinical Skills and Processes
Effective interaction with patients, families, professionals, and other individuals, as appropriate
Interaction and personal qualities, including counseling, collaboration, ethical practice, and professional behavior
Oral and written or other forms of communication
Prevention, evaluation, and intervention of communication disorders and swallowing disorders
Self-evaluation of effectiveness of practice
CAA (Re) Accreditation Application Confirmation File generated 02/03/2011 11:36:51 Page 6 of 41
Y = Year T1 = Term 1 T2 = Term 2 T3 = Term 3 T4 = Term 4
Individual Course Detail
Internship: LS HS in Schools
SPHP 295B
Pieretti Robert A, Van Vleet Angeles Mojica , Roseberry-McKibbin Celeste A
26
4.00
Course Title
Course Number
Instructor(s)
Number of Students Enrolled
Mode of Delivery
Number of Credits
How Offered
Term(s) Offered
:
:
:
:
:
:
:
:
Residential program only
Graduate requirement
Y2-T2
Knowledge & Skills:
Speech, Language, Hearing, Communication, and Swallowing Disorders and Differences
Articulation (including etiologies, characteristics, and anatomical/Physiological, acoustic, psychological, developmental,
linguistic, and cultural correlates)
Cognitive aspects of communication (e.g., attention, memory, sequencing, problem solfing, executive functioning) (including
etiologies, characteristics, and anatomical/Physiological, acoustic, psychological, developmental, linguistic, and cultural
correlates)
Communication modalities (e.g., oral, manual, and augmentative and alternative communication techniques and assistive
technology) (including etiologies, characteristics, and anatomical/Physiological, acoustic, psychological, developmental,
linguistic, and cultural correlates)
Fluency (including etiologies, characteristics, and anatomical/Physiological, acoustic, psychological, developmental, linguistic,
and cultural correlates)
Hearing, including the impact on speech and language (including etiologies, characteristics, and anatomical/physiological,
acoustic, psychological, developmental, linguistic, and cultural correlates)
Receptive and expressive language (phonology, morphology, syntax, semantics, and pragmatics) in speaking, listening,
reading, writing, and manual modalities (including etiologies, characteristics, and anatomical/physiological, acoustic,
psychological, developmental, linguistic, and cultural correlates)
Social aspects of communication (e.g., behavioral and social skills affecting communication) (including etiologies,
characteristics, and anatomical/Physiological, acoustic, psychological, developmental, linguistic, and cultural correlates)
Voice and resonance, including respiration and phonation (including etiologies, characteristics, and anatomical/Physiological,
acoustic, psychological, developmental, linguistic, and cultural correlates)
Contemporary Professional Issues
Contemporary professional issues
Standards of ethical conduct
Principles and Methods of Prevention
Interaction and interdependence of speech, language, and hearing in the discipline of human communication sciences and
disorders
Principles and methods of prevention, assessment, and intervention for people with communication and swallowing disorders
across the life span, including consideration of anatomical/physiological, psychological, developmental, linguistic, and cultural
correlates of the disorders
Clinical Skills and Processes
Application of the principles of evidence-based practice
Delivery of services to culturally and linguistically diverse populations
CAA (Re) Accreditation Application Confirmation File generated 02/03/2011 11:36:51 Page 7 of 41
Y = Year T1 = Term 1 T2 = Term 2 T3 = Term 3 T4 = Term 4
Individual Course Detail
Effective interaction with patients, families, professionals, and other individuals, as appropriate
Interaction and personal qualities, including counseling, collaboration, ethical practice, and professional behavior
Oral and written or other forms of communication
Prevention, evaluation, and intervention of communication disorders and swallowing disorders
Self-evaluation of effectiveness of practice
CAA (Re) Accreditation Application Confirmation File generated 02/03/2011 11:36:51 Page 8 of 41
Y = Year T1 = Term 1 T2 = Term 2 T3 = Term 3 T4 = Term 4
Individual Course Detail
Internship: SDC-CH Classes
SPHP 295D
Pieretti Robert A, Van Vleet Angeles Mojica , Roseberry-McKibbin Celeste A
11
4.00
Course Title
Course Number
Instructor(s)
Number of Students Enrolled
Mode of Delivery
Number of Credits
How Offered
Term(s) Offered
:
:
:
:
:
:
:
:
Residential program only
Graduate elective
Y2-T2
Knowledge & Skills:
Speech, Language, Hearing, Communication, and Swallowing Disorders and Differences
Articulation (including etiologies, characteristics, and anatomical/Physiological, acoustic, psychological, developmental,
linguistic, and cultural correlates)
Cognitive aspects of communication (e.g., attention, memory, sequencing, problem solfing, executive functioning) (including
etiologies, characteristics, and anatomical/Physiological, acoustic, psychological, developmental, linguistic, and cultural
correlates)
Communication modalities (e.g., oral, manual, and augmentative and alternative communication techniques and assistive
technology) (including etiologies, characteristics, and anatomical/Physiological, acoustic, psychological, developmental,
linguistic, and cultural correlates)
Fluency (including etiologies, characteristics, and anatomical/Physiological, acoustic, psychological, developmental, linguistic,
and cultural correlates)
Hearing, including the impact on speech and language (including etiologies, characteristics, and anatomical/physiological,
acoustic, psychological, developmental, linguistic, and cultural correlates)
Receptive and expressive language (phonology, morphology, syntax, semantics, and pragmatics) in speaking, listening,
reading, writing, and manual modalities (including etiologies, characteristics, and anatomical/physiological, acoustic,
psychological, developmental, linguistic, and cultural correlates)
Social aspects of communication (e.g., behavioral and social skills affecting communication) (including etiologies,
characteristics, and anatomical/Physiological, acoustic, psychological, developmental, linguistic, and cultural correlates)
Voice and resonance, including respiration and phonation (including etiologies, characteristics, and anatomical/Physiological,
acoustic, psychological, developmental, linguistic, and cultural correlates)
Contemporary Professional Issues
Contemporary professional issues
Standards of ethical conduct
Principles and Methods of Prevention
Interaction and interdependence of speech, language, and hearing in the discipline of human communication sciences and
disorders
Principles and methods of prevention, assessment, and intervention for people with communication and swallowing disorders
across the life span, including consideration of anatomical/physiological, psychological, developmental, linguistic, and cultural
correlates of the disorders
Clinical Skills and Processes
Application of the principles of evidence-based practice
Delivery of services to culturally and linguistically diverse populations
CAA (Re) Accreditation Application Confirmation File generated 02/03/2011 11:36:51 Page 9 of 41
Y = Year T1 = Term 1 T2 = Term 2 T3 = Term 3 T4 = Term 4
Individual Course Detail
Effective interaction with patients, families, professionals, and other individuals, as appropriate
Interaction and personal qualities, including counseling, collaboration, ethical practice, and professional behavior
Oral and written or other forms of communication
Prevention, evaluation, and intervention of communication disorders and swallowing disorders
Self-evaluation of effectiveness of practice
CAA (Re) Accreditation Application Confirmation File generated 02/03/2011 11:36:51 Page 10 of 41
Y = Year T1 = Term 1 T2 = Term 2 T3 = Term 3 T4 = Term 4
Individual Course Detail
Internship: Speech Pathology in Hospitals/Clinics
SPHP 295C
O'Hanlon Laureen M, Oldenburg Lynda S, Gonzalez Deborah H
22
4.00
Course Title
Course Number
Instructor(s)
Number of Students Enrolled
Mode of Delivery
Number of Credits
How Offered
Term(s) Offered
:
:
:
:
:
:
:
:
Residential program only
Graduate elective
Y2-T2
Knowledge & Skills:
Speech, Language, Hearing, Communication, and Swallowing Disorders and Differences
Articulation (including etiologies, characteristics, and anatomical/Physiological, acoustic, psychological, developmental,
linguistic, and cultural correlates)
Cognitive aspects of communication (e.g., attention, memory, sequencing, problem solfing, executive functioning) (including
etiologies, characteristics, and anatomical/Physiological, acoustic, psychological, developmental, linguistic, and cultural
correlates)
Communication modalities (e.g., oral, manual, and augmentative and alternative communication techniques and assistive
technology) (including etiologies, characteristics, and anatomical/Physiological, acoustic, psychological, developmental,
linguistic, and cultural correlates)
Fluency (including etiologies, characteristics, and anatomical/Physiological, acoustic, psychological, developmental, linguistic,
and cultural correlates)
Hearing, including the impact on speech and language (including etiologies, characteristics, and anatomical/physiological,
acoustic, psychological, developmental, linguistic, and cultural correlates)
Receptive and expressive language (phonology, morphology, syntax, semantics, and pragmatics) in speaking, listening,
reading, writing, and manual modalities (including etiologies, characteristics, and anatomical/physiological, acoustic,
psychological, developmental, linguistic, and cultural correlates)
Social aspects of communication (e.g., behavioral and social skills affecting communication) (including etiologies,
characteristics, and anatomical/Physiological, acoustic, psychological, developmental, linguistic, and cultural correlates)
Swallowing (oral, pharyngeal, esophageal, and related functions, including oral function for feeding; orofacial myofunction)
(including etiologies, characteristics, and anatomical/physiological, acoustic, psychological, developmental, linguistic, and
cultural correlates)
Voice and resonance, including respiration and phonation (including etiologies, characteristics, and anatomical/Physiological,
acoustic, psychological, developmental, linguistic, and cultural correlates)
Contemporary Professional Issues
Contemporary professional issues
Standards of ethical conduct
Principles and Methods of Prevention
Interaction and interdependence of speech, language, and hearing in the discipline of human communication sciences and
disorders
Principles and methods of prevention, assessment, and intervention for people with communication and swallowing disorders
across the life span, including consideration of anatomical/physiological, psychological, developmental, linguistic, and cultural
correlates of the disorders
Clinical Skills and Processes
CAA (Re) Accreditation Application Confirmation File generated 02/03/2011 11:36:51 Page 11 of 41
Y = Year T1 = Term 1 T2 = Term 2 T3 = Term 3 T4 = Term 4
Individual Course Detail
Application of the principles of evidence-based practice
Delivery of services to culturally and linguistically diverse populations
Effective interaction with patients, families, professionals, and other individuals, as appropriate
Interaction and personal qualities, including counseling, collaboration, ethical practice, and professional behavior
Oral and written or other forms of communication
Prevention, evaluation, and intervention of communication disorders and swallowing disorders
Self-evaluation of effectiveness of practice
CAA (Re) Accreditation Application Confirmation File generated 02/03/2011 11:36:51 Page 12 of 41
Y = Year T1 = Term 1 T2 = Term 2 T3 = Term 3 T4 = Term 4
Individual Course Detail
Methods: Language Disorders I
SPHP 242A
Johnson Debra L, Oldenburg Lynda S
29
1.00
Course Title
Course Number
Instructor(s)
Number of Students Enrolled
Mode of Delivery
Number of Credits
How Offered
Term(s) Offered
:
:
:
:
:
:
:
:
Residential program only
Graduate requirement
Y1-T1, Y1-T2
Knowledge & Skills:
Speech, Language, Hearing, Communication, and Swallowing Disorders and Differences
Communication modalities (e.g., oral, manual, and augmentative and alternative communication techniques and assistive
technology) (including etiologies, characteristics, and anatomical/Physiological, acoustic, psychological, developmental,
linguistic, and cultural correlates)
Hearing, including the impact on speech and language (including etiologies, characteristics, and anatomical/physiological,
acoustic, psychological, developmental, linguistic, and cultural correlates)
Receptive and expressive language (phonology, morphology, syntax, semantics, and pragmatics) in speaking, listening,
reading, writing, and manual modalities (including etiologies, characteristics, and anatomical/physiological, acoustic,
psychological, developmental, linguistic, and cultural correlates)
Social aspects of communication (e.g., behavioral and social skills affecting communication) (including etiologies,
characteristics, and anatomical/Physiological, acoustic, psychological, developmental, linguistic, and cultural correlates)
Contemporary Professional Issues
Contemporary professional issues
Standards of ethical conduct
Research
Processes used in research and the integration of research principles into evidence-based clinical practice
Principles and Methods of Prevention
Interaction and interdependence of speech, language, and hearing in the discipline of human communication sciences and
disorders
Principles and methods of prevention, assessment, and intervention for people with communication and swallowing disorders
across the life span, including consideration of anatomical/physiological, psychological, developmental, linguistic, and cultural
correlates of the disorders
Clinical Skills and Processes
Application of the principles of evidence-based practice
Delivery of services to culturally and linguistically diverse populations
Effective interaction with patients, families, professionals, and other individuals, as appropriate
Interaction and personal qualities, including counseling, collaboration, ethical practice, and professional behavior
Oral and written or other forms of communication
Prevention, evaluation, and intervention of communication disorders and swallowing disorders
Self-evaluation of effectiveness of practice
CAA (Re) Accreditation Application Confirmation File generated 02/03/2011 11:36:51 Page 13 of 41
Y = Year T1 = Term 1 T2 = Term 2 T3 = Term 3 T4 = Term 4
Individual Course Detail
Methods: Language Disorders II
SPHP 242B
Goldsworthy Candace L
28
1.00
Course Title
Course Number
Instructor(s)
Number of Students Enrolled
Mode of Delivery
Number of Credits
How Offered
Term(s) Offered
:
:
:
:
:
:
:
:
Residential program only
Graduate requirement
Y1-T2, Y2-T1
Knowledge & Skills:
Speech, Language, Hearing, Communication, and Swallowing Disorders and Differences
Cognitive aspects of communication (e.g., attention, memory, sequencing, problem solfing, executive functioning) (including
etiologies, characteristics, and anatomical/Physiological, acoustic, psychological, developmental, linguistic, and cultural
correlates)
Communication modalities (e.g., oral, manual, and augmentative and alternative communication techniques and assistive
technology) (including etiologies, characteristics, and anatomical/Physiological, acoustic, psychological, developmental,
linguistic, and cultural correlates)
Receptive and expressive language (phonology, morphology, syntax, semantics, and pragmatics) in speaking, listening,
reading, writing, and manual modalities (including etiologies, characteristics, and anatomical/physiological, acoustic,
psychological, developmental, linguistic, and cultural correlates)
Social aspects of communication (e.g., behavioral and social skills affecting communication) (including etiologies,
characteristics, and anatomical/Physiological, acoustic, psychological, developmental, linguistic, and cultural correlates)
Contemporary Professional Issues
Contemporary professional issues
Standards of ethical conduct
Research
Processes used in research and the integration of research principles into evidence-based clinical practice
Principles and Methods of Prevention
Interaction and interdependence of speech, language, and hearing in the discipline of human communication sciences and
disorders
Principles and methods of prevention, assessment, and intervention for people with communication and swallowing disorders
across the life span, including consideration of anatomical/physiological, psychological, developmental, linguistic, and cultural
correlates of the disorders
Clinical Skills and Processes
Application of the principles of evidence-based practice
Delivery of services to culturally and linguistically diverse populations
Effective interaction with patients, families, professionals, and other individuals, as appropriate
Interaction and personal qualities, including counseling, collaboration, ethical practice, and professional behavior
Oral and written or other forms of communication
Prevention, evaluation, and intervention of communication disorders and swallowing disorders
CAA (Re) Accreditation Application Confirmation File generated 02/03/2011 11:36:51 Page 14 of 41
Y = Year T1 = Term 1 T2 = Term 2 T3 = Term 3 T4 = Term 4
Individual Course Detail
Self-evaluation of effectiveness of practice
CAA (Re) Accreditation Application Confirmation File generated 02/03/2011 11:36:51 Page 15 of 41
Y = Year T1 = Term 1 T2 = Term 2 T3 = Term 3 T4 = Term 4
Individual Course Detail
Methods: Language Disorders III
SPHP 242C
Gonzalez Deborah H, Boles Larry A
28
1.00
Course Title
Course Number
Instructor(s)
Number of Students Enrolled
Mode of Delivery
Number of Credits
How Offered
Term(s) Offered
:
:
:
:
:
:
:
:
Residential program only
Graduate requirement
Y2-T1, Y2-T2
Knowledge & Skills:
Speech, Language, Hearing, Communication, and Swallowing Disorders and Differences
Cognitive aspects of communication (e.g., attention, memory, sequencing, problem solfing, executive functioning) (including
etiologies, characteristics, and anatomical/Physiological, acoustic, psychological, developmental, linguistic, and cultural
correlates)
Communication modalities (e.g., oral, manual, and augmentative and alternative communication techniques and assistive
technology) (including etiologies, characteristics, and anatomical/Physiological, acoustic, psychological, developmental,
linguistic, and cultural correlates)
Receptive and expressive language (phonology, morphology, syntax, semantics, and pragmatics) in speaking, listening,
reading, writing, and manual modalities (including etiologies, characteristics, and anatomical/physiological, acoustic,
psychological, developmental, linguistic, and cultural correlates)
Social aspects of communication (e.g., behavioral and social skills affecting communication) (including etiologies,
characteristics, and anatomical/Physiological, acoustic, psychological, developmental, linguistic, and cultural correlates)
Contemporary Professional Issues
Contemporary professional issues
Standards of ethical conduct
Research
Processes used in research and the integration of research principles into evidence-based clinical practice
Principles and Methods of Prevention
Interaction and interdependence of speech, language, and hearing in the discipline of human communication sciences and
disorders
Principles and methods of prevention, assessment, and intervention for people with communication and swallowing disorders
across the life span, including consideration of anatomical/physiological, psychological, developmental, linguistic, and cultural
correlates of the disorders
Clinical Skills and Processes
Application of the principles of evidence-based practice
Delivery of services to culturally and linguistically diverse populations
Effective interaction with patients, families, professionals, and other individuals, as appropriate
Interaction and personal qualities, including counseling, collaboration, ethical practice, and professional behavior
Oral and written or other forms of communication
Prevention, evaluation, and intervention of communication disorders and swallowing disorders
CAA (Re) Accreditation Application Confirmation File generated 02/03/2011 11:36:51 Page 16 of 41
Y = Year T1 = Term 1 T2 = Term 2 T3 = Term 3 T4 = Term 4
Individual Course Detail
Self-evaluation of effectiveness of practice
CAA (Re) Accreditation Application Confirmation File generated 02/03/2011 11:36:51 Page 17 of 41
Y = Year T1 = Term 1 T2 = Term 2 T3 = Term 3 T4 = Term 4
Individual Course Detail
Methods: Speech -- Language Assessment
SPHP 244
Oldenburg Lynda S
25
1.00
Course Title
Course Number
Instructor(s)
Number of Students Enrolled
Mode of Delivery
Number of Credits
How Offered
Term(s) Offered
:
:
:
:
:
:
:
:
Residential program only
Graduate requirement
Y2-T1, Y2-T2
Knowledge & Skills:
Speech, Language, Hearing, Communication, and Swallowing Disorders and Differences
Articulation (including etiologies, characteristics, and anatomical/Physiological, acoustic, psychological, developmental,
linguistic, and cultural correlates)
Cognitive aspects of communication (e.g., attention, memory, sequencing, problem solfing, executive functioning) (including
etiologies, characteristics, and anatomical/Physiological, acoustic, psychological, developmental, linguistic, and cultural
correlates)
Communication modalities (e.g., oral, manual, and augmentative and alternative communication techniques and assistive
technology) (including etiologies, characteristics, and anatomical/Physiological, acoustic, psychological, developmental,
linguistic, and cultural correlates)
Hearing, including the impact on speech and language (including etiologies, characteristics, and anatomical/physiological,
acoustic, psychological, developmental, linguistic, and cultural correlates)
Receptive and expressive language (phonology, morphology, syntax, semantics, and pragmatics) in speaking, listening,
reading, writing, and manual modalities (including etiologies, characteristics, and anatomical/physiological, acoustic,
psychological, developmental, linguistic, and cultural correlates)
Social aspects of communication (e.g., behavioral and social skills affecting communication) (including etiologies,
characteristics, and anatomical/Physiological, acoustic, psychological, developmental, linguistic, and cultural correlates)
Swallowing (oral, pharyngeal, esophageal, and related functions, including oral function for feeding; orofacial myofunction)
(including etiologies, characteristics, and anatomical/physiological, acoustic, psychological, developmental, linguistic, and
cultural correlates)
Voice and resonance, including respiration and phonation (including etiologies, characteristics, and anatomical/Physiological,
acoustic, psychological, developmental, linguistic, and cultural correlates)
Contemporary Professional Issues
Contemporary professional issues
Standards of ethical conduct
Research
Processes used in research and the integration of research principles into evidence-based clinical practice
Principles and Methods of Prevention
Interaction and interdependence of speech, language, and hearing in the discipline of human communication sciences and
disorders
Principles and methods of prevention, assessment, and intervention for people with communication and swallowing disorders
across the life span, including consideration of anatomical/physiological, psychological, developmental, linguistic, and cultural
correlates of the disorders
Clinical Skills and Processes
CAA (Re) Accreditation Application Confirmation File generated 02/03/2011 11:36:51 Page 18 of 41
Y = Year T1 = Term 1 T2 = Term 2 T3 = Term 3 T4 = Term 4
Individual Course Detail
Application of the principles of evidence-based practice
Delivery of services to culturally and linguistically diverse populations
Effective interaction with patients, families, professionals, and other individuals, as appropriate
Interaction and personal qualities, including counseling, collaboration, ethical practice, and professional behavior
Oral and written or other forms of communication
Prevention, evaluation, and intervention of communication disorders and swallowing disorders
Self-evaluation of effectiveness of practice
CAA (Re) Accreditation Application Confirmation File generated 02/03/2011 11:36:51 Page 19 of 41
Y = Year T1 = Term 1 T2 = Term 2 T3 = Term 3 T4 = Term 4
Individual Course Detail
Methods: Speech Disorders I
SPHP 228A
Oldenburg Lynda S, Roseberry-McKibbin Celeste A
26
2.00
Course Title
Course Number
Instructor(s)
Number of Students Enrolled
Mode of Delivery
Number of Credits
How Offered
Term(s) Offered
:
:
:
:
:
:
:
:
Residential program only
Graduate requirement
Y1-T1, Y1-T2
Knowledge & Skills:
Speech, Language, Hearing, Communication, and Swallowing Disorders and Differences
Articulation (including etiologies, characteristics, and anatomical/Physiological, acoustic, psychological, developmental,
linguistic, and cultural correlates)
Communication modalities (e.g., oral, manual, and augmentative and alternative communication techniques and assistive
technology) (including etiologies, characteristics, and anatomical/Physiological, acoustic, psychological, developmental,
linguistic, and cultural correlates)
Receptive and expressive language (phonology, morphology, syntax, semantics, and pragmatics) in speaking, listening,
reading, writing, and manual modalities (including etiologies, characteristics, and anatomical/physiological, acoustic,
psychological, developmental, linguistic, and cultural correlates)
Social aspects of communication (e.g., behavioral and social skills affecting communication) (including etiologies,
characteristics, and anatomical/Physiological, acoustic, psychological, developmental, linguistic, and cultural correlates)
Contemporary Professional Issues
Contemporary professional issues
Standards of ethical conduct
Research
Processes used in research and the integration of research principles into evidence-based clinical practice
Principles and Methods of Prevention
Interaction and interdependence of speech, language, and hearing in the discipline of human communication sciences and
disorders
Principles and methods of prevention, assessment, and intervention for people with communication and swallowing disorders
across the life span, including consideration of anatomical/physiological, psychological, developmental, linguistic, and cultural
correlates of the disorders
Clinical Skills and Processes
Application of the principles of evidence-based practice
Delivery of services to culturally and linguistically diverse populations
Effective interaction with patients, families, professionals, and other individuals, as appropriate
Interaction and personal qualities, including counseling, collaboration, ethical practice, and professional behavior
Oral and written or other forms of communication
Prevention, evaluation, and intervention of communication disorders and swallowing disorders
Self-evaluation of effectiveness of practice
CAA (Re) Accreditation Application Confirmation File generated 02/03/2011 11:36:51 Page 20 of 41
Y = Year T1 = Term 1 T2 = Term 2 T3 = Term 3 T4 = Term 4
Individual Course Detail
Methods: Speech Disorders II
SPHP 228B
Linstrum Blanton Ann K
28
1.00
Course Title
Course Number
Instructor(s)
Number of Students Enrolled
Mode of Delivery
Number of Credits
How Offered
Term(s) Offered
:
:
:
:
:
:
:
:
Residential program only
Graduate requirement
Y1-T2, Y2-T1
Knowledge & Skills:
Speech, Language, Hearing, Communication, and Swallowing Disorders and Differences
Articulation (including etiologies, characteristics, and anatomical/Physiological, acoustic, psychological, developmental,
linguistic, and cultural correlates)
Communication modalities (e.g., oral, manual, and augmentative and alternative communication techniques and assistive
technology) (including etiologies, characteristics, and anatomical/Physiological, acoustic, psychological, developmental,
linguistic, and cultural correlates)
Fluency (including etiologies, characteristics, and anatomical/Physiological, acoustic, psychological, developmental, linguistic,
and cultural correlates)
Social aspects of communication (e.g., behavioral and social skills affecting communication) (including etiologies,
characteristics, and anatomical/Physiological, acoustic, psychological, developmental, linguistic, and cultural correlates)
Voice and resonance, including respiration and phonation (including etiologies, characteristics, and anatomical/Physiological,
acoustic, psychological, developmental, linguistic, and cultural correlates)
Contemporary Professional Issues
Contemporary professional issues
Standards of ethical conduct
Research
Processes used in research and the integration of research principles into evidence-based clinical practice
Principles and Methods of Prevention
Interaction and interdependence of speech, language, and hearing in the discipline of human communication sciences and
disorders
Principles and methods of prevention, assessment, and intervention for people with communication and swallowing disorders
across the life span, including consideration of anatomical/physiological, psychological, developmental, linguistic, and cultural
correlates of the disorders
Clinical Skills and Processes
Application of the principles of evidence-based practice
Delivery of services to culturally and linguistically diverse populations
Effective interaction with patients, families, professionals, and other individuals, as appropriate
Interaction and personal qualities, including counseling, collaboration, ethical practice, and professional behavior
Oral and written or other forms of communication
Prevention, evaluation, and intervention of communication disorders and swallowing disorders
CAA (Re) Accreditation Application Confirmation File generated 02/03/2011 11:36:51 Page 21 of 41
Y = Year T1 = Term 1 T2 = Term 2 T3 = Term 3 T4 = Term 4
Individual Course Detail
Self-evaluation of effectiveness of practice
CAA (Re) Accreditation Application Confirmation File generated 02/03/2011 11:36:51 Page 22 of 41
Y = Year T1 = Term 1 T2 = Term 2 T3 = Term 3 T4 = Term 4
Individual Course Detail
Methods: Speech Disorders III
SPHP 228C
Sullivan Linda J
27
1.00
Course Title
Course Number
Instructor(s)
Number of Students Enrolled
Mode of Delivery
Number of Credits
How Offered
Term(s) Offered
:
:
:
:
:
:
:
:
Residential program only
Graduate requirement
Y2-T1, Y2-T2
Knowledge & Skills:
Speech, Language, Hearing, Communication, and Swallowing Disorders and Differences
Articulation (including etiologies, characteristics, and anatomical/Physiological, acoustic, psychological, developmental,
linguistic, and cultural correlates)
Cognitive aspects of communication (e.g., attention, memory, sequencing, problem solfing, executive functioning) (including
etiologies, characteristics, and anatomical/Physiological, acoustic, psychological, developmental, linguistic, and cultural
correlates)
Communication modalities (e.g., oral, manual, and augmentative and alternative communication techniques and assistive
technology) (including etiologies, characteristics, and anatomical/Physiological, acoustic, psychological, developmental,
linguistic, and cultural correlates)
Receptive and expressive language (phonology, morphology, syntax, semantics, and pragmatics) in speaking, listening,
reading, writing, and manual modalities (including etiologies, characteristics, and anatomical/physiological, acoustic,
psychological, developmental, linguistic, and cultural correlates)
Social aspects of communication (e.g., behavioral and social skills affecting communication) (including etiologies,
characteristics, and anatomical/Physiological, acoustic, psychological, developmental, linguistic, and cultural correlates)
Swallowing (oral, pharyngeal, esophageal, and related functions, including oral function for feeding; orofacial myofunction)
(including etiologies, characteristics, and anatomical/physiological, acoustic, psychological, developmental, linguistic, and
cultural correlates)
Voice and resonance, including respiration and phonation (including etiologies, characteristics, and anatomical/Physiological,
acoustic, psychological, developmental, linguistic, and cultural correlates)
Contemporary Professional Issues
Contemporary professional issues
Standards of ethical conduct
Research
Processes used in research and the integration of research principles into evidence-based clinical practice
Principles and Methods of Prevention
Interaction and interdependence of speech, language, and hearing in the discipline of human communication sciences and
disorders
Principles and methods of prevention, assessment, and intervention for people with communication and swallowing disorders
across the life span, including consideration of anatomical/physiological, psychological, developmental, linguistic, and cultural
correlates of the disorders
Clinical Skills and Processes
Application of the principles of evidence-based practice
CAA (Re) Accreditation Application Confirmation File generated 02/03/2011 11:36:51 Page 23 of 41
Y = Year T1 = Term 1 T2 = Term 2 T3 = Term 3 T4 = Term 4
Individual Course Detail
Delivery of services to culturally and linguistically diverse populations
Effective interaction with patients, families, professionals, and other individuals, as appropriate
Interaction and personal qualities, including counseling, collaboration, ethical practice, and professional behavior
Oral and written or other forms of communication
Prevention, evaluation, and intervention of communication disorders and swallowing disorders
Self-evaluation of effectiveness of practice
CAA (Re) Accreditation Application Confirmation File generated 02/03/2011 11:36:51 Page 24 of 41
Y = Year T1 = Term 1 T2 = Term 2 T3 = Term 3 T4 = Term 4
Individual Course Detail
Motor Speech Disorders
SPHP 218
Boles Larry A, Sullivan Linda J
29
4.00
Course Title
Course Number
Instructor(s)
Number of Students Enrolled
Mode of Delivery
Number of Credits
How Offered
Term(s) Offered
:
:
:
:
:
:
:
:
Residential program only
Graduate requirement
Y1-T1, Y1-T2
Knowledge & Skills:
Basic Communication and Swallowing Processes
biological, neurological, acoustic, psychological, developmental, and linguistic and cultural basis
Speech, Language, Hearing, Communication, and Swallowing Disorders and Differences
Articulation (including etiologies, characteristics, and anatomical/Physiological, acoustic, psychological, developmental,
linguistic, and cultural correlates)
Cognitive aspects of communication (e.g., attention, memory, sequencing, problem solfing, executive functioning) (including
etiologies, characteristics, and anatomical/Physiological, acoustic, psychological, developmental, linguistic, and cultural
correlates)
Communication modalities (e.g., oral, manual, and augmentative and alternative communication techniques and assistive
technology) (including etiologies, characteristics, and anatomical/Physiological, acoustic, psychological, developmental,
linguistic, and cultural correlates)
Voice and resonance, including respiration and phonation (including etiologies, characteristics, and anatomical/Physiological,
acoustic, psychological, developmental, linguistic, and cultural correlates)
Principles and Methods of Prevention
Interaction and interdependence of speech, language, and hearing in the discipline of human communication sciences and
disorders
CAA (Re) Accreditation Application Confirmation File generated 02/03/2011 11:36:51 Page 25 of 41
Y = Year T1 = Term 1 T2 = Term 2 T3 = Term 3 T4 = Term 4
Individual Course Detail
Neurogenic Language Disorders
SPHP 221
Boles Larry A
40
4.00
Course Title
Course Number
Instructor(s)
Number of Students Enrolled
Mode of Delivery
Number of Credits
How Offered
Term(s) Offered
:
:
:
:
:
:
:
:
Residential program only
Graduate requirement
Y1-T1, Y2-T1
Knowledge & Skills:
Speech, Language, Hearing, Communication, and Swallowing Disorders and Differences
Cognitive aspects of communication (e.g., attention, memory, sequencing, problem solfing, executive functioning) (including
etiologies, characteristics, and anatomical/Physiological, acoustic, psychological, developmental, linguistic, and cultural
correlates)
Receptive and expressive language (phonology, morphology, syntax, semantics, and pragmatics) in speaking, listening,
reading, writing, and manual modalities (including etiologies, characteristics, and anatomical/physiological, acoustic,
psychological, developmental, linguistic, and cultural correlates)
Social aspects of communication (e.g., behavioral and social skills affecting communication) (including etiologies,
characteristics, and anatomical/Physiological, acoustic, psychological, developmental, linguistic, and cultural correlates)
CAA (Re) Accreditation Application Confirmation File generated 02/03/2011 11:36:51 Page 26 of 41
Y = Year T1 = Term 1 T2 = Term 2 T3 = Term 3 T4 = Term 4
Individual Course Detail
Practice: Hearing Screenings
SPHP 241S
McCartney James H
32
1.00
Course Title
Course Number
Instructor(s)
Number of Students Enrolled
Mode of Delivery
Number of Credits
How Offered
Term(s) Offered
:
:
:
:
:
:
:
:
Residential program only
Graduate requirement
Y1-T1, Y1-T2
Knowledge & Skills:
Speech, Language, Hearing, Communication, and Swallowing Disorders and Differences
Communication modalities (e.g., oral, manual, and augmentative and alternative communication techniques and assistive
technology) (including etiologies, characteristics, and anatomical/Physiological, acoustic, psychological, developmental,
linguistic, and cultural correlates)
Hearing, including the impact on speech and language (including etiologies, characteristics, and anatomical/physiological,
acoustic, psychological, developmental, linguistic, and cultural correlates)
Principles and Methods of Prevention
Interaction and interdependence of speech, language, and hearing in the discipline of human communication sciences and
disorders
Principles and methods of prevention, assessment, and intervention for people with communication and swallowing disorders
across the life span, including consideration of anatomical/physiological, psychological, developmental, linguistic, and cultural
correlates of the disorders
Clinical Skills and Processes
Delivery of services to culturally and linguistically diverse populations
Effective interaction with patients, families, professionals, and other individuals, as appropriate
Interaction and personal qualities, including counseling, collaboration, ethical practice, and professional behavior
Self-evaluation of effectiveness of practice
CAA (Re) Accreditation Application Confirmation File generated 02/03/2011 11:36:51 Page 27 of 41
Y = Year T1 = Term 1 T2 = Term 2 T3 = Term 3 T4 = Term 4
Individual Course Detail
Practice: Language Disorders I
SPHP 243A
Johnson Debra L, Cambra Janna N, Johnson Cynthia C
26
2.00
Course Title
Course Number
Instructor(s)
Number of Students Enrolled
Mode of Delivery
Number of Credits
How Offered
Term(s) Offered
:
:
:
:
:
:
:
:
Residential program only
Graduate requirement
Y1-T1, Y1-T2
Knowledge & Skills:
Speech, Language, Hearing, Communication, and Swallowing Disorders and Differences
Articulation (including etiologies, characteristics, and anatomical/Physiological, acoustic, psychological, developmental,
linguistic, and cultural correlates)
Communication modalities (e.g., oral, manual, and augmentative and alternative communication techniques and assistive
technology) (including etiologies, characteristics, and anatomical/Physiological, acoustic, psychological, developmental,
linguistic, and cultural correlates)
Hearing, including the impact on speech and language (including etiologies, characteristics, and anatomical/physiological,
acoustic, psychological, developmental, linguistic, and cultural correlates)
Receptive and expressive language (phonology, morphology, syntax, semantics, and pragmatics) in speaking, listening,
reading, writing, and manual modalities (including etiologies, characteristics, and anatomical/physiological, acoustic,
psychological, developmental, linguistic, and cultural correlates)
Social aspects of communication (e.g., behavioral and social skills affecting communication) (including etiologies,
characteristics, and anatomical/Physiological, acoustic, psychological, developmental, linguistic, and cultural correlates)
Contemporary Professional Issues
Contemporary professional issues
Standards of ethical conduct
Research
Processes used in research and the integration of research principles into evidence-based clinical practice
Principles and Methods of Prevention
Interaction and interdependence of speech, language, and hearing in the discipline of human communication sciences and
disorders
Principles and methods of prevention, assessment, and intervention for people with communication and swallowing disorders
across the life span, including consideration of anatomical/physiological, psychological, developmental, linguistic, and cultural
correlates of the disorders
Clinical Skills and Processes
Application of the principles of evidence-based practice
Delivery of services to culturally and linguistically diverse populations
Effective interaction with patients, families, professionals, and other individuals, as appropriate
Interaction and personal qualities, including counseling, collaboration, ethical practice, and professional behavior
Oral and written or other forms of communication
CAA (Re) Accreditation Application Confirmation File generated 02/03/2011 11:36:51 Page 28 of 41
Y = Year T1 = Term 1 T2 = Term 2 T3 = Term 3 T4 = Term 4
Individual Course Detail
Prevention, evaluation, and intervention of communication disorders and swallowing disorders
Self-evaluation of effectiveness of practice
CAA (Re) Accreditation Application Confirmation File generated 02/03/2011 11:36:51 Page 29 of 41
Y = Year T1 = Term 1 T2 = Term 2 T3 = Term 3 T4 = Term 4
Individual Course Detail
Practice: Language Disorders II
SPHP 243B
Shea Lorette B, Demartini Lois , Price Debra L
30
2.00
Course Title
Course Number
Instructor(s)
Number of Students Enrolled
Mode of Delivery
Number of Credits
How Offered
Term(s) Offered
:
:
:
:
:
:
:
:
Residential program only
Graduate requirement
Y1-T2, Y2-T1
Knowledge & Skills:
Speech, Language, Hearing, Communication, and Swallowing Disorders and Differences
Cognitive aspects of communication (e.g., attention, memory, sequencing, problem solfing, executive functioning) (including
etiologies, characteristics, and anatomical/Physiological, acoustic, psychological, developmental, linguistic, and cultural
correlates)
Communication modalities (e.g., oral, manual, and augmentative and alternative communication techniques and assistive
technology) (including etiologies, characteristics, and anatomical/Physiological, acoustic, psychological, developmental,
linguistic, and cultural correlates)
Receptive and expressive language (phonology, morphology, syntax, semantics, and pragmatics) in speaking, listening,
reading, writing, and manual modalities (including etiologies, characteristics, and anatomical/physiological, acoustic,
psychological, developmental, linguistic, and cultural correlates)
Social aspects of communication (e.g., behavioral and social skills affecting communication) (including etiologies,
characteristics, and anatomical/Physiological, acoustic, psychological, developmental, linguistic, and cultural correlates)
Contemporary Professional Issues
Contemporary professional issues
Standards of ethical conduct
Research
Processes used in research and the integration of research principles into evidence-based clinical practice
Principles and Methods of Prevention
Interaction and interdependence of speech, language, and hearing in the discipline of human communication sciences and
disorders
Principles and methods of prevention, assessment, and intervention for people with communication and swallowing disorders
across the life span, including consideration of anatomical/physiological, psychological, developmental, linguistic, and cultural
correlates of the disorders
Clinical Skills and Processes
Application of the principles of evidence-based practice
Delivery of services to culturally and linguistically diverse populations
Effective interaction with patients, families, professionals, and other individuals, as appropriate
Interaction and personal qualities, including counseling, collaboration, ethical practice, and professional behavior
Oral and written or other forms of communication
Prevention, evaluation, and intervention of communication disorders and swallowing disorders
CAA (Re) Accreditation Application Confirmation File generated 02/03/2011 11:36:51 Page 30 of 41
Y = Year T1 = Term 1 T2 = Term 2 T3 = Term 3 T4 = Term 4
Individual Course Detail
Self-evaluation of effectiveness of practice
CAA (Re) Accreditation Application Confirmation File generated 02/03/2011 11:36:51 Page 31 of 41
Y = Year T1 = Term 1 T2 = Term 2 T3 = Term 3 T4 = Term 4
Individual Course Detail
Practice: Language Disorders III
SPHP 243C
O'Hanlon Laureen M, Moses-Allen Lisa A, Quintana Teresa
27
2.00
Course Title
Course Number
Instructor(s)
Number of Students Enrolled
Mode of Delivery
Number of Credits
How Offered
Term(s) Offered
:
:
:
:
:
:
:
:
Residential program only
Graduate requirement
Y2-T1, Y2-T2
Knowledge & Skills:
Speech, Language, Hearing, Communication, and Swallowing Disorders and Differences
Cognitive aspects of communication (e.g., attention, memory, sequencing, problem solfing, executive functioning) (including
etiologies, characteristics, and anatomical/Physiological, acoustic, psychological, developmental, linguistic, and cultural
correlates)
Communication modalities (e.g., oral, manual, and augmentative and alternative communication techniques and assistive
technology) (including etiologies, characteristics, and anatomical/Physiological, acoustic, psychological, developmental,
linguistic, and cultural correlates)
Receptive and expressive language (phonology, morphology, syntax, semantics, and pragmatics) in speaking, listening,
reading, writing, and manual modalities (including etiologies, characteristics, and anatomical/physiological, acoustic,
psychological, developmental, linguistic, and cultural correlates)
Social aspects of communication (e.g., behavioral and social skills affecting communication) (including etiologies,
characteristics, and anatomical/Physiological, acoustic, psychological, developmental, linguistic, and cultural correlates)
Contemporary Professional Issues
Contemporary professional issues
Research
Processes used in research and the integration of research principles into evidence-based clinical practice
Principles and Methods of Prevention
Interaction and interdependence of speech, language, and hearing in the discipline of human communication sciences and
disorders
Principles and methods of prevention, assessment, and intervention for people with communication and swallowing disorders
across the life span, including consideration of anatomical/physiological, psychological, developmental, linguistic, and cultural
correlates of the disorders
Clinical Skills and Processes
Application of the principles of evidence-based practice
Delivery of services to culturally and linguistically diverse populations
Effective interaction with patients, families, professionals, and other individuals, as appropriate
Interaction and personal qualities, including counseling, collaboration, ethical practice, and professional behavior
Oral and written or other forms of communication
Prevention, evaluation, and intervention of communication disorders and swallowing disorders
Self-evaluation of effectiveness of practice
CAA (Re) Accreditation Application Confirmation File generated 02/03/2011 11:36:51 Page 32 of 41
Y = Year T1 = Term 1 T2 = Term 2 T3 = Term 3 T4 = Term 4
Individual Course Detail
Practice: Speech -- Language Assessment
SPHP 245
Goldsworthy Candace L, Murphy Kinzie S, Johnson Jane
27
1.00
Course Title
Course Number
Instructor(s)
Number of Students Enrolled
Mode of Delivery
Number of Credits
How Offered
Term(s) Offered
:
:
:
:
:
:
:
:
Residential program only
Graduate requirement
Y2-T2, Y3-T1
Knowledge & Skills:
Speech, Language, Hearing, Communication, and Swallowing Disorders and Differences
Articulation (including etiologies, characteristics, and anatomical/Physiological, acoustic, psychological, developmental,
linguistic, and cultural correlates)
Cognitive aspects of communication (e.g., attention, memory, sequencing, problem solfing, executive functioning) (including
etiologies, characteristics, and anatomical/Physiological, acoustic, psychological, developmental, linguistic, and cultural
correlates)
Communication modalities (e.g., oral, manual, and augmentative and alternative communication techniques and assistive
technology) (including etiologies, characteristics, and anatomical/Physiological, acoustic, psychological, developmental,
linguistic, and cultural correlates)
Fluency (including etiologies, characteristics, and anatomical/Physiological, acoustic, psychological, developmental, linguistic,
and cultural correlates)
Hearing, including the impact on speech and language (including etiologies, characteristics, and anatomical/physiological,
acoustic, psychological, developmental, linguistic, and cultural correlates)
Receptive and expressive language (phonology, morphology, syntax, semantics, and pragmatics) in speaking, listening,
reading, writing, and manual modalities (including etiologies, characteristics, and anatomical/physiological, acoustic,
psychological, developmental, linguistic, and cultural correlates)
Social aspects of communication (e.g., behavioral and social skills affecting communication) (including etiologies,
characteristics, and anatomical/Physiological, acoustic, psychological, developmental, linguistic, and cultural correlates)
Swallowing (oral, pharyngeal, esophageal, and related functions, including oral function for feeding; orofacial myofunction)
(including etiologies, characteristics, and anatomical/physiological, acoustic, psychological, developmental, linguistic, and
cultural correlates)
Voice and resonance, including respiration and phonation (including etiologies, characteristics, and anatomical/Physiological,
acoustic, psychological, developmental, linguistic, and cultural correlates)
Contemporary Professional Issues
Contemporary professional issues
Standards of ethical conduct
Research
Processes used in research and the integration of research principles into evidence-based clinical practice
Principles and Methods of Prevention
Interaction and interdependence of speech, language, and hearing in the discipline of human communication sciences and
disorders
CAA (Re) Accreditation Application Confirmation File generated 02/03/2011 11:36:51 Page 33 of 41
Y = Year T1 = Term 1 T2 = Term 2 T3 = Term 3 T4 = Term 4
Individual Course Detail
Principles and methods of prevention, assessment, and intervention for people with communication and swallowing disorders
across the life span, including consideration of anatomical/physiological, psychological, developmental, linguistic, and cultural
correlates of the disorders
Clinical Skills and Processes
Application of the principles of evidence-based practice
Delivery of services to culturally and linguistically diverse populations
Effective interaction with patients, families, professionals, and other individuals, as appropriate
Interaction and personal qualities, including counseling, collaboration, ethical practice, and professional behavior
Oral and written or other forms of communication
Prevention, evaluation, and intervention of communication disorders and swallowing disorders
Self-evaluation of effectiveness of practice
CAA (Re) Accreditation Application Confirmation File generated 02/03/2011 11:36:51 Page 34 of 41
Y = Year T1 = Term 1 T2 = Term 2 T3 = Term 3 T4 = Term 4
Individual Course Detail
Practice: Speech Disorders I.
SPHP 229A
Behrens Leilani, Harms Debra R, Cambra Janna N
25
2.00
Course Title
Course Number
Instructor(s)
Number of Students Enrolled
Mode of Delivery
Number of Credits
How Offered
Term(s) Offered
:
:
:
:
:
:
:
:
Residential program only
Graduate requirement
Y1-T1, Y1-T2
Knowledge & Skills:
Speech, Language, Hearing, Communication, and Swallowing Disorders and Differences
Articulation (including etiologies, characteristics, and anatomical/Physiological, acoustic, psychological, developmental,
linguistic, and cultural correlates)
Communication modalities (e.g., oral, manual, and augmentative and alternative communication techniques and assistive
technology) (including etiologies, characteristics, and anatomical/Physiological, acoustic, psychological, developmental,
linguistic, and cultural correlates)
Receptive and expressive language (phonology, morphology, syntax, semantics, and pragmatics) in speaking, listening,
reading, writing, and manual modalities (including etiologies, characteristics, and anatomical/physiological, acoustic,
psychological, developmental, linguistic, and cultural correlates)
Social aspects of communication (e.g., behavioral and social skills affecting communication) (including etiologies,
characteristics, and anatomical/Physiological, acoustic, psychological, developmental, linguistic, and cultural correlates)
Contemporary Professional Issues
Contemporary professional issues
Standards of ethical conduct
Research
Processes used in research and the integration of research principles into evidence-based clinical practice
Principles and Methods of Prevention
Interaction and interdependence of speech, language, and hearing in the discipline of human communication sciences and
disorders
Principles and methods of prevention, assessment, and intervention for people with communication and swallowing disorders
across the life span, including consideration of anatomical/physiological, psychological, developmental, linguistic, and cultural
correlates of the disorders
Clinical Skills and Processes
Application of the principles of evidence-based practice
Delivery of services to culturally and linguistically diverse populations
Effective interaction with patients, families, professionals, and other individuals, as appropriate
Interaction and personal qualities, including counseling, collaboration, ethical practice, and professional behavior
Oral and written or other forms of communication
Prevention, evaluation, and intervention of communication disorders and swallowing disorders
Self-evaluation of effectiveness of practice
CAA (Re) Accreditation Application Confirmation File generated 02/03/2011 11:36:51 Page 35 of 41
Y = Year T1 = Term 1 T2 = Term 2 T3 = Term 3 T4 = Term 4
Individual Course Detail
Practice: Speech Disorders II.
SPHP 229B
Linstrum Blanton Ann K, Van Vleet Angeles Mojica , Addicott John P
28
2.00
Course Title
Course Number
Instructor(s)
Number of Students Enrolled
Mode of Delivery
Number of Credits
How Offered
Term(s) Offered
:
:
:
:
:
:
:
:
Residential program only
Graduate requirement
Y1-T2, Y2-T1
Knowledge & Skills:
Speech, Language, Hearing, Communication, and Swallowing Disorders and Differences
Articulation (including etiologies, characteristics, and anatomical/Physiological, acoustic, psychological, developmental,
linguistic, and cultural correlates)
Communication modalities (e.g., oral, manual, and augmentative and alternative communication techniques and assistive
technology) (including etiologies, characteristics, and anatomical/Physiological, acoustic, psychological, developmental,
linguistic, and cultural correlates)
Fluency (including etiologies, characteristics, and anatomical/Physiological, acoustic, psychological, developmental, linguistic,
and cultural correlates)
Social aspects of communication (e.g., behavioral and social skills affecting communication) (including etiologies,
characteristics, and anatomical/Physiological, acoustic, psychological, developmental, linguistic, and cultural correlates)
Voice and resonance, including respiration and phonation (including etiologies, characteristics, and anatomical/Physiological,
acoustic, psychological, developmental, linguistic, and cultural correlates)
Contemporary Professional Issues
Contemporary professional issues
Standards of ethical conduct
Research
Processes used in research and the integration of research principles into evidence-based clinical practice
Principles and Methods of Prevention
Interaction and interdependence of speech, language, and hearing in the discipline of human communication sciences and
disorders
Principles and methods of prevention, assessment, and intervention for people with communication and swallowing disorders
across the life span, including consideration of anatomical/physiological, psychological, developmental, linguistic, and cultural
correlates of the disorders
Clinical Skills and Processes
Application of the principles of evidence-based practice
Delivery of services to culturally and linguistically diverse populations
Effective interaction with patients, families, professionals, and other individuals, as appropriate
Interaction and personal qualities, including counseling, collaboration, ethical practice, and professional behavior
Oral and written or other forms of communication
Prevention, evaluation, and intervention of communication disorders and swallowing disorders
CAA (Re) Accreditation Application Confirmation File generated 02/03/2011 11:36:51 Page 36 of 41
Y = Year T1 = Term 1 T2 = Term 2 T3 = Term 3 T4 = Term 4
Individual Course Detail
Self-evaluation of effectiveness of practice
CAA (Re) Accreditation Application Confirmation File generated 02/03/2011 11:36:51 Page 37 of 41
Y = Year T1 = Term 1 T2 = Term 2 T3 = Term 3 T4 = Term 4
Individual Course Detail
Practice: Speech Disorders III
SPHP 229C
Fittinger Karen A, Sullivan Linda J, O'Hanlon Laureen M
30
2.00
Course Title
Course Number
Instructor(s)
Number of Students Enrolled
Mode of Delivery
Number of Credits
How Offered
Term(s) Offered
:
:
:
:
:
:
:
:
Residential program only
Graduate requirement
Y2-T2, Y3-T1
Knowledge & Skills:
Speech, Language, Hearing, Communication, and Swallowing Disorders and Differences
Cognitive aspects of communication (e.g., attention, memory, sequencing, problem solfing, executive functioning) (including
etiologies, characteristics, and anatomical/Physiological, acoustic, psychological, developmental, linguistic, and cultural
correlates)
Communication modalities (e.g., oral, manual, and augmentative and alternative communication techniques and assistive
technology) (including etiologies, characteristics, and anatomical/Physiological, acoustic, psychological, developmental,
linguistic, and cultural correlates)
Receptive and expressive language (phonology, morphology, syntax, semantics, and pragmatics) in speaking, listening,
reading, writing, and manual modalities (including etiologies, characteristics, and anatomical/physiological, acoustic,
psychological, developmental, linguistic, and cultural correlates)
Social aspects of communication (e.g., behavioral and social skills affecting communication) (including etiologies,
characteristics, and anatomical/Physiological, acoustic, psychological, developmental, linguistic, and cultural correlates)
Swallowing (oral, pharyngeal, esophageal, and related functions, including oral function for feeding; orofacial myofunction)
(including etiologies, characteristics, and anatomical/physiological, acoustic, psychological, developmental, linguistic, and
cultural correlates)
Contemporary Professional Issues
Contemporary professional issues
Standards of ethical conduct
Research
Processes used in research and the integration of research principles into evidence-based clinical practice
Principles and Methods of Prevention
Interaction and interdependence of speech, language, and hearing in the discipline of human communication sciences and
disorders
Principles and methods of prevention, assessment, and intervention for people with communication and swallowing disorders
across the life span, including consideration of anatomical/physiological, psychological, developmental, linguistic, and cultural
correlates of the disorders
Clinical Skills and Processes
Application of the principles of evidence-based practice
Delivery of services to culturally and linguistically diverse populations
Effective interaction with patients, families, professionals, and other individuals, as appropriate
Interaction and personal qualities, including counseling, collaboration, ethical practice, and professional behavior
CAA (Re) Accreditation Application Confirmation File generated 02/03/2011 11:36:51 Page 38 of 41
Y = Year T1 = Term 1 T2 = Term 2 T3 = Term 3 T4 = Term 4
Individual Course Detail
Oral and written or other forms of communication
Prevention, evaluation, and intervention of communication disorders and swallowing disorders
Self-evaluation of effectiveness of practice
CAA (Re) Accreditation Application Confirmation File generated 02/03/2011 11:36:51 Page 39 of 41
Y = Year T1 = Term 1 T2 = Term 2 T3 = Term 3 T4 = Term 4
Individual Course Detail
Seminar in Public School Internship Issues
SPHP 250
Pieretti Robert A
26
3.00
Course Title
Course Number
Instructor(s)
Number of Students Enrolled
Mode of Delivery
Number of Credits
How Offered
Term(s) Offered
:
:
:
:
:
:
:
:
Residential program only
Graduate requirement
Y3-T1, Y3-T2
Knowledge & Skills:
Speech, Language, Hearing, Communication, and Swallowing Disorders and Differences
Articulation (including etiologies, characteristics, and anatomical/Physiological, acoustic, psychological, developmental,
linguistic, and cultural correlates)
Cognitive aspects of communication (e.g., attention, memory, sequencing, problem solfing, executive functioning) (including
etiologies, characteristics, and anatomical/Physiological, acoustic, psychological, developmental, linguistic, and cultural
correlates)
Communication modalities (e.g., oral, manual, and augmentative and alternative communication techniques and assistive
technology) (including etiologies, characteristics, and anatomical/Physiological, acoustic, psychological, developmental,
linguistic, and cultural correlates)
Fluency (including etiologies, characteristics, and anatomical/Physiological, acoustic, psychological, developmental, linguistic,
and cultural correlates)
Hearing, including the impact on speech and language (including etiologies, characteristics, and anatomical/physiological,
acoustic, psychological, developmental, linguistic, and cultural correlates)
Receptive and expressive language (phonology, morphology, syntax, semantics, and pragmatics) in speaking, listening,
reading, writing, and manual modalities (including etiologies, characteristics, and anatomical/physiological, acoustic,
psychological, developmental, linguistic, and cultural correlates)
Social aspects of communication (e.g., behavioral and social skills affecting communication) (including etiologies,
characteristics, and anatomical/Physiological, acoustic, psychological, developmental, linguistic, and cultural correlates)
Voice and resonance, including respiration and phonation (including etiologies, characteristics, and anatomical/Physiological,
acoustic, psychological, developmental, linguistic, and cultural correlates)
Contemporary Professional Issues
Certification, specialty recognition, licensure, and other relevant professional credentials
Contemporary professional issues
Standards of ethical conduct
Research
Processes used in research and the integration of research principles into evidence-based clinical practice
Principles and Methods of Prevention
Interaction and interdependence of speech, language, and hearing in the discipline of human communication sciences and
disorders
Principles and methods of prevention, assessment, and intervention for people with communication and swallowing disorders
across the life span, including consideration of anatomical/physiological, psychological, developmental, linguistic, and cultural
correlates of the disorders
CAA (Re) Accreditation Application Confirmation File generated 02/03/2011 11:36:51 Page 40 of 41
Y = Year T1 = Term 1 T2 = Term 2 T3 = Term 3 T4 = Term 4
Individual Course Detail
Clinical Skills and Processes
Application of the principles of evidence-based practice
Delivery of services to culturally and linguistically diverse populations
Effective interaction with patients, families, professionals, and other individuals, as appropriate
Interaction and personal qualities, including counseling, collaboration, ethical practice, and professional behavior
Oral and written or other forms of communication
Prevention, evaluation, and intervention of communication disorders and swallowing disorders
Self-evaluation of effectiveness of practice
CAA (Re) Accreditation Application Confirmation File generated 02/03/2011 11:36:51 Page 41 of 41
Y = Year T1 = Term 1 T2 = Term 2 T3 = Term 3 T4 = Term 4
Summary of Master's - SLP Knowledge & Skills within the
Curriculum
Course Number Academic Practicum Lab Research Other
Basic Communication and Swallowing Processes
biological, neurological, acoustic, psychological, developmental, and linguistic and cultural basis
SPHP 218 P
SPHP 227 P
SPHP 500A, B, C P
Speech, Language, Hearing, Communication, and Swallowing Disorders and Differences
Articulation (including etiologies, characteristics, and anatomical/Physiological, acoustic, psychological, developmental, linguistic,
and cultural correlates)
SPHP 218 P
SPHP 228A P
SPHP 228B P
SPHP 228C P
SPHP 229A P
SPHP 229B P
SPHP 243A P
SPHP 244 P
SPHP 245 P
SPHP 250 P
SPHP 295B P
SPHP 295C P
SPHP 295D P
SPHP 500A, B, C P
Fluency (including etiologies, characteristics, and anatomical/Physiological, acoustic, psychological, developmental, linguistic,
and cultural correlates)
SPHP 228B P
SPHP 229B P
SPHP 245 P
SPHP 250 P
SPHP 295B P
SPHP 295C P
SPHP 295D P
SPHP 500A, B, C P
Voice and resonance, including respiration and phonation (including etiologies, characteristics, and anatomical/Physiological,
acoustic, psychological, developmental, linguistic, and cultural correlates)
CAA (Re) Accreditation Application Confirmation File generated 02/03/2011 11:37:23 Page 1 of 18
Summary of Master's - SLP Knowledge & Skills within the
Curriculum
Course Number Academic Practicum Lab Research Other
SPHP 218 P
SPHP 228B P
SPHP 228C P
SPHP 229B P
SPHP 244 P
SPHP 245 P
SPHP 250 P
SPHP 295B P
SPHP 295C P
SPHP 295D P
SPHP 500A, B, C P
Receptive and expressive language (phonology, morphology, syntax, semantics, and pragmatics) in speaking, listening, reading,
writing, and manual modalities (including etiologies, characteristics, and anatomical/physiological, acoustic, psychological,
developmental, linguistic, and cultural correlates)
SPHP 221 P
SPHP 222 P
SPHP 223 P
SPHP 228A P
SPHP 228C P
SPHP 229A P
SPHP 229C P
SPHP 242A P
SPHP 242B P
SPHP 242C P
SPHP 243A P
SPHP 243B P
SPHP 243C P
SPHP 244 P
SPHP 245 P
SPHP 250 P
SPHP 295B P
SPHP 295C P
SPHP 295D P
SPHP 500A, B, C P
Hearing, including the impact on speech and language (including etiologies, characteristics, and anatomical/physiological,
acoustic, psychological, developmental, linguistic, and cultural correlates)
CAA (Re) Accreditation Application Confirmation File generated 02/03/2011 11:37:23 Page 2 of 18
Summary of Master's - SLP Knowledge & Skills within the
Curriculum
Course Number Academic Practicum Lab Research Other
SPHP 241S P
SPHP 242A P
SPHP 243A P
SPHP 244 P
SPHP 245 P
SPHP 250 P
SPHP 295B P
SPHP 295C P
SPHP 295D P
SPHP 500A, B, C P
Swallowing (oral, pharyngeal, esophageal, and related functions, including oral function for feeding; orofacial myofunction)
(including etiologies, characteristics, and anatomical/physiological, acoustic, psychological, developmental, linguistic, and cultural
correlates)
SPHP 227 P
SPHP 228C P
SPHP 229C P
SPHP 244 P
SPHP 245 P
SPHP 295C P
SPHP 500A, B, C P
Cognitive aspects of communication (e.g., attention, memory, sequencing, problem solfing, executive functioning) (including
etiologies, characteristics, and anatomical/Physiological, acoustic, psychological, developmental, linguistic, and cultural
correlates)
CAA (Re) Accreditation Application Confirmation File generated 02/03/2011 11:37:23 Page 3 of 18
Summary of Master's - SLP Knowledge & Skills within the
Curriculum
Course Number Academic Practicum Lab Research Other
SPHP 218 P
SPHP 221 P
SPHP 222 P
SPHP 223 P
SPHP 228C P
SPHP 229C P
SPHP 242B P
SPHP 242C P
SPHP 243B P
SPHP 243C P
SPHP 244 P
SPHP 245 P
SPHP 250 P
SPHP 295B P
SPHP 295C P
SPHP 295D P
SPHP 500A, B, C P
Social aspects of communication (e.g., behavioral and social skills affecting communication) (including etiologies, characteristics,
and anatomical/Physiological, acoustic, psychological, developmental, linguistic, and cultural correlates)
CAA (Re) Accreditation Application Confirmation File generated 02/03/2011 11:37:23 Page 4 of 18
Summary of Master's - SLP Knowledge & Skills within the
Curriculum
Course Number Academic Practicum Lab Research Other
SPHP 219 P
SPHP 221 P
SPHP 222 P
SPHP 223 P
SPHP 228A P
SPHP 228B P
SPHP 228C P
SPHP 229A P
SPHP 229B P
SPHP 229C P
SPHP 242A P
SPHP 242B P
SPHP 242C P
SPHP 243A P
SPHP 243B P
SPHP 243C P
SPHP 244 P
SPHP 245 P
SPHP 250 P
SPHP 295B P
SPHP 295C P
SPHP 295D P
SPHP 500A, B, C P
Communication modalities (e.g., oral, manual, and augmentative and alternative communication techniques and assistive
technology) (including etiologies, characteristics, and anatomical/Physiological, acoustic, psychological, developmental, linguistic,
and cultural correlates)
CAA (Re) Accreditation Application Confirmation File generated 02/03/2011 11:37:23 Page 5 of 18
Summary of Master's - SLP Knowledge & Skills within the
Curriculum
Course Number Academic Practicum Lab Research Other
SPHP 218 P
SPHP 222 P
SPHP 228A P
SPHP 228B P
SPHP 228C P
SPHP 229A P
SPHP 229B P
SPHP 229C P
SPHP 241S P
SPHP 242A P
SPHP 242B P
SPHP 242C P
SPHP 243A P
SPHP 243B P
SPHP 243C P
SPHP 244 P
SPHP 245 P
SPHP 250 P
SPHP 295B P
SPHP 295C P
SPHP 295D P
SPHP 500A, B, C P
Contemporary Professional Issues
Standards of ethical conduct
CAA (Re) Accreditation Application Confirmation File generated 02/03/2011 11:37:23 Page 6 of 18
Summary of Master's - SLP Knowledge & Skills within the
Curriculum
Course Number Academic Practicum Lab Research Other
SPHP 227 P
SPHP 228A P
SPHP 228B P
SPHP 228C P
SPHP 229A P
SPHP 229B P
SPHP 229C P
SPHP 242A P
SPHP 242B P
SPHP 242C P
SPHP 243A P
SPHP 243B P
SPHP 244 P
SPHP 245 P
SPHP 250 P
SPHP 295B P
SPHP 295C P
SPHP 295D P
SPHP 500A, B, C P
Contemporary professional issues
CAA (Re) Accreditation Application Confirmation File generated 02/03/2011 11:37:23 Page 7 of 18
Summary of Master's - SLP Knowledge & Skills within the
Curriculum
Course Number Academic Practicum Lab Research Other
SPHP 219 P
SPHP 222 P
SPHP 227 P
SPHP 228A P
SPHP 228B P
SPHP 228C P
SPHP 229A P
SPHP 229B P
SPHP 229C P
SPHP 242A P
SPHP 242B P
SPHP 242C P
SPHP 243A P
SPHP 243B P
SPHP 243C P
SPHP 244 P
SPHP 245 P
SPHP 250 P
SPHP 295B P
SPHP 295C P
SPHP 295D P
SPHP 500A, B, C P
Certification, specialty recognition, licensure, and other relevant professional credentials
SPHP 250 P
SPHP 500A, B, C P
Research
Processes used in research and the integration of research principles into evidence-based clinical practice
CAA (Re) Accreditation Application Confirmation File generated 02/03/2011 11:37:23 Page 8 of 18
Summary of Master's - SLP Knowledge & Skills within the
Curriculum
Course Number Academic Practicum Lab Research Other
SPHP 228A P
SPHP 228B P
SPHP 228C P
SPHP 229A P
SPHP 229B P
SPHP 229C P
SPHP 242A P
SPHP 242B P
SPHP 242C P
SPHP 243A P
SPHP 243B P
SPHP 243C P
SPHP 244 P
SPHP 245 P
SPHP 250 P
SPHP 500A, B, C P
Principles and Methods of Prevention
Principles and methods of prevention, assessment, and intervention for people with communication and swallowing disorders
across the life span, including consideration of anatomical/physiological, psychological, developmental, linguistic, and cultural
correlates of the disorders
CAA (Re) Accreditation Application Confirmation File generated 02/03/2011 11:37:23 Page 9 of 18
Summary of Master's - SLP Knowledge & Skills within the
Curriculum
Course Number Academic Practicum Lab Research Other
SPHP 227 P
SPHP 228A P
SPHP 228B P
SPHP 228C P
SPHP 229A P
SPHP 229B P
SPHP 229C P
SPHP 241S P
SPHP 242A P
SPHP 242B P
SPHP 242C P
SPHP 243A P
SPHP 243B P
SPHP 243C P
SPHP 244 P
SPHP 245 P
SPHP 250 P
SPHP 295B P
SPHP 295C P
SPHP 295D P
SPHP 500A, B, C P
Interaction and interdependence of speech, language, and hearing in the discipline of human communication sciences and
disorders
CAA (Re) Accreditation Application Confirmation File generated 02/03/2011 11:37:23 Page 10 of 18
Summary of Master's - SLP Knowledge & Skills within the
Curriculum
Course Number Academic Practicum Lab Research Other
SPHP 218 P
SPHP 227 P
SPHP 228A P
SPHP 228B P
SPHP 228C P
SPHP 229A P
SPHP 229B P
SPHP 229C P
SPHP 241S P
SPHP 242A P
SPHP 242B P
SPHP 242C P
SPHP 243A P
SPHP 243B P
SPHP 243C P
SPHP 244 P
SPHP 245 P
SPHP 250 P
SPHP 295B P
SPHP 295C P
SPHP 295D P
SPHP 500A, B, C P
Clinical Skills and Processes
Oral and written or other forms of communication
CAA (Re) Accreditation Application Confirmation File generated 02/03/2011 11:37:23 Page 11 of 18
Summary of Master's - SLP Knowledge & Skills within the
Curriculum
Course Number Academic Practicum Lab Research Other
SPHP 227 P
SPHP 228A P
SPHP 228B P
SPHP 228C P
SPHP 229A P
SPHP 229B P
SPHP 229C P
SPHP 242A P
SPHP 242B P
SPHP 242C P
SPHP 243A P
SPHP 243B P
SPHP 243C P
SPHP 244 P
SPHP 245 P
SPHP 250 P
SPHP 295B P
SPHP 295C P
SPHP 295D P
SPHP 500A, B, C P
Prevention, evaluation, and intervention of communication disorders and swallowing disorders
CAA (Re) Accreditation Application Confirmation File generated 02/03/2011 11:37:23 Page 12 of 18
Summary of Master's - SLP Knowledge & Skills within the
Curriculum
Course Number Academic Practicum Lab Research Other
SPHP 227 P
SPHP 228A P
SPHP 228B P
SPHP 228C P
SPHP 229A P
SPHP 229B P
SPHP 229C P
SPHP 242A P
SPHP 242B P
SPHP 242C P
SPHP 243A P
SPHP 243B P
SPHP 243C P
SPHP 244 P
SPHP 245 P
SPHP 250 P
SPHP 295B P
SPHP 295C P
SPHP 295D P
SPHP 500A, B, C P
Interaction and personal qualities, including counseling, collaboration, ethical practice, and professional behavior
CAA (Re) Accreditation Application Confirmation File generated 02/03/2011 11:37:23 Page 13 of 18
Summary of Master's - SLP Knowledge & Skills within the
Curriculum
Course Number Academic Practicum Lab Research Other
SPHP 219 P
SPHP 227 P
SPHP 228A P
SPHP 228B P
SPHP 228C P
SPHP 229A P
SPHP 229B P
SPHP 229C P
SPHP 241S P
SPHP 242A P
SPHP 242B P
SPHP 242C P
SPHP 243A P
SPHP 243B P
SPHP 243C P
SPHP 244 P
SPHP 245 P
SPHP 250 P
SPHP 295B P
SPHP 295C P
SPHP 295D P
SPHP 500A, B, C P
Effective interaction with patients, families, professionals, and other individuals, as appropriate
CAA (Re) Accreditation Application Confirmation File generated 02/03/2011 11:37:23 Page 14 of 18
Summary of Master's - SLP Knowledge & Skills within the
Curriculum
Course Number Academic Practicum Lab Research Other
SPHP 219 P
SPHP 227 P
SPHP 228A P
SPHP 228B P
SPHP 228C P
SPHP 229A P
SPHP 229B P
SPHP 229C P
SPHP 241S P
SPHP 242A P
SPHP 242B P
SPHP 242C P
SPHP 243A P
SPHP 243B P
SPHP 243C P
SPHP 244 P
SPHP 245 P
SPHP 250 P
SPHP 295B P
SPHP 295C P
SPHP 295D P
SPHP 500A, B, C P
Delivery of services to culturally and linguistically diverse populations
CAA (Re) Accreditation Application Confirmation File generated 02/03/2011 11:37:23 Page 15 of 18
Summary of Master's - SLP Knowledge & Skills within the
Curriculum
Course Number Academic Practicum Lab Research Other
SPHP 219 P
SPHP 228A P
SPHP 228B P
SPHP 228C P
SPHP 229A P
SPHP 229B P
SPHP 229C P
SPHP 241S P
SPHP 242A P
SPHP 242B P
SPHP 242C P
SPHP 243A P
SPHP 243B P
SPHP 243C P
SPHP 244 P
SPHP 245 P
SPHP 250 P
SPHP 295B P
SPHP 295C P
SPHP 295D P
SPHP 500A, B, C P
Application of the principles of evidence-based practice
CAA (Re) Accreditation Application Confirmation File generated 02/03/2011 11:37:23 Page 16 of 18
Summary of Master's - SLP Knowledge & Skills within the
Curriculum
Course Number Academic Practicum Lab Research Other
SPHP 228A P
SPHP 228B P
SPHP 228C P
SPHP 229A P
SPHP 229B P
SPHP 229C P
SPHP 242A P
SPHP 242B P
SPHP 242C P
SPHP 243A P
SPHP 243B P
SPHP 243C P
SPHP 244 P
SPHP 245 P
SPHP 250 P
SPHP 295B P
SPHP 295C P
SPHP 295D P
SPHP 500A, B, C P
Self-evaluation of effectiveness of practice
CAA (Re) Accreditation Application Confirmation File generated 02/03/2011 11:37:23 Page 17 of 18
Summary of Master's - SLP Knowledge & Skills within the
Curriculum
Course Number Academic Practicum Lab Research Other
SPHP 227 P
SPHP 228A P
SPHP 228B P
SPHP 228C P
SPHP 229A P
SPHP 229B P
SPHP 229C P
SPHP 241S P
SPHP 242A P
SPHP 242B P
SPHP 242C P
SPHP 243A P
SPHP 243B P
SPHP 243C P
SPHP 244 P
SPHP 245 P
SPHP 250 P
SPHP 295B P
SPHP 295C P
SPHP 295D P
SPHP 500A, B, C P
CAA (Re) Accreditation Application Confirmation File generated 02/03/2011 11:37:23 Page 18 of 18
Summary of Master's - SLP Clinical Population
Average Number of Clients Average Number of Clock Hours
Children Adults Children Adults
ARTICULATION
Evaluation 89 30 176 64
Intervention 66 20 836 80
VOICE & RESONANCE
Evaluation 57 34 1 20
Intervention 2 30 4 27
FLUENCY
Evaluation 57 7 6 1
Intervention 3 3 33 19
LANGUAGE DISORDERS (Receptive & Expressive)
Evaluation 44 79 264 93
Intervention 24 49 1,544 561
SWALLOWING DISORDERS
Evaluation 0 293 24 115
Intervention 0 187 57 60
COGNITIVE ASPECTS OF COMMUNICATION
Evaluation 45 66 0 57
Intervention 12 110 0 152
SOCIAL ASPECTS OF COMMUNICATION
Evaluation 42 11 0 0
Intervention 15 24 0 0
COMMUNICATION MODALITIES
Evaluation 1 16 0 53
Intervention 1 16 3 45
HEARING
Evaluation 30 1 0 0
Intervention 1 1 0 0
CAA (Re) Accreditation Application Confirmation File generated 02/03/2011 11:39:37 Page 1 of 1
Clinical Site Detail
Bright Start Therapies
Private practice
1-10 miles
Residential Program
Clinical Site Name
Type
Miles
Mode of Delivery :
:
:
:
Students must complete all clinical and coursework in the first three semesters as well as complete all benchmarks listed below.
Prior to enrolling in the first course involving direct-client contact (SPHP 146), the student must demonstrate the criteria listed below.
These criteria are applicable for all succeeding clinical practica.
A. Able to model appropriate speech, voice and language in the clinical setting. Screening for these skills occurs during the first
semester in the program.
B. The ability to write using correct grammar, spelling and punctuation. The writing proficiency requirement is fulfilled by passing the
Sacramento State Writing Proficiency Examination administered by the English Department.
C. Physical capability of dealing with young children and physically disabled persons.
D. Sufficient self-discipline and reliability to maintain and meet regular clinical schedules.
E. Sufficient emotional stability to work with difficult clients.
F. Once the student has met with the client(s) or students in the public schools, dropping clinical practicum classes by the student is
prohibited except for medical reasons or extraordinary circumstances as approved by the Department. Students are not allowed to
repeat clinical practicum courses if they drop without permission.
G. Major GPA of 3.0 with no SPHP courses below a grade of "C."
H. Pass a tuberculin (Tine) test and have measles and rubella immunizations.
I. Pay liability insurance fee (billed through MySacState).
J. Pass authorized background check.
K. Sign the following forms:
i. Video recording Permission Form
ii. Affidavit for Certificate of Clearance
iii. Agreement to Maintain Client Confidentiality Form.
Prerequisite(s)
Typical Number of Students per Supervisor per Academic Term
1
Type of Student Activities
Students evaluate and treat clients in outpatient, inpatient and school environments.
Number of terms your program has used this facility in the past year.
2
Is a written contract or agreement on file?
Yes
No
P
What is the age range for adults?
13+
What is the age range for children?
0-13
List the culturally and linguistically diverse populations served.
Serves primarily residents of Sacramento County. Sacramento County 2000 US Census: White 56%; Black or African American
9%;American Indian and Alaska Native 2%; Asian 11%; Native Hawaiian and Other Pacific Islander 1%; Hispanic/Latino 13%;
CAA (Re) Accreditation Application Confirmation File generated 02/03/2011 11:40:19 Page 1 of 86
Clinical Site Detail
Clinical Population Data:
Average number of clock hoursMethod of Reporting Clinical Population Data:
TotalAdultsChildrenCategory
ARTICULATION
Evaluation 4 0 4
Intervention 4 1 5
VOICE & RESONANCE
Evaluation 0 0 0
Intervention 0 0 0
FLUENCY
Evaluation 0 0 0
Intervention 0 0 0
LANGUAGE DISORDERS (Receptive & Expressive)
Evaluation 7 1 8
Intervention 118 6 124
SWALLOWING DISORDERS
Evaluation 0 0 0
Intervention 0 0 0
COGNITIVE ASPECTS OF COMMUNICATION
Evaluation 0 0 0
Intervention 0 0 0
SOCIAL ASPECTS OF COMMUNICATION
Evaluation 0 0 0
Intervention 0 0 0
COMMUNICATION MODALITIES
Evaluation 0 0 0
Intervention 0 0 0
HEARING
Evaluation 0 0 0
Intervention 0 0 0
141Sub Total:
CAA (Re) Accreditation Application Confirmation File generated 02/03/2011 11:40:19 Page 2 of 86
Clinical Site Detail
California Home for Veterans, Yountville
Hospital
72
Residential Program
Clinical Site Name
Type
Miles
Mode of Delivery :
:
:
:
Students must complete all clinical and coursework in the first three semesters as well as complete all benchmarks listed below.
Prior to enrolling in the first course involving direct-client contact (SPHP 146), the student must demonstrate the criteria listed below.
These criteria are applicable for all succeeding clinical practica.
A. Able to model appropriate speech, voice and language in the clinical setting. Screening for these skills occurs during the first
semester in the program.
B. The ability to write using correct grammar, spelling and punctuation. The writing proficiency requirement is fulfilled by passing the
Sacramento State Writing Proficiency Examination administered by the English Department.
C. Physical capability of dealing with young children and physically disabled persons.
D. Sufficient self-discipline and reliability to maintain and meet regular clinical schedules.
E. Sufficient emotional stability to work with difficult clients.
F. Once the student has met with the client(s) or students in the public schools, dropping clinical practicum classes by the student is
prohibited except for medical reasons or extraordinary circumstances as approved by the Department. Students are not allowed to
repeat clinical practicum courses if they drop without permission.
G. Major GPA of 3.0 with no SPHP courses below a grade of "C."
H. Pass a tuberculin (Tine) test and have measles and rubella immunizations.
I. Pay liability insurance fee (billed through MySacState).
J. Pass authorized background check.
K. Sign the following forms:
i. Video recording Permission Form
ii. Affidavit for Certificate of Clearance
iii. Agreement to Maintain Client Confidentiality Form.
Prerequisite(s)
Typical Number of Students per Supervisor per Academic Term
1
Type of Student Activities
Students evaluate and treat clients in outpatient, inpatient and school environments.
Number of terms your program has used this facility in the past year.
1
Is a written contract or agreement on file?
Yes
No
P
What is the age range for adults?
13+
What is the age range for children?
0-13
List the culturally and linguistically diverse populations served.
Serve veterans of all cultural and linguistic backgrounds. Most have lived in the United States for many years and consider English as
their primary language, even though it may not have been their first language.
CAA (Re) Accreditation Application Confirmation File generated 02/03/2011 11:40:19 Page 3 of 86
Clinical Site Detail
Clinical Population Data:
Average number of clock hoursMethod of Reporting Clinical Population Data:
TotalAdultsChildrenCategory
ARTICULATION
Evaluation 0 0 0
Intervention 0 0 0
VOICE & RESONANCE
Evaluation 0 4 4
Intervention 0 4 4
FLUENCY
Evaluation 0 0 0
Intervention 0 0 0
LANGUAGE DISORDERS (Receptive & Expressive)
Evaluation 0 0 0
Intervention 0 0 0
SWALLOWING DISORDERS
Evaluation 0 30 30
Intervention 0 20 20
COGNITIVE ASPECTS OF COMMUNICATION
Evaluation 0 10 10
Intervention 0 20 20
SOCIAL ASPECTS OF COMMUNICATION
Evaluation 0 0 0
Intervention 0 0 0
COMMUNICATION MODALITIES
Evaluation 0 14 14
Intervention 0 20 20
HEARING
Evaluation 0 0 0
Intervention 0 0 0
122Sub Total:
CAA (Re) Accreditation Application Confirmation File generated 02/03/2011 11:40:19 Page 4 of 86
Clinical Site Detail
Center for Speech Pathology (Davis, CA)
Private practice
21-30 miles
Residential Program
Clinical Site Name
Type
Miles
Mode of Delivery :
:
:
:
Students must complete all clinical and coursework in the first three semesters as well as complete all benchmarks listed below.
Prior to enrolling in the first course involving direct-client contact (SPHP 146), the student must demonstrate the criteria listed below.
These criteria are applicable for all succeeding clinical practica.
A. Able to model appropriate speech, voice and language in the clinical setting. Screening for these skills occurs during the first
semester in the program.
B. The ability to write using correct grammar, spelling and punctuation. The writing proficiency requirement is fulfilled by passing the
Sacramento State Writing Proficiency Examination administered by the English Department.
C. Physical capability of dealing with young children and physically disabled persons.
D. Sufficient self-discipline and reliability to maintain and meet regular clinical schedules.
E. Sufficient emotional stability to work with difficult clients.
F. Once the student has met with the client(s) or students in the public schools, dropping clinical practicum classes by the student is
prohibited except for medical reasons or extraordinary circumstances as approved by the Department. Students are not allowed to
repeat clinical practicum courses if they drop without permission.
G. Major GPA of 3.0 with no SPHP courses below a grade of "C."
H. Pass a tuberculin (Tine) test and have measles and rubella immunizations.
I. Pay liability insurance fee (billed through MySacState).
J. Pass authorized background check.
K. Sign the following forms:
i. Video recording Permission Form
ii. Affidavit for Certificate of Clearance
iii. Agreement to Maintain Client Confidentiality Form.
Prerequisite(s)
Typical Number of Students per Supervisor per Academic Term
1
Type of Student Activities
Students evaluate and treat clients in outpatient, inpatient and school environments.
Number of terms your program has used this facility in the past year.
1
Is a written contract or agreement on file?
Yes
No
P
What is the age range for adults?
16+
What is the age range for children?
0-15
List the culturally and linguistically diverse populations served.
Caucasian; Asian; Hispanic; African American
CAA (Re) Accreditation Application Confirmation File generated 02/03/2011 11:40:19 Page 5 of 86
Clinical Site Detail
Clinical Population Data:
Average number of clock hoursMethod of Reporting Clinical Population Data:
TotalAdultsChildrenCategory
ARTICULATION
Evaluation 1 0 1
Intervention 41 0 41
VOICE & RESONANCE
Evaluation 0 1 1
Intervention 2 0 2
FLUENCY
Evaluation 0 0 0
Intervention 0 0 0
LANGUAGE DISORDERS (Receptive & Expressive)
Evaluation 2 0 2
Intervention 55 0 55
SWALLOWING DISORDERS
Evaluation 0 1 1
Intervention 0 1 1
COGNITIVE ASPECTS OF COMMUNICATION
Evaluation 0 0 0
Intervention 0 0 0
SOCIAL ASPECTS OF COMMUNICATION
Evaluation 0 0 0
Intervention 0 0 0
COMMUNICATION MODALITIES
Evaluation 0 0 0
Intervention 0 0 0
HEARING
Evaluation 0 0 0
Intervention 0 0 0
104Sub Total:
CAA (Re) Accreditation Application Confirmation File generated 02/03/2011 11:40:19 Page 6 of 86
Clinical Site Detail
CSUS Department of Speech Pathology & Audiology: Maryjane Rees Speech and Language Center
College/university
1-10 miles
Residential Program
Clinical Site Name
Type
Miles
Mode of Delivery :
:
:
:
Prior to enrolling in the first course involving direct-client contact (SPHP 146), the student must demonstrate the criteria listed below.
These criteria are applicable for all succeeding clinical practica.
A. Able to model appropriate speech, voice and language in the clinical setting. Screening for these skills occurs during the first
semester in the program.
B. The ability to write using correct grammar, spelling and punctuation. The writing proficiency requirement is fulfilled by passing the
Sacramento State Writing Proficiency Examination administered by the English Department.
C. Physical capability of dealing with young children and physically disabled persons.
D. Sufficient self-discipline and reliability to maintain and meet regular clinical schedules.
E. Sufficient emotional stability to work with difficult clients.
F. Once the student has met with the client(s) or students in the public schools, dropping clinical practicum classes by the student is
prohibited except for medical reasons or extraordinary circumstances as approved by the Department. Students are not allowed to
repeat clinical practicum courses if they drop without permission.
G. Major GPA of 3.0 with no SPHP courses below a grade of "C."
H. Pass a tuberculin (Tine) test and have measles and rubella immunizations.
I. Pay liability insurance fee (billed through MySacState).
J. Pass authorized background check.
K. Sign the following forms:
i. Video recording Permission Form
ii. Affidavit for Certificate of Clearance
iii. Agreement to Maintain Client Confidentiality Form.
Prerequisite(s)
Typical Number of Students per Supervisor per Academic Term
4
Type of Student Activities
CAA (Re) Accreditation Application Confirmation File generated 02/03/2011 11:40:19 Page 7 of 86
Clinical Site DetailStudents evaluate and treat clients in onsite clinical practicums:
SPHP 229A. Practice: Speech Disorders I. Supervised clinical practice emphasizing articulation and phonological disorders, and
phonological difficulties associated with English as a second language (ESL). Clients may include both children and adults.
SPHP 229B. Practice: Speech Disorders II. Supervised clinical practice emphasizing clients whose speech is disrupted by abnormal
rhythm and rate (e.g. stuttering and cluttering) or abnormal vocal pitch, loudness, and/or quality.
SPHP 229C. Practice: Speech Disorders III. Supervised clinical practice emphasizing children and adults whose speech is disrupted
secondary to developmental disorders and syndromes, degenerative disorders or complex problems.
SPHP 241S. Practice: Hearing Screenings. Supervised clinical practice in the administration of hearing screening tests. The student
must furnish his/her own transportation. Fifteen to twenty hours for one unit.
SPHP 243A. Practice: Language Disorders I. Supervised clinical practice in language disorders emphasizing children and adults with
peripheral hearing loss or central auditory processing disorders (CAPD).
SPHP 243B. Practice: Language Disorders II. Supervised clinical practice with children demonstrating language disorders secondary
to a myriad of contributing factors including delayed development, neurological problems, and various genetic conditions.
SPHP 243C. Practice: Language Disorders III. Supervised clinical practice emphasizing adult clients whose speech and language are
disordered secondary to neurogenically related problems such as cerebrovascular accident, traumatic brain injury, or other
neurological disorders.
SPHP 245. Practice: Speech -- Language Assessment. Supervised clinical practice in assessment with a variety of communication
disorders in children and adults. Experience with interdisciplinary teams.
Number of terms your program has used this facility in the past year.
3
Is a written contract or agreement on file?
Yes
NoP
What is the age range for adults?
16+
What is the age range for children?
0-15
List the culturally and linguistically diverse populations served.
Center serves primarily residents of Sacramento County. Sacramento County 2000 US Census: White 56%; Black or African
American 9%; American Indian and Alaska Native 2%; Asian 11%; Native Hawaiian and Other Pacific Islander 1%;
Hispanic/Latino13%
CAA (Re) Accreditation Application Confirmation File generated 02/03/2011 11:40:19 Page 8 of 86
Clinical Site Detail
Clinical Population Data:
Average number of clientsMethod of Reporting Clinical Population Data:
TotalAdultsChildrenCategory
ARTICULATION
Evaluation 1 1 2
Intervention 1 1 2
VOICE & RESONANCE
Evaluation 1 1 2
Intervention 1 1 2
FLUENCY
Evaluation 1 1 2
Intervention 1 1 2
LANGUAGE DISORDERS (Receptive & Expressive)
Evaluation 1 1 2
Intervention 1 1 2
SWALLOWING DISORDERS
Evaluation 0 0 0
Intervention 0 0 0
COGNITIVE ASPECTS OF COMMUNICATION
Evaluation 1 1 2
Intervention 1 1 2
SOCIAL ASPECTS OF COMMUNICATION
Evaluation 1 1 2
Intervention 1 1 2
COMMUNICATION MODALITIES
Evaluation 1 1 2
Intervention 1 1 2
HEARING
Evaluation 30 1 31
Intervention 1 1 2
61Sub Total:
CAA (Re) Accreditation Application Confirmation File generated 02/03/2011 11:40:19 Page 9 of 86
Clinical Site Detail
Dry Creek Joint Elementary School District: Coyote Ridge Elementary
School
11-20 miles
Residential Program
Clinical Site Name
Type
Miles
Mode of Delivery :
:
:
:
Students must complete all clinical and coursework in the first three semesters as well as complete all benchmarks listed below.
Prior to enrolling in the first course involving direct-client contact (SPHP 146), the student must demonstrate the criteria listed below.
These criteria are applicable for all succeeding clinical practica.
A. Able to model appropriate speech, voice and language in the clinical setting. Screening for these skills occurs during the first
semester in the program.
B. The ability to write using correct grammar, spelling and punctuation. The writing proficiency requirement is fulfilled by passing the
Sacramento State Writing Proficiency Examination administered by the English Department.
C. Physical capability of dealing with young children and physically disabled persons.
D. Sufficient self-discipline and reliability to maintain and meet regular clinical schedules.
E. Sufficient emotional stability to work with difficult clients.
F. Once the student has met with the client(s) or students in the public schools, dropping clinical practicum classes by the student is
prohibited except for medical reasons or extraordinary circumstances as approved by the Department. Students are not allowed to
repeat clinical practicum courses if they drop without permission.
G. Major GPA of 3.0 with no SPHP courses below a grade of "C."
H. Pass a tuberculin (Tine) test and have measles and rubella immunizations.
I. Pay liability insurance fee (billed through MySacState).
J. Pass authorized background check.
K. Sign the following forms:
i. Video recording Permission Form
ii. Affidavit for Certificate of Clearance
iii. Agreement to Maintain Client Confidentiality Form.
Prerequisite(s)
Typical Number of Students per Supervisor per Academic Term
1
Type of Student Activities
Students evaluate and treat clients in outpatient, inpatient and school environments.
Number of terms your program has used this facility in the past year.
2
Is a written contract or agreement on file?
Yes
No
P
What is the age range for adults?
13+
What is the age range for children?
0-13
List the culturally and linguistically diverse populations served.
American Indian/Alaskan Native; Chinese; Japanese; Korean; Vietnamese; Asian Indian; Laotian; Other Asian; Hawaiian; Guamanian;
Other Pacific Islander; Filipino; Black/African American ; White; Hispanic/Latino
CAA (Re) Accreditation Application Confirmation File generated 02/03/2011 11:40:19 Page 10 of 86
Clinical Site Detail
Clinical Population Data:
Average number of clock hoursMethod of Reporting Clinical Population Data:
TotalAdultsChildrenCategory
ARTICULATION
Evaluation 5 8 13
Intervention 44 7 51
VOICE & RESONANCE
Evaluation 0 0 0
Intervention 0 0 0
FLUENCY
Evaluation 0 0 0
Intervention 0 0 0
LANGUAGE DISORDERS (Receptive & Expressive)
Evaluation 19 1 20
Intervention 34 20 54
SWALLOWING DISORDERS
Evaluation 0 0 0
Intervention 0 0 0
COGNITIVE ASPECTS OF COMMUNICATION
Evaluation 0 0 0
Intervention 0 0 0
SOCIAL ASPECTS OF COMMUNICATION
Evaluation 0 0 0
Intervention 0 0 0
COMMUNICATION MODALITIES
Evaluation 0 0 0
Intervention 0 0 0
HEARING
Evaluation 0 0 0
Intervention 0 0 0
138Sub Total:
CAA (Re) Accreditation Application Confirmation File generated 02/03/2011 11:40:19 Page 11 of 86
Clinical Site Detail
Dry Creek Joint Elementary School District: Olive Grove Elementary
School
11-20 miles
Residential Program
Clinical Site Name
Type
Miles
Mode of Delivery :
:
:
:
Students must complete all clinical and coursework in the first three semesters as well as complete all benchmarks listed below.
Prior to enrolling in the first course involving direct-client contact (SPHP 146), the student must demonstrate the criteria listed below.
These criteria are applicable for all succeeding clinical practica.
A. Able to model appropriate speech, voice and language in the clinical setting. Screening for these skills occurs during the first
semester in the program.
B. The ability to write using correct grammar, spelling and punctuation. The writing proficiency requirement is fulfilled by passing the
Sacramento State Writing Proficiency Examination administered by the English Department.
C. Physical capability of dealing with young children and physically disabled persons.
D. Sufficient self-discipline and reliability to maintain and meet regular clinical schedules.
E. Sufficient emotional stability to work with difficult clients.
F. Once the student has met with the client(s) or students in the public schools, dropping clinical practicum classes by the student is
prohibited except for medical reasons or extraordinary circumstances as approved by the Department. Students are not allowed to
repeat clinical practicum courses if they drop without permission.
G. Major GPA of 3.0 with no SPHP courses below a grade of "C."
H. Pass a tuberculin (Tine) test and have measles and rubella immunizations.
I. Pay liability insurance fee (billed through MySacState).
J. Pass authorized background check.
K. Sign the following forms:
i. Video recording Permission Form
ii. Affidavit for Certificate of Clearance
iii. Agreement to Maintain Client Confidentiality Form.
Prerequisite(s)
Typical Number of Students per Supervisor per Academic Term
1
Type of Student Activities
Students evaluate and treat clients in outpatient, inpatient and school environments.
Number of terms your program has used this facility in the past year.
1
Is a written contract or agreement on file?
Yes
No
P
What is the age range for adults?
13+
What is the age range for children?
0-13
List the culturally and linguistically diverse populations served.
90 Hispanic or Latino of Any Race; 3 American Indian or Alaska Native, Not Hispanic; 73 Asian, Not Hispanic; 13 Filipino, Not
Hispanic; 23African American, Not Hispanic; 342 White, not Hispanic; 43 Two or More Races, Not Hispanic
CAA (Re) Accreditation Application Confirmation File generated 02/03/2011 11:40:19 Page 12 of 86
Clinical Site Detail
Clinical Population Data:
Average number of clock hoursMethod of Reporting Clinical Population Data:
TotalAdultsChildrenCategory
ARTICULATION
Evaluation 7 0 7
Intervention 51 0 51
VOICE & RESONANCE
Evaluation 0 0 0
Intervention 0 0 0
FLUENCY
Evaluation 1 0 1
Intervention 4 0 4
LANGUAGE DISORDERS (Receptive & Expressive)
Evaluation 8 0 8
Intervention 62 0 62
SWALLOWING DISORDERS
Evaluation 0 0 0
Intervention 0 0 0
COGNITIVE ASPECTS OF COMMUNICATION
Evaluation 0 0 0
Intervention 0 0 0
SOCIAL ASPECTS OF COMMUNICATION
Evaluation 0 0 0
Intervention 0 0 0
COMMUNICATION MODALITIES
Evaluation 0 0 0
Intervention 0 0 0
HEARING
Evaluation 0 0 0
Intervention 0 0 0
133Sub Total:
CAA (Re) Accreditation Application Confirmation File generated 02/03/2011 11:40:19 Page 13 of 86
Clinical Site Detail
Elk Grove Unified School District: Franklin Elementary
School
11-20 miles
Residential Program
Clinical Site Name
Type
Miles
Mode of Delivery :
:
:
:
Students must complete all clinical and coursework in the first three semesters as well as complete all benchmarks listed below.
Prior to enrolling in the first course involving direct-client contact (SPHP 146), the student must demonstrate the criteria listed below.
These criteria are applicable for all succeeding clinical practica.
A. Able to model appropriate speech, voice and language in the clinical setting. Screening for these skills occurs during the first
semester in the program.
B. The ability to write using correct grammar, spelling and punctuation. The writing proficiency requirement is fulfilled by passing the
Sacramento State Writing Proficiency Examination administered by the English Department.
C. Physical capability of dealing with young children and physically disabled persons.
D. Sufficient self-discipline and reliability to maintain and meet regular clinical schedules.
E. Sufficient emotional stability to work with difficult clients.
F. Once the student has met with the client(s) or students in the public schools, dropping clinical practicum classes by the student is
prohibited except for medical reasons or extraordinary circumstances as approved by the Department. Students are not allowed to
repeat clinical practicum courses if they drop without permission.
G. Major GPA of 3.0 with no SPHP courses below a grade of "C."
H. Pass a tuberculin (Tine) test and have measles and rubella immunizations.
I. Pay liability insurance fee (billed through MySacState).
J. Pass authorized background check.
K. Sign the following forms:
i. Video recording Permission Form
ii. Affidavit for Certificate of Clearance
iii. Agreement to Maintain Client Confidentiality Form.
Prerequisite(s)
Typical Number of Students per Supervisor per Academic Term
1
Type of Student Activities
Students evaluate and treat clients in outpatient, inpatient and school environments.
Number of terms your program has used this facility in the past year.
1
Is a written contract or agreement on file?
Yes
No
P
What is the age range for adults?
13+
What is the age range for children?
0-13
List the culturally and linguistically diverse populations served.
African-American; White (Not Hispanic) ; American Indian/Alaska Native ; Asian ; Filipino; Hispanic/Latino; Pacific Islander
CAA (Re) Accreditation Application Confirmation File generated 02/03/2011 11:40:19 Page 14 of 86
Clinical Site Detail
Clinical Population Data:
Average number of clientsMethod of Reporting Clinical Population Data:
TotalAdultsChildrenCategory
ARTICULATION
Evaluation 6 0 5
Intervention 18 0 18
VOICE & RESONANCE
Evaluation 0 0 0
Intervention 0 0 0
FLUENCY
Evaluation 0 0 0
Intervention 1 0 0
LANGUAGE DISORDERS (Receptive & Expressive)
Evaluation 1 0 1
Intervention 8 0 8
SWALLOWING DISORDERS
Evaluation 0 0 0
Intervention 0 0 0
COGNITIVE ASPECTS OF COMMUNICATION
Evaluation 0 0 0
Intervention 0 0 0
SOCIAL ASPECTS OF COMMUNICATION
Evaluation 0 0 0
Intervention 0 0 0
COMMUNICATION MODALITIES
Evaluation 0 0 0
Intervention 0 0 0
HEARING
Evaluation 0 0 0
Intervention 0 0 0
32Sub Total:
CAA (Re) Accreditation Application Confirmation File generated 02/03/2011 11:40:19 Page 15 of 86
Clinical Site Detail
Kaiser Permanente, multiple sites
Hospital
11-20 miles
Residential Program
Clinical Site Name
Type
Miles
Mode of Delivery :
:
:
:
Students must complete all clinical and coursework in the first three semesters as well as complete all benchmarks listed below.
Prior to enrolling in the first course involving direct-client contact (SPHP 146), the student must demonstrate the criteria listed below.
These criteria are applicable for all succeeding clinical practica.
A. Able to model appropriate speech, voice and language in the clinical setting. Screening for these skills occurs during the first
semester in the program.
B. The ability to write using correct grammar, spelling and punctuation. The writing proficiency requirement is fulfilled by passing the
Sacramento State Writing Proficiency Examination administered by the English Department.
C. Physical capability of dealing with young children and physically disabled persons.
D. Sufficient self-discipline and reliability to maintain and meet regular clinical schedules.
E. Sufficient emotional stability to work with difficult clients.
F. Once the student has met with the client(s) or students in the public schools, dropping clinical practicum classes by the student is
prohibited except for medical reasons or extraordinary circumstances as approved by the Department. Students are not allowed to
repeat clinical practicum courses if they drop without permission.
G. Major GPA of 3.0 with no SPHP courses below a grade of "C."
H. Pass a tuberculin (Tine) test and have measles and rubella immunizations.
I. Pay liability insurance fee (billed through MySacState).
J. Pass authorized background check.
K. Sign the following forms:
i. Video recording Permission Form
ii. Affidavit for Certificate of Clearance
iii. Agreement to Maintain Client Confidentiality Form.
Prerequisite(s)
Typical Number of Students per Supervisor per Academic Term
1
Type of Student Activities
Students evaluate and treat clients in outpatient, inpatient and school environments.
Number of terms your program has used this facility in the past year.
2
Is a written contract or agreement on file?
Yes
No
P
What is the age range for adults?
13+
What is the age range for children?
0-13
List the culturally and linguistically diverse populations served.
Kaiser Permanente offers services in 180 languages and dialects throughout the continuum of care, including Hmong, Spanish,
Chinese, Vietnamese, Korean, Cambodian, and Russian
CAA (Re) Accreditation Application Confirmation File generated 02/03/2011 11:40:19 Page 16 of 86
Clinical Site Detail
Clinical Population Data:
Average number of clock hoursMethod of Reporting Clinical Population Data:
TotalAdultsChildrenCategory
ARTICULATION
Evaluation 5 0 5
Intervention 1 0 1
VOICE & RESONANCE
Evaluation 1 2 3
Intervention 2 10 12
FLUENCY
Evaluation 0 0 0
Intervention 1 0 1
LANGUAGE DISORDERS (Receptive & Expressive)
Evaluation 1 0 1
Intervention 1 0 1
SWALLOWING DISORDERS
Evaluation 0 20 20
Intervention 0 11 11
COGNITIVE ASPECTS OF COMMUNICATION
Evaluation 0 9 9
Intervention 0 28 28
SOCIAL ASPECTS OF COMMUNICATION
Evaluation 0 0 0
Intervention 0 0 0
COMMUNICATION MODALITIES
Evaluation 0 0 0
Intervention 0 0 0
HEARING
Evaluation 0 0 0
Intervention 0 0 0
92Sub Total:
CAA (Re) Accreditation Application Confirmation File generated 02/03/2011 11:40:19 Page 17 of 86
Clinical Site Detail
Marshall Medical Center
Hospital
31-40 miles
Residential Program
Clinical Site Name
Type
Miles
Mode of Delivery :
:
:
:
Students must complete all clinical and coursework in the first three semesters as well as complete all benchmarks listed below.
Prior to enrolling in the first course involving direct-client contact (SPHP 146), the student must demonstrate the criteria listed below.
These criteria are applicable for all succeeding clinical practica.
A. Able to model appropriate speech, voice and language in the clinical setting. Screening for these skills occurs during the first
semester in the program.
B. The ability to write using correct grammar, spelling and punctuation. The writing proficiency requirement is fulfilled by passing the
Sacramento State Writing Proficiency Examination administered by the English Department.
C. Physical capability of dealing with young children and physically disabled persons.
D. Sufficient self-discipline and reliability to maintain and meet regular clinical schedules.
E. Sufficient emotional stability to work with difficult clients.
F. Once the student has met with the client(s) or students in the public schools, dropping clinical practicum classes by the student is
prohibited except for medical reasons or extraordinary circumstances as approved by the Department. Students are not allowed to
repeat clinical practicum courses if they drop without permission.
G. Major GPA of 3.0 with no SPHP courses below a grade of "C."
H. Pass a tuberculin (Tine) test and have measles and rubella immunizations.
I. Pay liability insurance fee (billed through MySacState).
J. Pass authorized background check.
K. Sign the following forms:
i. Video recording Permission Form
ii. Affidavit for Certificate of Clearance
iii. Agreement to Maintain Client Confidentiality Form.
Prerequisite(s)
Typical Number of Students per Supervisor per Academic Term
1
Type of Student Activities
Students evaluate and treat clients in outpatient, inpatient and school environments.
Number of terms your program has used this facility in the past year.
2
Is a written contract or agreement on file?
Yes
No
P
What is the age range for adults?
16+
What is the age range for children?
0-15
List the culturally and linguistically diverse populations served.
American Indian and Alaska Native 1%; Asian 4% ; Black 1%; Persons of Hispanic or Latino origin 12%; Persons reporting two or
more races 3%; Caucasian 91%
CAA (Re) Accreditation Application Confirmation File generated 02/03/2011 11:40:19 Page 18 of 86
Clinical Site Detail
Clinical Population Data:
Average number of clientsMethod of Reporting Clinical Population Data:
TotalAdultsChildrenCategory
ARTICULATION
Evaluation 39 10 49
Intervention 35 10 45
VOICE & RESONANCE
Evaluation 1 0 1
Intervention 1 0 1
FLUENCY
Evaluation 1 1 2
Intervention 1 1 2
LANGUAGE DISORDERS (Receptive & Expressive)
Evaluation 1 23 24
Intervention 1 25 26
SWALLOWING DISORDERS
Evaluation 0 20 20
Intervention 0 8 8
COGNITIVE ASPECTS OF COMMUNICATION
Evaluation 0 6 6
Intervention 0 6 6
SOCIAL ASPECTS OF COMMUNICATION
Evaluation 0 0 0
Intervention 0 16 16
COMMUNICATION MODALITIES
Evaluation 0 1 1
Intervention 0 1 1
HEARING
Evaluation 0 0 0
Intervention 0 0 0
208Sub Total:
CAA (Re) Accreditation Application Confirmation File generated 02/03/2011 11:40:19 Page 19 of 86
Clinical Site Detail
Mercy General Hospital
Hospital
1-10 miles
Residential Program
Clinical Site Name
Type
Miles
Mode of Delivery :
:
:
:
Students must complete all clinical and coursework in the first three semesters as well as complete all benchmarks listed below.
Prior to enrolling in the first course involving direct-client contact (SPHP 146), the student must demonstrate the criteria listed below.
These criteria are applicable for all succeeding clinical practica.
A. Able to model appropriate speech, voice and language in the clinical setting. Screening for these skills occurs during the first
semester in the program.
B. The ability to write using correct grammar, spelling and punctuation. The writing proficiency requirement is fulfilled by passing the
Sacramento State Writing Proficiency Examination administered by the English Department.
C. Physical capability of dealing with young children and physically disabled persons.
D. Sufficient self-discipline and reliability to maintain and meet regular clinical schedules.
E. Sufficient emotional stability to work with difficult clients.
F. Once the student has met with the client(s) or students in the public schools, dropping clinical practicum classes by the student is
prohibited except for medical reasons or extraordinary circumstances as approved by the Department. Students are not allowed to
repeat clinical practicum courses if they drop without permission.
G. Major GPA of 3.0 with no SPHP courses below a grade of "C."
H. Pass a tuberculin (Tine) test and have measles and rubella immunizations.
I. Pay liability insurance fee (billed through MySacState).
J. Pass authorized background check.
K. Sign the following forms:
i. Video recording Permission Form
ii. Affidavit for Certificate of Clearance
iii. Agreement to Maintain Client Confidentiality Form.
Prerequisite(s)
Typical Number of Students per Supervisor per Academic Term
1
Type of Student Activities
Students evaluate and treat clients in outpatient, inpatient and school environments.
Number of terms your program has used this facility in the past year.
1
Is a written contract or agreement on file?
Yes
No
P
What is the age range for adults?
16+
What is the age range for children?
0-15
List the culturally and linguistically diverse populations served.
High-use languages and cultures are Spanish, Russian, Vietnamese, Laotian, Chinese, Hmong and Mien.
CAA (Re) Accreditation Application Confirmation File generated 02/03/2011 11:40:19 Page 20 of 86
Clinical Site Detail
Clinical Population Data:
Average number of clientsMethod of Reporting Clinical Population Data:
TotalAdultsChildrenCategory
ARTICULATION
Evaluation 0 1 1
Intervention 0 1 1
VOICE & RESONANCE
Evaluation 0 1 1
Intervention 0 1 1
FLUENCY
Evaluation 0 1 1
Intervention 0 0 0
LANGUAGE DISORDERS (Receptive & Expressive)
Evaluation 0 15 15
Intervention 0 10 10
SWALLOWING DISORDERS
Evaluation 0 30 30
Intervention 0 17 17
COGNITIVE ASPECTS OF COMMUNICATION
Evaluation 0 15 15
Intervention 0 5 5
SOCIAL ASPECTS OF COMMUNICATION
Evaluation 0 2 2
Intervention 0 2 2
COMMUNICATION MODALITIES
Evaluation 0 1 1
Intervention 0 0 0
HEARING
Evaluation 0 0 0
Intervention 0 0 0
102Sub Total:
CAA (Re) Accreditation Application Confirmation File generated 02/03/2011 11:40:19 Page 21 of 86
Clinical Site Detail
Methodist Hospital
Hospital
11-20 miles
Residential Program
Clinical Site Name
Type
Miles
Mode of Delivery :
:
:
:
Students must complete all clinical and coursework in the first three semesters as well as complete all benchmarks listed below.
Prior to enrolling in the first course involving direct-client contact (SPHP 146), the student must demonstrate the criteria listed below.
These criteria are applicable for all succeeding clinical practica.
A. Able to model appropriate speech, voice and language in the clinical setting. Screening for these skills occurs during the first
semester in the program.
B. The ability to write using correct grammar, spelling and punctuation. The writing proficiency requirement is fulfilled by passing the
Sacramento State Writing Proficiency Examination administered by the English Department.
C. Physical capability of dealing with young children and physically disabled persons.
D. Sufficient self-discipline and reliability to maintain and meet regular clinical schedules.
E. Sufficient emotional stability to work with difficult clients.
F. Once the student has met with the client(s) or students in the public schools, dropping clinical practicum classes by the student is
prohibited except for medical reasons or extraordinary circumstances as approved by the Department. Students are not allowed to
repeat clinical practicum courses if they drop without permission.
G. Major GPA of 3.0 with no SPHP courses below a grade of "C."
H. Pass a tuberculin (Tine) test and have measles and rubella immunizations.
I. Pay liability insurance fee (billed through MySacState).
J. Pass authorized background check.
K. Sign the following forms:
i. Video recording Permission Form
ii. Affidavit for Certificate of Clearance
iii. Agreement to Maintain Client Confidentiality Form.
Prerequisite(s)
Typical Number of Students per Supervisor per Academic Term
1
Type of Student Activities
CAA (Re) Accreditation Application Confirmation File generated 02/03/2011 11:40:19 Page 22 of 86
Clinical Site DetailStudents must complete all clinical and coursework in the first three semesters as well as complete all benchmarks listed below.
Prior to enrolling in the first course involving direct-client contact (SPHP 146), the student must demonstrate the criteria listed below.
These criteria are applicable for all succeeding clinical practica.
A. Able to model appropriate speech, voice and language in the clinical setting. Screening for these skills occurs during the first
semester in the program.
B. The ability to write using correct grammar, spelling and punctuation. The writing proficiency requirement is fulfilled by passing the
Sacramento State Writing Proficiency Examination administered by the English Department.
C. Physical capability of dealing with young children and physically disabled persons.
D. Sufficient self-discipline and reliability to maintain and meet regular clinical schedules.
E. Sufficient emotional stability to work with difficult clients.
F. Once the student has met with the client(s) or students in the public schools, dropping clinical practicum classes by the student is
prohibited except for medical reasons or extraordinary circumstances as approved by the Department. Students are not allowed to
repeat clinical practicum courses if they drop without permission.
G. Major GPA of 3.0 with no SPHP courses below a grade of "C."
H. Pass a tuberculin (Tine) test and have measles and rubella immunizations.
I. Pay liability insurance fee (billed through MySacState).
J. Pass authorized background check.
K. Sign the following forms:
i. Video recording Permission Form
ii. Affidavit for Certificate of Clearance
iii. Agreement to Maintain Client Confidentiality Form.
Number of terms your program has used this facility in the past year.
2
Is a written contract or agreement on file?
Yes
No
P
What is the age range for adults?
16+
What is the age range for children?
0-15
List the culturally and linguistically diverse populations served.
Serves primarily residents of Sacramento County. Sacramento County 2000 US Census: White 56%; Black or African American 9%;
American Indian and Alaska Native 2%; Asian 11%; Native Hawaiian and Other Pacific Islander 1%; Hispanic/Latino 13%;
CAA (Re) Accreditation Application Confirmation File generated 02/03/2011 11:40:19 Page 23 of 86
Clinical Site Detail
Clinical Population Data:
Average number of clientsMethod of Reporting Clinical Population Data:
TotalAdultsChildrenCategory
ARTICULATION
Evaluation 0 13 13
Intervention 0 3 3
VOICE & RESONANCE
Evaluation 0 7 7
Intervention 0 3 3
FLUENCY
Evaluation 0 3 3
Intervention 0 0 0
LANGUAGE DISORDERS (Receptive & Expressive)
Evaluation 0 30 30
Intervention 0 3 3
SWALLOWING DISORDERS
Evaluation 0 109 109
Intervention 0 125 125
COGNITIVE ASPECTS OF COMMUNICATION
Evaluation 0 10 10
Intervention 0 7 7
SOCIAL ASPECTS OF COMMUNICATION
Evaluation 0 3 3
Intervention 0 0 0
COMMUNICATION MODALITIES
Evaluation 0 10 10
Intervention 0 7 7
HEARING
Evaluation 0 0 0
Intervention 0 0 0
333Sub Total:
CAA (Re) Accreditation Application Confirmation File generated 02/03/2011 11:40:19 Page 24 of 86
Clinical Site Detail
North Bay Medical Center
Hospital
41-50 miles
Residential Program
Clinical Site Name
Type
Miles
Mode of Delivery :
:
:
:
Students must complete all clinical and coursework in the first three semesters as well as complete all benchmarks listed below.
Prior to enrolling in the first course involving direct-client contact (SPHP 146), the student must demonstrate the criteria listed below.
These criteria are applicable for all succeeding clinical practica.
A. Able to model appropriate speech, voice and language in the clinical setting. Screening for these skills occurs during the first
semester in the program.
B. The ability to write using correct grammar, spelling and punctuation. The writing proficiency requirement is fulfilled by passing the
Sacramento State Writing Proficiency Examination administered by the English Department.
C. Physical capability of dealing with young children and physically disabled persons.
D. Sufficient self-discipline and reliability to maintain and meet regular clinical schedules.
E. Sufficient emotional stability to work with difficult clients.
F. Once the student has met with the client(s) or students in the public schools, dropping clinical practicum classes by the student is
prohibited except for medical reasons or extraordinary circumstances as approved by the Department. Students are not allowed to
repeat clinical practicum courses if they drop without permission.
G. Major GPA of 3.0 with no SPHP courses below a grade of "C."
H. Pass a tuberculin (Tine) test and have measles and rubella immunizations.
I. Pay liability insurance fee (billed through MySacState).
J. Pass authorized background check.
K. Sign the following forms:
i. Video recording Permission Form
ii. Affidavit for Certificate of Clearance
iii. Agreement to Maintain Client Confidentiality Form.
Prerequisite(s)
Typical Number of Students per Supervisor per Academic Term
1
Type of Student Activities
Students evaluate and treat clients in outpatient, inpatient and school environments.
Number of terms your program has used this facility in the past year.
1
Is a written contract or agreement on file?
Yes
No
P
What is the age range for adults?
16+
What is the age range for children?
0-15
List the culturally and linguistically diverse populations served.
Mexican (Spanish); Columbian (Spanish); Japanese; Korean; Philipino (Tagalog); Guamanian; German; New Zealander; African
American; Caucasian American;
CAA (Re) Accreditation Application Confirmation File generated 02/03/2011 11:40:19 Page 25 of 86
Clinical Site Detail
Clinical Population Data:
Average number of clientsMethod of Reporting Clinical Population Data:
TotalAdultsChildrenCategory
ARTICULATION
Evaluation 0 5 5
Intervention 0 5 5
VOICE & RESONANCE
Evaluation 0 25 25
Intervention 0 25 25
FLUENCY
Evaluation 0 1 1
Intervention 0 1 1
LANGUAGE DISORDERS (Receptive & Expressive)
Evaluation 0 10 10
Intervention 0 10 10
SWALLOWING DISORDERS
Evaluation 0 29 29
Intervention 0 29 29
COGNITIVE ASPECTS OF COMMUNICATION
Evaluation 0 14 14
Intervention 0 14 14
SOCIAL ASPECTS OF COMMUNICATION
Evaluation 0 5 5
Intervention 0 5 5
COMMUNICATION MODALITIES
Evaluation 0 1 1
Intervention 0 1 1
HEARING
Evaluation 0 0 0
Intervention 0 0 0
180Sub Total:
CAA (Re) Accreditation Application Confirmation File generated 02/03/2011 11:40:19 Page 26 of 86
Clinical Site Detail
Roseville City School District
School
11-20 miles
Residential Program
Clinical Site Name
Type
Miles
Mode of Delivery :
:
:
:
Students must complete all clinical and coursework in the first three semesters as well as complete all benchmarks listed below.
Prior to enrolling in the first course involving direct-client contact (SPHP 146), the student must demonstrate the criteria listed below.
These criteria are applicable for all succeeding clinical practica.
A. Able to model appropriate speech, voice and language in the clinical setting. Screening for these skills occurs during the first
semester in the program.
B. The ability to write using correct grammar, spelling and punctuation. The writing proficiency requirement is fulfilled by passing the
Sacramento State Writing Proficiency Examination administered by the English Department.
C. Physical capability of dealing with young children and physically disabled persons.
D. Sufficient self-discipline and reliability to maintain and meet regular clinical schedules.
E. Sufficient emotional stability to work with difficult clients.
F. Once the student has met with the client(s) or students in the public schools, dropping clinical practicum classes by the student is
prohibited except for medical reasons or extraordinary circumstances as approved by the Department. Students are not allowed to
repeat clinical practicum courses if they drop without permission.
G. Major GPA of 3.0 with no SPHP courses below a grade of "C."
H. Pass a tuberculin (Tine) test and have measles and rubella immunizations.
I. Pay liability insurance fee (billed through MySacState).
J. Pass authorized background check.
K. Sign the following forms:
i. Video recording Permission Form
ii. Affidavit for Certificate of Clearance
iii. Agreement to Maintain Client Confidentiality Form.
Prerequisite(s)
Typical Number of Students per Supervisor per Academic Term
1
Type of Student Activities
Students evaluate and treat clients in outpatient, inpatient and school environments.
Number of terms your program has used this facility in the past year.
2
Is a written contract or agreement on file?
Yes
No
P
What is the age range for adults?
13+
What is the age range for children?
0-13
List the culturally and linguistically diverse populations served.
Afric. Amer 4.3%, Amer Ind 0.8%, Asian 8.8%, Caucasian 67.1%, Filipino 5.3 %, Hispanic/Latino 11/6%, Pacific Islander 0.8%
CAA (Re) Accreditation Application Confirmation File generated 02/03/2011 11:40:19 Page 27 of 86
Clinical Site Detail
Clinical Population Data:
Average number of clientsMethod of Reporting Clinical Population Data:
TotalAdultsChildrenCategory
ARTICULATION
Evaluation 43 0 43
Intervention 12 0 12
VOICE & RESONANCE
Evaluation 55 0 55
Intervention 0 0 0
FLUENCY
Evaluation 55 0 55
Intervention 0 0 0
LANGUAGE DISORDERS (Receptive & Expressive)
Evaluation 41 0 41
Intervention 14 0 14
SWALLOWING DISORDERS
Evaluation 0 0 0
Intervention 0 0 0
COGNITIVE ASPECTS OF COMMUNICATION
Evaluation 44 0 44
Intervention 11 0 11
SOCIAL ASPECTS OF COMMUNICATION
Evaluation 41 0 41
Intervention 14 0 14
COMMUNICATION MODALITIES
Evaluation 0 0 0
Intervention 0 0 0
HEARING
Evaluation 0 0 0
Intervention 0 0 0
330Sub Total:
CAA (Re) Accreditation Application Confirmation File generated 02/03/2011 11:40:19 Page 28 of 86
Clinical Site Detail
Roseville Joint Union High School District
School
11-20 miles
Residential Program
Clinical Site Name
Type
Miles
Mode of Delivery :
:
:
:
Students must complete all clinical and coursework in the first three semesters as well as complete all benchmarks listed below.
Prior to enrolling in the first course involving direct-client contact (SPHP 146), the student must demonstrate the criteria listed below.
These criteria are applicable for all succeeding clinical practica.
A. Able to model appropriate speech, voice and language in the clinical setting. Screening for these skills occurs during the first
semester in the program.
B. The ability to write using correct grammar, spelling and punctuation. The writing proficiency requirement is fulfilled by passing the
Sacramento State Writing Proficiency Examination administered by the English Department.
C. Physical capability of dealing with young children and physically disabled persons.
D. Sufficient self-discipline and reliability to maintain and meet regular clinical schedules.
E. Sufficient emotional stability to work with difficult clients.
F. Once the student has met with the client(s) or students in the public schools, dropping clinical practicum classes by the student is
prohibited except for medical reasons or extraordinary circumstances as approved by the Department. Students are not allowed to
repeat clinical practicum courses if they drop without permission.
G. Major GPA of 3.0 with no SPHP courses below a grade of "C."
H. Pass a tuberculin (Tine) test and have measles and rubella immunizations.
I. Pay liability insurance fee (billed through MySacState).
J. Pass authorized background check.
K. Sign the following forms:
i. Video recording Permission Form
ii. Affidavit for Certificate of Clearance
iii. Agreement to Maintain Client Confidentiality Form.
Prerequisite(s)
Typical Number of Students per Supervisor per Academic Term
1
Type of Student Activities
Students evaluate and treat clients in outpatient, inpatient and school environments.
Number of terms your program has used this facility in the past year.
1
Is a written contract or agreement on file?
Yes
No
P
What is the age range for adults?
13+
What is the age range for children?
0-13
List the culturally and linguistically diverse populations served.
1548 Hispanic or Latino of Any Race; 59 American Indian or Alaska Native, Not Hispanic; 583 Asian, Not Hispanic; 33 Pacific
Islander, Not Hispanic; 205 Filipino, Not Hispanic; 371 African American, Not Hispanic; 6528 White, Not Hispanic; 509 2/More
CAA (Re) Accreditation Application Confirmation File generated 02/03/2011 11:40:19 Page 29 of 86
Clinical Site Detail
Clinical Population Data:
Average number of clock hoursMethod of Reporting Clinical Population Data:
TotalAdultsChildrenCategory
ARTICULATION
Evaluation 0 10 10
Intervention 0 18 18
VOICE & RESONANCE
Evaluation 0 1 1
Intervention 0 5 5
FLUENCY
Evaluation 0 0 0
Intervention 0 1 1
LANGUAGE DISORDERS (Receptive & Expressive)
Evaluation 0 28 28
Intervention 0 49 49
SWALLOWING DISORDERS
Evaluation 0 0 0
Intervention 0 0 0
COGNITIVE ASPECTS OF COMMUNICATION
Evaluation 0 0 0
Intervention 0 0 0
SOCIAL ASPECTS OF COMMUNICATION
Evaluation 0 0 0
Intervention 0 0 0
COMMUNICATION MODALITIES
Evaluation 0 0 0
Intervention 0 0 0
HEARING
Evaluation 0 0 0
Intervention 0 0 0
112Sub Total:
CAA (Re) Accreditation Application Confirmation File generated 02/03/2011 11:40:19 Page 30 of 86
Clinical Site Detail
Sacramento City Unified School District
School
1-10 miles
Residential Program
Clinical Site Name
Type
Miles
Mode of Delivery :
:
:
:
Students must complete all clinical and coursework in the first three semesters as well as complete all benchmarks listed below.
Prior to enrolling in the first course involving direct-client contact (SPHP 146), the student must demonstrate the criteria listed below.
These criteria are applicable for all succeeding clinical practica.
A. Able to model appropriate speech, voice and language in the clinical setting. Screening for these skills occurs during the first
semester in the program.
B. The ability to write using correct grammar, spelling and punctuation. The writing proficiency requirement is fulfilled by passing the
Sacramento State Writing Proficiency Examination administered by the English Department.
C. Physical capability of dealing with young children and physically disabled persons.
D. Sufficient self-discipline and reliability to maintain and meet regular clinical schedules.
E. Sufficient emotional stability to work with difficult clients.
F. Once the student has met with the client(s) or students in the public schools, dropping clinical practicum classes by the student is
prohibited except for medical reasons or extraordinary circumstances as approved by the Department. Students are not allowed to
repeat clinical practicum courses if they drop without permission.
G. Major GPA of 3.0 with no SPHP courses below a grade of "C."
H. Pass a tuberculin (Tine) test and have measles and rubella immunizations.
I. Pay liability insurance fee (billed through MySacState).
J. Pass authorized background check.
K. Sign the following forms:
i. Video recording Permission Form
ii. Affidavit for Certificate of Clearance
iii. Agreement to Maintain Client Confidentiality Form.
Prerequisite(s)
Typical Number of Students per Supervisor per Academic Term
1
Type of Student Activities
Students evaluate and treat clients in outpatient, inpatient and school environments.
Number of terms your program has used this facility in the past year.
2
Is a written contract or agreement on file?
Yes
No
P
What is the age range for adults?
13+
What is the age range for children?
0-13
List the culturally and linguistically diverse populations served.
Serves primarily residents of Sacramento County. Sacramento County 2000 US Census: White 56%; Black or African American 9%;
American Indian and Alaska
CAA (Re) Accreditation Application Confirmation File generated 02/03/2011 11:40:19 Page 31 of 86
Clinical Site Detail
Clinical Population Data:
Average number of clock hoursMethod of Reporting Clinical Population Data:
TotalAdultsChildrenCategory
ARTICULATION
Evaluation 11 0 11
Intervention 46 2 48
VOICE & RESONANCE
Evaluation 0 0 0
Intervention 0 0 0
FLUENCY
Evaluation 2 0 2
Intervention 6 0 6
LANGUAGE DISORDERS (Receptive & Expressive)
Evaluation 10 0 10
Intervention 68 2 70
SWALLOWING DISORDERS
Evaluation 0 0 0
Intervention 0 0 0
COGNITIVE ASPECTS OF COMMUNICATION
Evaluation 0 0 0
Intervention 0 0 0
SOCIAL ASPECTS OF COMMUNICATION
Evaluation 0 0 0
Intervention 0 0 0
COMMUNICATION MODALITIES
Evaluation 0 0 0
Intervention 0 0 0
HEARING
Evaluation 0 0 0
Intervention 0 0 0
147Sub Total:
CAA (Re) Accreditation Application Confirmation File generated 02/03/2011 11:40:19 Page 32 of 86
Clinical Site Detail
Sacramento City Unified School District: AM Winn Elementary
School
1-10 miles
Residential Program
Clinical Site Name
Type
Miles
Mode of Delivery :
:
:
:
Students must complete all clinical and coursework in the first three semesters as well as complete all benchmarks listed below.
Prior to enrolling in the first course involving direct-client contact (SPHP 146), the student must demonstrate the criteria listed below.
These criteria are applicable for all succeeding clinical practica.
A. Able to model appropriate speech, voice and language in the clinical setting. Screening for these skills occurs during the first
semester in the program.
B. The ability to write using correct grammar, spelling and punctuation. The writing proficiency requirement is fulfilled by passing the
Sacramento State Writing Proficiency Examination administered by the English Department.
C. Physical capability of dealing with young children and physically disabled persons.
D. Sufficient self-discipline and reliability to maintain and meet regular clinical schedules.
E. Sufficient emotional stability to work with difficult clients.
F. Once the student has met with the client(s) or students in the public schools, dropping clinical practicum classes by the student is
prohibited except for medical reasons or extraordinary circumstances as approved by the Department. Students are not allowed to
repeat clinical practicum courses if they drop without permission.
G. Major GPA of 3.0 with no SPHP courses below a grade of "C."
H. Pass a tuberculin (Tine) test and have measles and rubella immunizations.
I. Pay liability insurance fee (billed through MySacState).
J. Pass authorized background check.
K. Sign the following forms:
i. Video recording Permission Form
ii. Affidavit for Certificate of Clearance
iii. Agreement to Maintain Client Confidentiality Form.
Prerequisite(s)
Typical Number of Students per Supervisor per Academic Term
1
Type of Student Activities
Students evaluate and treat clients in outpatient, inpatient and school environments.
Number of terms your program has used this facility in the past year.
2
Is a written contract or agreement on file?
Yes
No
P
What is the age range for adults?
16+
What is the age range for children?
0-15
List the culturally and linguistically diverse populations served.
Serves primarily residents of Sacramento County. Sacramento County 2000 US Census: White 56%; Black or African American 9%;
American Indian and Alaska Native 2%; Asian 11%; Native Hawaiian and Other Pacific Islander 1%; Hispanic/Latino 13%;
CAA (Re) Accreditation Application Confirmation File generated 02/03/2011 11:40:19 Page 33 of 86
Clinical Site Detail
Clinical Population Data:
Average number of clock hoursMethod of Reporting Clinical Population Data:
TotalAdultsChildrenCategory
ARTICULATION
Evaluation 6 0 6
Intervention 56 0 56
VOICE & RESONANCE
Evaluation 0 0 0
Intervention 0 0 0
FLUENCY
Evaluation 0 0 0
Intervention 0 0 0
LANGUAGE DISORDERS (Receptive & Expressive)
Evaluation 10 0 10
Intervention 36 0 36
SWALLOWING DISORDERS
Evaluation 0 0 0
Intervention 0 0 0
COGNITIVE ASPECTS OF COMMUNICATION
Evaluation 0 0 0
Intervention 0 0 0
SOCIAL ASPECTS OF COMMUNICATION
Evaluation 0 0 0
Intervention 0 0 0
COMMUNICATION MODALITIES
Evaluation 0 0 0
Intervention 0 0 0
HEARING
Evaluation 0 0 0
Intervention 0 0 0
108Sub Total:
CAA (Re) Accreditation Application Confirmation File generated 02/03/2011 11:40:19 Page 34 of 86
Clinical Site Detail
Sacramento City Unified School District: Caleb Greenwood Elementary
School
1-10 miles
Residential Program
Clinical Site Name
Type
Miles
Mode of Delivery :
:
:
:
Students must complete all clinical and coursework in the first three semesters as well as complete all benchmarks listed below.
Prior to enrolling in the first course involving direct-client contact (SPHP 146), the student must demonstrate the criteria listed below.
These criteria are applicable for all succeeding clinical practica.
A. Able to model appropriate speech, voice and language in the clinical setting. Screening for these skills occurs during the first
semester in the program.
B. The ability to write using correct grammar, spelling and punctuation. The writing proficiency requirement is fulfilled by passing the
Sacramento State Writing Proficiency Examination administered by the English Department.
C. Physical capability of dealing with young children and physically disabled persons.
D. Sufficient self-discipline and reliability to maintain and meet regular clinical schedules.
E. Sufficient emotional stability to work with difficult clients.
F. Once the student has met with the client(s) or students in the public schools, dropping clinical practicum classes by the student is
prohibited except for medical reasons or extraordinary circumstances as approved by the Department. Students are not allowed to
repeat clinical practicum courses if they drop without permission.
G. Major GPA of 3.0 with no SPHP courses below a grade of "C."
H. Pass a tuberculin (Tine) test and have measles and rubella immunizations.
I. Pay liability insurance fee (billed through MySacState).
J. Pass authorized background check.
K. Sign the following forms:
i. Video recording Permission Form
ii. Affidavit for Certificate of Clearance
iii. Agreement to Maintain Client Confidentiality Form.
Prerequisite(s)
Typical Number of Students per Supervisor per Academic Term
1
Type of Student Activities
Students evaluate and treat clients in outpatient, inpatient and school environments.
Number of terms your program has used this facility in the past year.
2
Is a written contract or agreement on file?
Yes
No
P
What is the age range for adults?
0-13
What is the age range for children?
13+
List the culturally and linguistically diverse populations served.
American Indian/Alaskan Native; Chinese; Japanese; Korean; Vietnamese; Cambodian; Other Asian; Other Pacific Islander; Filipino;
Black/African American; White; Hispanic/Latino
CAA (Re) Accreditation Application Confirmation File generated 02/03/2011 11:40:19 Page 35 of 86
Clinical Site Detail
Clinical Population Data:
Average number of clock hoursMethod of Reporting Clinical Population Data:
TotalAdultsChildrenCategory
ARTICULATION
Evaluation 1 0 1
Intervention 8 0 8
VOICE & RESONANCE
Evaluation 0 0 0
Intervention 0 0 0
FLUENCY
Evaluation 0 0 0
Intervention 0 0 0
LANGUAGE DISORDERS (Receptive & Expressive)
Evaluation 3 0 3
Intervention 91 0 91
SWALLOWING DISORDERS
Evaluation 0 0 0
Intervention 0 0 0
COGNITIVE ASPECTS OF COMMUNICATION
Evaluation 0 0 0
Intervention 0 0 0
SOCIAL ASPECTS OF COMMUNICATION
Evaluation 0 0 0
Intervention 0 0 0
COMMUNICATION MODALITIES
Evaluation 0 0 0
Intervention 0 0 0
HEARING
Evaluation 0 0 0
Intervention 0 0 0
103Sub Total:
CAA (Re) Accreditation Application Confirmation File generated 02/03/2011 11:40:19 Page 36 of 86
Clinical Site Detail
Sacramento City Unified School District: James W. Marshall Elementary
School
1-10 miles
Residential Program
Clinical Site Name
Type
Miles
Mode of Delivery :
:
:
:
Students must complete all clinical and coursework in the first three semesters as well as complete all benchmarks listed below.
Prior to enrolling in the first course involving direct-client contact (SPHP 146), the student must demonstrate the criteria listed below.
These criteria are applicable for all succeeding clinical practica.
A. Able to model appropriate speech, voice and language in the clinical setting. Screening for these skills occurs during the first
semester in the program.
B. The ability to write using correct grammar, spelling and punctuation. The writing proficiency requirement is fulfilled by passing the
Sacramento State Writing Proficiency Examination administered by the English Department.
C. Physical capability of dealing with young children and physically disabled persons.
D. Sufficient self-discipline and reliability to maintain and meet regular clinical schedules.
E. Sufficient emotional stability to work with difficult clients.
F. Once the student has met with the client(s) or students in the public schools, dropping clinical practicum classes by the student is
prohibited except for medical reasons or extraordinary circumstances as approved by the Department. Students are not allowed to
repeat clinical practicum courses if they drop without permission.
G. Major GPA of 3.0 with no SPHP courses below a grade of "C."
H. Pass a tuberculin (Tine) test and have measles and rubella immunizations.
I. Pay liability insurance fee (billed through MySacState).
J. Pass authorized background check.
K. Sign the following forms:
i. Video recording Permission Form
ii. Affidavit for Certificate of Clearance
iii. Agreement to Maintain Client Confidentiality Form.
Prerequisite(s)
Typical Number of Students per Supervisor per Academic Term
1
Type of Student Activities
Students evaluate and treat clients in outpatient, inpatient and school environments.
Number of terms your program has used this facility in the past year.
2
Is a written contract or agreement on file?
Yes
No
P
What is the age range for adults?
16+
What is the age range for children?
0-15
List the culturally and linguistically diverse populations served.
Serves primarily residents of Sacramento County. Sacramento County 2000 US Census: White 56%; Black or African American 9%;
American Indian and Alaska Native 2%; Asian 11%; Native Hawaiian and Other Pacific Islander 1%; Hispanic/Latino 13%;
CAA (Re) Accreditation Application Confirmation File generated 02/03/2011 11:40:19 Page 37 of 86
Clinical Site Detail
Clinical Population Data:
Average number of clock hoursMethod of Reporting Clinical Population Data:
TotalAdultsChildrenCategory
ARTICULATION
Evaluation 8 7 15
Intervention 38 4 42
VOICE & RESONANCE
Evaluation 0 0 0
Intervention 0 0 0
FLUENCY
Evaluation 0 0 0
Intervention 0 0 0
LANGUAGE DISORDERS (Receptive & Expressive)
Evaluation 5 9 14
Intervention 39 1 40
SWALLOWING DISORDERS
Evaluation 0 0 0
Intervention 0 0 0
COGNITIVE ASPECTS OF COMMUNICATION
Evaluation 0 0 0
Intervention 0 0 0
SOCIAL ASPECTS OF COMMUNICATION
Evaluation 0 0 0
Intervention 0 0 0
COMMUNICATION MODALITIES
Evaluation 0 0 0
Intervention 0 0 0
HEARING
Evaluation 0 0 0
Intervention 0 0 0
111Sub Total:
CAA (Re) Accreditation Application Confirmation File generated 02/03/2011 11:40:19 Page 38 of 86
Clinical Site Detail
Sacramento City Unified School District: John Cabrillo Elementary School
School
11-20 miles
Residential Program
Clinical Site Name
Type
Miles
Mode of Delivery :
:
:
:
Students must complete all clinical and coursework in the first three semesters as well as complete all benchmarks listed below.
Prior to enrolling in the first course involving direct-client contact (SPHP 146), the student must demonstrate the criteria listed below.
These criteria are applicable for all succeeding clinical practica.
A. Able to model appropriate speech, voice and language in the clinical setting. Screening for these skills occurs during the first
semester in the program.
B. The ability to write using correct grammar, spelling and punctuation. The writing proficiency requirement is fulfilled by passing the
Sacramento State Writing Proficiency Examination administered by the English Department.
C. Physical capability of dealing with young children and physically disabled persons.
D. Sufficient self-discipline and reliability to maintain and meet regular clinical schedules.
E. Sufficient emotional stability to work with difficult clients.
F. Once the student has met with the client(s) or students in the public schools, dropping clinical practicum classes by the student is
prohibited except for medical reasons or extraordinary circumstances as approved by the Department. Students are not allowed to
repeat clinical practicum courses if they drop without permission.
G. Major GPA of 3.0 with no SPHP courses below a grade of "C."
H. Pass a tuberculin (Tine) test and have measles and rubella immunizations.
I. Pay liability insurance fee (billed through MySacState).
J. Pass authorized background check.
K. Sign the following forms:
i. Video recording Permission Form
ii. Affidavit for Certificate of Clearance
iii. Agreement to Maintain Client Confidentiality Form.
Prerequisite(s)
Typical Number of Students per Supervisor per Academic Term
1
Type of Student Activities
Students evaluate and treat clients in outpatient, inpatient and school environments.
Number of terms your program has used this facility in the past year.
1
Is a written contract or agreement on file?
Yes
No
P
What is the age range for adults?
13+
What is the age range for children?
0-13
List the culturally and linguistically diverse populations served.
187 Hispanic or Latino of Any Race; 3 American Indian or Alaska Native, Not Hispanic; 28 Asian, Not Hispanic; 10 Pacific Islander,
Not Hispanic; 2 Filipino, Not Hispanic; 148 African American, Not Hispanic; 52 White, Not Hispanic; 27 Two or More Race
CAA (Re) Accreditation Application Confirmation File generated 02/03/2011 11:40:19 Page 39 of 86
Clinical Site Detail
Clinical Population Data:
Average number of clock hoursMethod of Reporting Clinical Population Data:
TotalAdultsChildrenCategory
ARTICULATION
Evaluation 0 0 0
Intervention 0 0 0
VOICE & RESONANCE
Evaluation 0 0 0
Intervention 0 0 0
FLUENCY
Evaluation 0 0 0
Intervention 0 0 0
LANGUAGE DISORDERS (Receptive & Expressive)
Evaluation 57 0 57
Intervention 189 0 189
SWALLOWING DISORDERS
Evaluation 0 0 0
Intervention 0 0 0
COGNITIVE ASPECTS OF COMMUNICATION
Evaluation 0 0 0
Intervention 0 0 0
SOCIAL ASPECTS OF COMMUNICATION
Evaluation 0 0 0
Intervention 0 0 0
COMMUNICATION MODALITIES
Evaluation 0 0 0
Intervention 3 0 3
HEARING
Evaluation 0 0 0
Intervention 0 0 0
249Sub Total:
CAA (Re) Accreditation Application Confirmation File generated 02/03/2011 11:40:19 Page 40 of 86
Clinical Site Detail
Sacramento City Unified School District: Pony Express Elementary
School
11-20 miles
Residential Program
Clinical Site Name
Type
Miles
Mode of Delivery :
:
:
:
Students must complete all clinical and coursework in the first three semesters as well as complete all benchmarks listed below.
Prior to enrolling in the first course involving direct-client contact (SPHP 146), the student must demonstrate the criteria listed below.
These criteria are applicable for all succeeding clinical practica.
A. Able to model appropriate speech, voice and language in the clinical setting. Screening for these skills occurs during the first
semester in the program.
B. The ability to write using correct grammar, spelling and punctuation. The writing proficiency requirement is fulfilled by passing the
Sacramento State Writing Proficiency Examination administered by the English Department.
C. Physical capability of dealing with young children and physically disabled persons.
D. Sufficient self-discipline and reliability to maintain and meet regular clinical schedules.
E. Sufficient emotional stability to work with difficult clients.
F. Once the student has met with the client(s) or students in the public schools, dropping clinical practicum classes by the student is
prohibited except for medical reasons or extraordinary circumstances as approved by the Department. Students are not allowed to
repeat clinical practicum courses if they drop without permission.
G. Major GPA of 3.0 with no SPHP courses below a grade of "C."
H. Pass a tuberculin (Tine) test and have measles and rubella immunizations.
I. Pay liability insurance fee (billed through MySacState).
J. Pass authorized background check.
K. Sign the following forms:
i. Video recording Permission Form
ii. Affidavit for Certificate of Clearance
iii. Agreement to Maintain Client Confidentiality Form.
Prerequisite(s)
Typical Number of Students per Supervisor per Academic Term
1
Type of Student Activities
Students evaluate and treat clients in outpatient, inpatient and school environments.
Number of terms your program has used this facility in the past year.
2
Is a written contract or agreement on file?
Yes
No
P
What is the age range for adults?
13+
What is the age range for children?
0-13
List the culturally and linguistically diverse populations served.
American Indian/Alaskan Native; Other Asian; Other Pacific Islander; Filipino; Black/African American; White; Hispanic/Latino
CAA (Re) Accreditation Application Confirmation File generated 02/03/2011 11:40:19 Page 41 of 86
Clinical Site Detail
Clinical Population Data:
Average number of clock hoursMethod of Reporting Clinical Population Data:
TotalAdultsChildrenCategory
ARTICULATION
Evaluation 15 1 16
Intervention 21 3 24
VOICE & RESONANCE
Evaluation 0 1 1
Intervention 0 1 1
FLUENCY
Evaluation 0 0 0
Intervention 0 0 0
LANGUAGE DISORDERS (Receptive & Expressive)
Evaluation 20 8 28
Intervention 36 9 45
SWALLOWING DISORDERS
Evaluation 0 0 0
Intervention 0 0 0
COGNITIVE ASPECTS OF COMMUNICATION
Evaluation 0 0 0
Intervention 0 0 0
SOCIAL ASPECTS OF COMMUNICATION
Evaluation 0 0 0
Intervention 0 0 0
COMMUNICATION MODALITIES
Evaluation 0 0 0
Intervention 0 0 0
HEARING
Evaluation 0 0 0
Intervention 0 0 0
115Sub Total:
CAA (Re) Accreditation Application Confirmation File generated 02/03/2011 11:40:19 Page 42 of 86
Clinical Site Detail
Sacramento City Unified School District: Sutter Middle School
School
1-10 miles
Residential Program
Clinical Site Name
Type
Miles
Mode of Delivery :
:
:
:
Students must complete all clinical and coursework in the first three semesters as well as complete all benchmarks listed below.
Prior to enrolling in the first course involving direct-client contact (SPHP 146), the student must demonstrate the criteria listed below.
These criteria are applicable for all succeeding clinical practica.
A. Able to model appropriate speech, voice and language in the clinical setting. Screening for these skills occurs during the first
semester in the program.
B. The ability to write using correct grammar, spelling and punctuation. The writing proficiency requirement is fulfilled by passing the
Sacramento State Writing Proficiency Examination administered by the English Department.
C. Physical capability of dealing with young children and physically disabled persons.
D. Sufficient self-discipline and reliability to maintain and meet regular clinical schedules.
E. Sufficient emotional stability to work with difficult clients.
F. Once the student has met with the client(s) or students in the public schools, dropping clinical practicum classes by the student is
prohibited except for medical reasons or extraordinary circumstances as approved by the Department. Students are not allowed to
repeat clinical practicum courses if they drop without permission.
G. Major GPA of 3.0 with no SPHP courses below a grade of "C."
H. Pass a tuberculin (Tine) test and have measles and rubella immunizations.
I. Pay liability insurance fee (billed through MySacState).
J. Pass authorized background check.
K. Sign the following forms:
i. Video recording Permission Form
ii. Affidavit for Certificate of Clearance
iii. Agreement to Maintain Client Confidentiality Form.
Prerequisite(s)
Typical Number of Students per Supervisor per Academic Term
1
Type of Student Activities
Students evaluate and treat clients in outpatient, inpatient and school environments.
Number of terms your program has used this facility in the past year.
1
Is a written contract or agreement on file?
Yes
No
P
What is the age range for adults?
16+
What is the age range for children?
0-15
List the culturally and linguistically diverse populations served.
Serves primarily residents of Sacramento County. Sacramento County 2000 US Census: White 56%; Black or African American 9%;
American Indian and Alaska Native 2%; Asian 11%; Native Hawaiian and Other Pacific Islander 1%; Hispanic/Latino 13%;
CAA (Re) Accreditation Application Confirmation File generated 02/03/2011 11:40:19 Page 43 of 86
Clinical Site Detail
Clinical Population Data:
Average number of clock hoursMethod of Reporting Clinical Population Data:
TotalAdultsChildrenCategory
ARTICULATION
Evaluation 5 6 11
Intervention 0 0 0
VOICE & RESONANCE
Evaluation 0 0 0
Intervention 0 0 0
FLUENCY
Evaluation 0 0 0
Intervention 0 0 0
LANGUAGE DISORDERS (Receptive & Expressive)
Evaluation 0 16 16
Intervention 0 189 189
SWALLOWING DISORDERS
Evaluation 0 0 0
Intervention 0 0 0
COGNITIVE ASPECTS OF COMMUNICATION
Evaluation 0 0 0
Intervention 0 0 0
SOCIAL ASPECTS OF COMMUNICATION
Evaluation 0 0 0
Intervention 0 0 0
COMMUNICATION MODALITIES
Evaluation 0 0 0
Intervention 0 0 0
HEARING
Evaluation 0 0 0
Intervention 0 0 0
216Sub Total:
CAA (Re) Accreditation Application Confirmation File generated 02/03/2011 11:40:19 Page 44 of 86
Clinical Site Detail
San Juan Unified School District
School
1-10 miles
Residential Program
Clinical Site Name
Type
Miles
Mode of Delivery :
:
:
:
Students must complete all clinical and coursework in the first three semesters as well as complete all benchmarks listed below.
Prior to enrolling in the first course involving direct-client contact (SPHP 146), the student must demonstrate the criteria listed below.
These criteria are applicable for all succeeding clinical practica.
A. Able to model appropriate speech, voice and language in the clinical setting. Screening for these skills occurs during the first
semester in the program.
B. The ability to write using correct grammar, spelling and punctuation. The writing proficiency requirement is fulfilled by passing the
Sacramento State Writing Proficiency Examination administered by the English Department.
C. Physical capability of dealing with young children and physically disabled persons.
D. Sufficient self-discipline and reliability to maintain and meet regular clinical schedules.
E. Sufficient emotional stability to work with difficult clients.
F. Once the student has met with the client(s) or students in the public schools, dropping clinical practicum classes by the student is
prohibited except for medical reasons or extraordinary circumstances as approved by the Department. Students are not allowed to
repeat clinical practicum courses if they drop without permission.
G. Major GPA of 3.0 with no SPHP courses below a grade of "C."
H. Pass a tuberculin (Tine) test and have measles and rubella immunizations.
I. Pay liability insurance fee (billed through MySacState).
J. Pass authorized background check.
K. Sign the following forms:
i. Video recording Permission Form
ii. Affidavit for Certificate of Clearance
iii. Agreement to Maintain Client Confidentiality Form.
Prerequisite(s)
Typical Number of Students per Supervisor per Academic Term
1
Type of Student Activities
Students evaluate and treat clients in outpatient, inpatient and school environments.
Number of terms your program has used this facility in the past year.
1
Is a written contract or agreement on file?
Yes
No
P
What is the age range for adults?
13+
What is the age range for children?
0-13
List the culturally and linguistically diverse populations served.
Albanian, Arabic, Armenian, English, Farsi (Persian), Filipino (Tagalog or Pilipino), Hindi, Hmong, Hungarian, Indonesian, Italian,
Korean, Other Non-English (not specified), Punjabi, Romanian, Russian, Serbo-Croatian (Bosnian), Spanish, Thai, Ukrai
CAA (Re) Accreditation Application Confirmation File generated 02/03/2011 11:40:19 Page 45 of 86
Clinical Site Detail
Clinical Population Data:
Average number of clock hoursMethod of Reporting Clinical Population Data:
TotalAdultsChildrenCategory
ARTICULATION
Evaluation 10 0 10
Intervention 57 0 57
VOICE & RESONANCE
Evaluation 0 0 0
Intervention 0 0 0
FLUENCY
Evaluation 0 0 0
Intervention 0 0 0
LANGUAGE DISORDERS (Receptive & Expressive)
Evaluation 6 2 8
Intervention 40 0 40
SWALLOWING DISORDERS
Evaluation 0 0 0
Intervention 0 0 0
COGNITIVE ASPECTS OF COMMUNICATION
Evaluation 0 0 0
Intervention 0 0 0
SOCIAL ASPECTS OF COMMUNICATION
Evaluation 0 0 0
Intervention 0 0 0
COMMUNICATION MODALITIES
Evaluation 0 0 0
Intervention 0 0 0
HEARING
Evaluation 0 0 0
Intervention 0 0 0
115Sub Total:
CAA (Re) Accreditation Application Confirmation File generated 02/03/2011 11:40:19 Page 46 of 86
Clinical Site Detail
San Juan Unified School District: Charles Peck Elementary
School
11-20 miles
Residential Program
Clinical Site Name
Type
Miles
Mode of Delivery :
:
:
:
Students must complete all clinical and coursework in the first three semesters as well as complete all benchmarks listed below.
Prior to enrolling in the first course involving direct-client contact (SPHP 146), the student must demonstrate the criteria listed below.
These criteria are applicable for all succeeding clinical practica.
A. Able to model appropriate speech, voice and language in the clinical setting. Screening for these skills occurs during the first
semester in the program.
B. The ability to write using correct grammar, spelling and punctuation. The writing proficiency requirement is fulfilled by passing the
Sacramento State Writing Proficiency Examination administered by the English Department.
C. Physical capability of dealing with young children and physically disabled persons.
D. Sufficient self-discipline and reliability to maintain and meet regular clinical schedules.
E. Sufficient emotional stability to work with difficult clients.
F. Once the student has met with the client(s) or students in the public schools, dropping clinical practicum classes by the student is
prohibited except for medical reasons or extraordinary circumstances as approved by the Department. Students are not allowed to
repeat clinical practicum courses if they drop without permission.
G. Major GPA of 3.0 with no SPHP courses below a grade of "C."
H. Pass a tuberculin (Tine) test and have measles and rubella immunizations.
I. Pay liability insurance fee (billed through MySacState).
J. Pass authorized background check.
K. Sign the following forms:
i. Video recording Permission Form
ii. Affidavit for Certificate of Clearance
iii. Agreement to Maintain Client Confidentiality Form
Prerequisite(s)
Typical Number of Students per Supervisor per Academic Term
1
Type of Student Activities
Students evaluate and treat clients in outpatient, inpatient and school environments.
Number of terms your program has used this facility in the past year.
2
Is a written contract or agreement on file?
Yes
No
P
What is the age range for adults?
13+
What is the age range for children?
0-13
List the culturally and linguistically diverse populations served.
American Indian or Alaskan Native 2.36%; Chinese 0.50%; Korean 0.37%; Vietnamese 0.12%; Asian Indian 0.37%; Other Asian
2.99%; Other Pacific Islander 1.12%; Filipino 0.87%; Black or African American 3.60%; White 74.63%; Unknown 13.06%
CAA (Re) Accreditation Application Confirmation File generated 02/03/2011 11:40:19 Page 47 of 86
Clinical Site Detail
Clinical Population Data:
Average number of clock hoursMethod of Reporting Clinical Population Data:
TotalAdultsChildrenCategory
ARTICULATION
Evaluation 4 0 4
Intervention 60 0 60
VOICE & RESONANCE
Evaluation 0 0 0
Intervention 0 0 0
FLUENCY
Evaluation 1 0 1
Intervention 0 0 0
LANGUAGE DISORDERS (Receptive & Expressive)
Evaluation 8 0 8
Intervention 49 0 49
SWALLOWING DISORDERS
Evaluation 0 0 0
Intervention 0 0 0
COGNITIVE ASPECTS OF COMMUNICATION
Evaluation 0 0 0
Intervention 0 0 0
SOCIAL ASPECTS OF COMMUNICATION
Evaluation 0 0 0
Intervention 0 0 0
COMMUNICATION MODALITIES
Evaluation 0 0 0
Intervention 0 0 0
HEARING
Evaluation 0 0 0
Intervention 0 0 0
122Sub Total:
CAA (Re) Accreditation Application Confirmation File generated 02/03/2011 11:40:19 Page 48 of 86
Clinical Site Detail
San Juan Unified School District: Coyle Avenue Elementary
School
11-20 miles
Residential Program
Clinical Site Name
Type
Miles
Mode of Delivery :
:
:
:
Students must complete all clinical and coursework in the first three semesters as well as complete all benchmarks listed below.
Prior to enrolling in the first course involving direct-client contact (SPHP 146), the student must demonstrate the criteria listed below.
These criteria are applicable for all succeeding clinical practica.
A. Able to model appropriate speech, voice and language in the clinical setting. Screening for these skills occurs during the first
semester in the program.
B. The ability to write using correct grammar, spelling and punctuation. The writing proficiency requirement is fulfilled by passing the
Sacramento State Writing Proficiency Examination administered by the English Department.
C. Physical capability of dealing with young children and physically disabled persons.
D. Sufficient self-discipline and reliability to maintain and meet regular clinical schedules.
E. Sufficient emotional stability to work with difficult clients.
F. Once the student has met with the client(s) or students in the public schools, dropping clinical practicum classes by the student is
prohibited except for medical reasons or extraordinary circumstances as approved by the Department. Students are not allowed to
repeat clinical practicum courses if they drop without permission.
G. Major GPA of 3.0 with no SPHP courses below a grade of "C."
H. Pass a tuberculin (Tine) test and have measles and rubella immunizations.
I. Pay liability insurance fee (billed through MySacState).
J. Pass authorized background check.
K. Sign the following forms:
i. Video recording Permission Form
ii. Affidavit for Certificate of Clearance
iii. Agreement to Maintain Client Confidentiality Form.
Prerequisite(s)
Typical Number of Students per Supervisor per Academic Term
1
Type of Student Activities
Students evaluate and treat clients in outpatient, inpatient and school environments.
Number of terms your program has used this facility in the past year.
1
Is a written contract or agreement on file?
Yes
No
P
What is the age range for adults?
13+
What is the age range for children?
0-13
List the culturally and linguistically diverse populations served.
Armenian, Bengali, English, Filipino (Tagalog or Pilipino) Punjabi, Romanian, Russian, Spanish, Tigrinya, Ukrainian, Urdu,
Vietnamese, American Indian/Alaskan Native,Asian-Asian Indian, Asian-Other Asian, Asian-Vietnamese, Black/African
CAA (Re) Accreditation Application Confirmation File generated 02/03/2011 11:40:19 Page 49 of 86
Clinical Site Detail
Clinical Population Data:
Average number of clock hoursMethod of Reporting Clinical Population Data:
TotalAdultsChildrenCategory
ARTICULATION
Evaluation 1 2 3
Intervention 30 20 50
VOICE & RESONANCE
Evaluation 0 0 0
Intervention 0 0 0
FLUENCY
Evaluation 0 1 1
Intervention 0 10 10
LANGUAGE DISORDERS (Receptive & Expressive)
Evaluation 8 7 15
Intervention 69 33 102
SWALLOWING DISORDERS
Evaluation 0 0 0
Intervention 0 0 0
COGNITIVE ASPECTS OF COMMUNICATION
Evaluation 0 0 0
Intervention 0 0 0
SOCIAL ASPECTS OF COMMUNICATION
Evaluation 0 0 0
Intervention 0 0 0
COMMUNICATION MODALITIES
Evaluation 0 0 0
Intervention 0 0 0
HEARING
Evaluation 0 0 0
Intervention 0 0 0
181Sub Total:
CAA (Re) Accreditation Application Confirmation File generated 02/03/2011 11:40:19 Page 50 of 86
Clinical Site Detail
San Juan Unified School District: Del Campo High School
School
11-20 miles
Residential Program
Clinical Site Name
Type
Miles
Mode of Delivery :
:
:
:
Students must complete all clinical and coursework in the first three semesters as well as complete all benchmarks listed below.
Prior to enrolling in the first course involving direct-client contact (SPHP 146), the student must demonstrate the criteria listed below.
These criteria are applicable for all succeeding clinical practica.
A. Able to model appropriate speech, voice and language in the clinical setting. Screening for these skills occurs during the first
semester in the program.
B. The ability to write using correct grammar, spelling and punctuation. The writing proficiency requirement is fulfilled by passing the
Sacramento State Writing Proficiency Examination administered by the English Department.
C. Physical capability of dealing with young children and physically disabled persons.
D. Sufficient self-discipline and reliability to maintain and meet regular clinical schedules.
E. Sufficient emotional stability to work with difficult clients.
F. Once the student has met with the client(s) or students in the public schools, dropping clinical practicum classes by the student is
prohibited except for medical reasons or extraordinary circumstances as approved by the Department. Students are not allowed to
repeat clinical practicum courses if they drop without permission.
G. Major GPA of 3.0 with no SPHP courses below a grade of "C."
H. Pass a tuberculin (Tine) test and have measles and rubella immunizations.
I. Pay liability insurance fee (billed through MySacState).
J. Pass authorized background check.
K. Sign the following forms:
i. Video recording Permission Form
ii. Affidavit for Certificate of Clearance
iii. Agreement to Maintain Client Confidentiality Form.
Prerequisite(s)
Typical Number of Students per Supervisor per Academic Term
1
Type of Student Activities
Students evaluate and treat clients in outpatient, inpatient and school environments.
Number of terms your program has used this facility in the past year.
1
Is a written contract or agreement on file?
Yes
No
P
What is the age range for adults?
13+
What is the age range for children?
0-13
List the culturally and linguistically diverse populations served.
232 Hispanic or Latino of Any Race; 43 American Indian or Alaska Native, Not Hispanic; 44 Asian, Not Hispanic; 17 Pacific Islander,
Not Hispanic; 21 Filipino, Not Hispanic; 132 African American, Not Hispanic; 1408 White, Not Hispanic
CAA (Re) Accreditation Application Confirmation File generated 02/03/2011 11:40:19 Page 51 of 86
Clinical Site Detail
Clinical Population Data:
Average number of clock hoursMethod of Reporting Clinical Population Data:
TotalAdultsChildrenCategory
ARTICULATION
Evaluation 0 0 0
Intervention 0 0 0
VOICE & RESONANCE
Evaluation 0 0 0
Intervention 0 0 0
FLUENCY
Evaluation 0 0 0
Intervention 0 0 0
LANGUAGE DISORDERS (Receptive & Expressive)
Evaluation 0 3 3
Intervention 0 130 130
SWALLOWING DISORDERS
Evaluation 0 0 0
Intervention 0 0 0
COGNITIVE ASPECTS OF COMMUNICATION
Evaluation 0 0 0
Intervention 0 0 0
SOCIAL ASPECTS OF COMMUNICATION
Evaluation 0 0 0
Intervention 0 0 0
COMMUNICATION MODALITIES
Evaluation 0 0 0
Intervention 0 0 0
HEARING
Evaluation 0 0 0
Intervention 0 0 0
133Sub Total:
CAA (Re) Accreditation Application Confirmation File generated 02/03/2011 11:40:19 Page 52 of 86
Clinical Site Detail
San Juan Unified School District: Grand Oaks Elementary
School
11-20 miles
Residential Program
Clinical Site Name
Type
Miles
Mode of Delivery :
:
:
:
Students must complete all clinical and coursework in the first three semesters as well as complete all benchmarks listed below.
Prior to enrolling in the first course involving direct-client contact (SPHP 146), the student must demonstrate the criteria listed below.
These criteria are applicable for all succeeding clinical practica.
A. Able to model appropriate speech, voice and language in the clinical setting. Screening for these skills occurs during the first
semester in the program.
B. The ability to write using correct grammar, spelling and punctuation. The writing proficiency requirement is fulfilled by passing the
Sacramento State Writing Proficiency Examination administered by the English Department.
C. Physical capability of dealing with young children and physically disabled persons.
D. Sufficient self-discipline and reliability to maintain and meet regular clinical schedules.
E. Sufficient emotional stability to work with difficult clients.
F. Once the student has met with the client(s) or students in the public schools, dropping clinical practicum classes by the student is
prohibited except for medical reasons or extraordinary circumstances as approved by the Department. Students are not allowed to
repeat clinical practicum courses if they drop without permission.
G. Major GPA of 3.0 with no SPHP courses below a grade of "C."
H. Pass a tuberculin (Tine) test and have measles and rubella immunizations.
I. Pay liability insurance fee (billed through MySacState).
J. Pass authorized background check.
K. Sign the following forms:
i. Video recording Permission Form
ii. Affidavit for Certificate of Clearance
iii. Agreement to Maintain Client Confidentiality Form.
Prerequisite(s)
Typical Number of Students per Supervisor per Academic Term
1
Type of Student Activities
Students evaluate and treat clients in outpatient, inpatient and school environments.
Number of terms your program has used this facility in the past year.
2
Is a written contract or agreement on file?
Yes
No
P
What is the age range for adults?
13+
What is the age range for children?
0-13
List the culturally and linguistically diverse populations served.
American Indian; Asian; Pacific Islander; Filipino; Hispanic; African American; White
CAA (Re) Accreditation Application Confirmation File generated 02/03/2011 11:40:19 Page 53 of 86
Clinical Site Detail
Clinical Population Data:
Average number of clock hoursMethod of Reporting Clinical Population Data:
TotalAdultsChildrenCategory
ARTICULATION
Evaluation 4 0 4
Intervention 60 0 60
VOICE & RESONANCE
Evaluation 0 0 0
Intervention 0 0 0
FLUENCY
Evaluation 1 0 1
Intervention 0 0 0
LANGUAGE DISORDERS (Receptive & Expressive)
Evaluation 8 0 8
Intervention 49 0 49
SWALLOWING DISORDERS
Evaluation 0 0 0
Intervention 0 0 0
COGNITIVE ASPECTS OF COMMUNICATION
Evaluation 0 0 0
Intervention 0 0 0
SOCIAL ASPECTS OF COMMUNICATION
Evaluation 0 0 0
Intervention 0 0 0
COMMUNICATION MODALITIES
Evaluation 0 0 0
Intervention 0 0 0
HEARING
Evaluation 0 0 0
Intervention 0 0 0
122Sub Total:
CAA (Re) Accreditation Application Confirmation File generated 02/03/2011 11:40:19 Page 54 of 86
Clinical Site Detail
San Juan Unified School District: Lichen
School
11-20 miles
Residential Program
Clinical Site Name
Type
Miles
Mode of Delivery :
:
:
:
Students must complete all clinical and coursework in the first three semesters as well as complete all benchmarks listed below.
Prior to enrolling in the first course involving direct-client contact (SPHP 146), the student must demonstrate the criteria listed below.
These criteria are applicable for all succeeding clinical practica.
A. Able to model appropriate speech, voice and language in the clinical setting. Screening for these skills occurs during the first
semester in the program.
B. The ability to write using correct grammar, spelling and punctuation. The writing proficiency requirement is fulfilled by passing the
Sacramento State Writing Proficiency Examination administered by the English Department.
C. Physical capability of dealing with young children and physically disabled persons.
D. Sufficient self-discipline and reliability to maintain and meet regular clinical schedules.
E. Sufficient emotional stability to work with difficult clients.
F. Once the student has met with the client(s) or students in the public schools, dropping clinical practicum classes by the student is
prohibited except for medical reasons or extraordinary circumstances as approved by the Department. Students are not allowed to
repeat clinical practicum courses if they drop without permission.
G. Major GPA of 3.0 with no SPHP courses below a grade of "C."
H. Pass a tuberculin (Tine) test and have measles and rubella immunizations.
I. Pay liability insurance fee (billed through MySacState).
J. Pass authorized background check.
K. Sign the following forms:
i. Video recording Permission Form
ii. Affidavit for Certificate of Clearance
iii. Agreement to Maintain Client Confidentiality Form.
Prerequisite(s)
Typical Number of Students per Supervisor per Academic Term
1
Type of Student Activities
Students evaluate and treat clients in outpatient, inpatient and school environments.
Number of terms your program has used this facility in the past year.
1
Is a written contract or agreement on file?
Yes
No
P
What is the age range for adults?
13+
What is the age range for children?
0-13
List the culturally and linguistically diverse populations served.
2.3% American Indian; 1.2% Asian; 0.7% Pacific Islander; 3% Filipino; 28.6% Hispanic; 8.1% African American; 55.7% White
CAA (Re) Accreditation Application Confirmation File generated 02/03/2011 11:40:19 Page 55 of 86
Clinical Site Detail
Clinical Population Data:
Average number of clock hoursMethod of Reporting Clinical Population Data:
TotalAdultsChildrenCategory
ARTICULATION
Evaluation 5 0 5
Intervention 70 0 70
VOICE & RESONANCE
Evaluation 0 0 0
Intervention 0 0 0
FLUENCY
Evaluation 0 0 0
Intervention 2 0 2
LANGUAGE DISORDERS (Receptive & Expressive)
Evaluation 18 0 18
Intervention 26 0 26
SWALLOWING DISORDERS
Evaluation 0 0 0
Intervention 0 0 0
COGNITIVE ASPECTS OF COMMUNICATION
Evaluation 0 0 0
Intervention 0 0 0
SOCIAL ASPECTS OF COMMUNICATION
Evaluation 0 0 0
Intervention 0 0 0
COMMUNICATION MODALITIES
Evaluation 0 0 0
Intervention 0 0 0
HEARING
Evaluation 0 0 0
Intervention 0 0 0
121Sub Total:
CAA (Re) Accreditation Application Confirmation File generated 02/03/2011 11:40:19 Page 56 of 86
Clinical Site Detail
San Juan Unified School District: Mariposa Avenue Elementary
School
11-20 miles
Residential Program
Clinical Site Name
Type
Miles
Mode of Delivery :
:
:
:
Students must complete all clinical and coursework in the first three semesters as well as complete all benchmarks listed below.
Prior to enrolling in the first course involving direct-client contact (SPHP 146), the student must demonstrate the criteria listed below.
These criteria are applicable for all succeeding clinical practica.
A. Able to model appropriate speech, voice and language in the clinical setting. Screening for these skills occurs during the first
semester in the program.
B. The ability to write using correct grammar, spelling and punctuation. The writing proficiency requirement is fulfilled by passing the
Sacramento State Writing Proficiency Examination administered by the English Department.
C. Physical capability of dealing with young children and physically disabled persons.
D. Sufficient self-discipline and reliability to maintain and meet regular clinical schedules.
E. Sufficient emotional stability to work with difficult clients.
F. Once the student has met with the client(s) or students in the public schools, dropping clinical practicum classes by the student is
prohibited except for medical reasons or extraordinary circumstances as approved by the Department. Students are not allowed to
repeat clinical practicum courses if they drop without permission.
G. Major GPA of 3.0 with no SPHP courses below a grade of "C."
H. Pass a tuberculin (Tine) test and have measles and rubella immunizations.
I. Pay liability insurance fee (billed through MySacState).
J. Pass authorized background check.
K. Sign the following forms:
i. Video recording Permission Form
ii. Affidavit for Certificate of Clearance
iii. Agreement to Maintain Client Confidentiality Form.
Prerequisite(s)
Typical Number of Students per Supervisor per Academic Term
1
Type of Student Activities
Students evaluate and treat clients in outpatient, inpatient and school environments.
Number of terms your program has used this facility in the past year.
1
Is a written contract or agreement on file?
Yes
No
P
What is the age range for adults?
13+
What is the age range for children?
0-13
List the culturally and linguistically diverse populations served.
2.3% American Indian; 1.2% Asian; 0.7% Pacific Islander; 3% Filipino; 28.6% Hispanic; 8.1% African American; 55.7% White; 0.5%
Unknown
CAA (Re) Accreditation Application Confirmation File generated 02/03/2011 11:40:19 Page 57 of 86
Clinical Site Detail
Clinical Population Data:
Average number of clock hoursMethod of Reporting Clinical Population Data:
TotalAdultsChildrenCategory
ARTICULATION
Evaluation 0 0 0
Intervention 0 0 0
VOICE & RESONANCE
Evaluation 0 0 0
Intervention 0 0 0
FLUENCY
Evaluation 0 0 0
Intervention 0 0 0
LANGUAGE DISORDERS (Receptive & Expressive)
Evaluation 7 0 7
Intervention 178 0 178
SWALLOWING DISORDERS
Evaluation 0 0 0
Intervention 0 0 0
COGNITIVE ASPECTS OF COMMUNICATION
Evaluation 0 0 0
Intervention 0 0 0
SOCIAL ASPECTS OF COMMUNICATION
Evaluation 0 0 0
Intervention 0 0 0
COMMUNICATION MODALITIES
Evaluation 0 0 0
Intervention 0 0 0
HEARING
Evaluation 0 0 0
Intervention 0 0 0
185Sub Total:
CAA (Re) Accreditation Application Confirmation File generated 02/03/2011 11:40:19 Page 58 of 86
Clinical Site Detail
San Juan Unified School District: Marvin Marshall Preschool and Children's Center
School
11-20 miles
Residential Program
Clinical Site Name
Type
Miles
Mode of Delivery :
:
:
:
Students must complete all clinical and coursework in the first three semesters as well as complete all benchmarks listed below.
Prior to enrolling in the first course involving direct-client contact (SPHP 146), the student must demonstrate the criteria listed below.
These criteria are applicable for all succeeding clinical practica.
A. Able to model appropriate speech, voice and language in the clinical setting. Screening for these skills occurs during the first
semester in the program.
B. The ability to write using correct grammar, spelling and punctuation. The writing proficiency requirement is fulfilled by passing the
Sacramento State Writing Proficiency Examination administered by the English Department.
C. Physical capability of dealing with young children and physically disabled persons.
D. Sufficient self-discipline and reliability to maintain and meet regular clinical schedules.
E. Sufficient emotional stability to work with difficult clients.
F. Once the student has met with the client(s) or students in the public schools, dropping clinical practicum classes by the student is
prohibited except for medical reasons or extraordinary circumstances as approved by the Department. Students are not allowed to
repeat clinical practicum courses if they drop without permission.
G. Major GPA of 3.0 with no SPHP courses below a grade of "C."
H. Pass a tuberculin (Tine) test and have measles and rubella immunizations.
I. Pay liability insurance fee (billed through MySacState).
J. Pass authorized background check.
K. Sign the following forms:
i. Video recording Permission Form
ii. Affidavit for Certificate of Clearance
iii. Agreement to Maintain Client Confidentiality Form.
Prerequisite(s)
Typical Number of Students per Supervisor per Academic Term
1
Type of Student Activities
Students evaluate and treat clients in outpatient, inpatient and school environments.
Number of terms your program has used this facility in the past year.
1
Is a written contract or agreement on file?
Yes
No
P
What is the age range for adults?
13+
What is the age range for children?
0-13
List the culturally and linguistically diverse populations served.
Other Asian; Other Pacific Islander ; Black/African American; White; Hispanic/Latino
CAA (Re) Accreditation Application Confirmation File generated 02/03/2011 11:40:19 Page 59 of 86
Clinical Site Detail
Clinical Population Data:
Average number of clock hoursMethod of Reporting Clinical Population Data:
TotalAdultsChildrenCategory
ARTICULATION
Evaluation 3 2 5
Intervention 35 19 54
VOICE & RESONANCE
Evaluation 0 0 0
Intervention 0 0 0
FLUENCY
Evaluation 0 0 0
Intervention 0 0 0
LANGUAGE DISORDERS (Receptive & Expressive)
Evaluation 4 1 5
Intervention 23 12 35
SWALLOWING DISORDERS
Evaluation 0 0 0
Intervention 0 0 0
COGNITIVE ASPECTS OF COMMUNICATION
Evaluation 0 0 0
Intervention 0 0 0
SOCIAL ASPECTS OF COMMUNICATION
Evaluation 0 0 0
Intervention 0 0 0
COMMUNICATION MODALITIES
Evaluation 0 0 0
Intervention 0 0 0
HEARING
Evaluation 0 0 0
Intervention 0 0 0
99Sub Total:
CAA (Re) Accreditation Application Confirmation File generated 02/03/2011 11:40:19 Page 60 of 86
Clinical Site Detail
San Juan Unified School District: Starr King Elementary
School
1-10 miles
Residential Program
Clinical Site Name
Type
Miles
Mode of Delivery :
:
:
:
Students must complete all clinical and coursework in the first three semesters as well as complete all benchmarks listed below.
Prior to enrolling in the first course involving direct-client contact (SPHP 146), the student must demonstrate the criteria listed below.
These criteria are applicable for all succeeding clinical practica.
A. Able to model appropriate speech, voice and language in the clinical setting. Screening for these skills occurs during the first
semester in the program.
B. The ability to write using correct grammar, spelling and punctuation. The writing proficiency requirement is fulfilled by passing the
Sacramento State Writing Proficiency Examination administered by the English Department.
C. Physical capability of dealing with young children and physically disabled persons.
D. Sufficient self-discipline and reliability to maintain and meet regular clinical schedules.
E. Sufficient emotional stability to work with difficult clients.
F. Once the student has met with the client(s) or students in the public schools, dropping clinical practicum classes by the student is
prohibited except for medical reasons or extraordinary circumstances as approved by the Department. Students are not allowed to
repeat clinical practicum courses if they drop without permission.
G. Major GPA of 3.0 with no SPHP courses below a grade of "C."
H. Pass a tuberculin (Tine) test and have measles and rubella immunizations.
I. Pay liability insurance fee (billed through MySacState).
J. Pass authorized background check.
K. Sign the following forms:
i. Video recording Permission Form
ii. Affidavit for Certificate of Clearance
iii. Agreement to Maintain Client Confidentiality Form.
Prerequisite(s)
Typical Number of Students per Supervisor per Academic Term
1
Type of Student Activities
Students evaluate and treat clients in outpatient, inpatient and school environments.
Number of terms your program has used this facility in the past year.
2
Is a written contract or agreement on file?
Yes
No
P
What is the age range for adults?
13+
What is the age range for children?
0-13
List the culturally and linguistically diverse populations served.
Afro American 16.1%; American Indian 4.7%; Asian 3.8%; Caucasian 49.7 %; Filipino 2.5%; Pacific Islander 3.0%
CAA (Re) Accreditation Application Confirmation File generated 02/03/2011 11:40:19 Page 61 of 86
Clinical Site Detail
Clinical Population Data:
Average number of clock hoursMethod of Reporting Clinical Population Data:
TotalAdultsChildrenCategory
ARTICULATION
Evaluation 1 0 1
Intervention 0 0 0
VOICE & RESONANCE
Evaluation 0 0 0
Intervention 0 0 0
FLUENCY
Evaluation 0 0 0
Intervention 0 0 0
LANGUAGE DISORDERS (Receptive & Expressive)
Evaluation 5 0 5
Intervention 126 0 126
SWALLOWING DISORDERS
Evaluation 0 0 0
Intervention 0 0 0
COGNITIVE ASPECTS OF COMMUNICATION
Evaluation 0 0 0
Intervention 0 0 0
SOCIAL ASPECTS OF COMMUNICATION
Evaluation 0 0 0
Intervention 0 0 0
COMMUNICATION MODALITIES
Evaluation 0 0 0
Intervention 0 0 0
HEARING
Evaluation 0 0 0
Intervention 0 0 0
132Sub Total:
CAA (Re) Accreditation Application Confirmation File generated 02/03/2011 11:40:19 Page 62 of 86
Clinical Site Detail
San Juan Unified School District: Thomas Kelly
School
1-10 miles
Residential Program
Clinical Site Name
Type
Miles
Mode of Delivery :
:
:
:
Students must complete all clinical and coursework in the first three semesters as well as complete all benchmarks listed below.
Prior to enrolling in the first course involving direct-client contact (SPHP 146), the student must demonstrate the criteria listed below.
These criteria are applicable for all succeeding clinical practica.
A. Able to model appropriate speech, voice and language in the clinical setting. Screening for these skills occurs during the first
semester in the program.
B. The ability to write using correct grammar, spelling and punctuation. The writing proficiency requirement is fulfilled by passing the
Sacramento State Writing Proficiency Examination administered by the English Department.
C. Physical capability of dealing with young children and physically disabled persons.
D. Sufficient self-discipline and reliability to maintain and meet regular clinical schedules.
E. Sufficient emotional stability to work with difficult clients.
F. Once the student has met with the client(s) or students in the public schools, dropping clinical practicum classes by the student is
prohibited except for medical reasons or extraordinary circumstances as approved by the Department. Students are not allowed to
repeat clinical practicum courses if they drop without permission.
G. Major GPA of 3.0 with no SPHP courses below a grade of "C."
H. Pass a tuberculin (Tine) test and have measles and rubella immunizations.
I. Pay liability insurance fee (billed through MySacState).
J. Pass authorized background check.
K. Sign the following forms:
i. Video recording Permission Form
ii. Affidavit for Certificate of Clearance
iii. Agreement to Maintain Client Confidentiality Form.
Prerequisite(s)
Typical Number of Students per Supervisor per Academic Term
1
Type of Student Activities
Students evaluate and treat clients in outpatient, inpatient and school environments.
Number of terms your program has used this facility in the past year.
2
Is a written contract or agreement on file?
Yes
No
P
What is the age range for adults?
13+
What is the age range for children?
0-13
List the culturally and linguistically diverse populations served.
Afro American 16.1%; American Indian 4.7%; Asian 3.8%; Caucasian 49.7 %; Filipino 2.5%; Pacific Islander 3.0%
CAA (Re) Accreditation Application Confirmation File generated 02/03/2011 11:40:19 Page 63 of 86
Clinical Site Detail
Clinical Population Data:
Average number of clock hoursMethod of Reporting Clinical Population Data:
TotalAdultsChildrenCategory
ARTICULATION
Evaluation 6 0 5
Intervention 70 0 70
VOICE & RESONANCE
Evaluation 0 0 0
Intervention 0 0 0
FLUENCY
Evaluation 0 0 0
Intervention 2 0 2
LANGUAGE DISORDERS (Receptive & Expressive)
Evaluation 18 0 18
Intervention 26 0 26
SWALLOWING DISORDERS
Evaluation 0 0 0
Intervention 0 0 0
COGNITIVE ASPECTS OF COMMUNICATION
Evaluation 0 0 0
Intervention 0 0 0
SOCIAL ASPECTS OF COMMUNICATION
Evaluation 0 0 0
Intervention 0 0 0
COMMUNICATION MODALITIES
Evaluation 0 0 0
Intervention 0 0 0
HEARING
Evaluation 0 0 0
Intervention 0 0 0
121Sub Total:
CAA (Re) Accreditation Application Confirmation File generated 02/03/2011 11:40:19 Page 64 of 86
Clinical Site Detail
Sierra Nevada Memorial
Hospital
60
Residential Program
Clinical Site Name
Type
Miles
Mode of Delivery :
:
:
:
Students must complete all clinical and coursework in the first three semesters as well as complete all benchmarks listed below.
Prior to enrolling in the first course involving direct-client contact (SPHP 146), the student must demonstrate the criteria listed below.
These criteria are applicable for all succeeding clinical practica.
A. Able to model appropriate speech, voice and language in the clinical setting. Screening for these skills occurs during the first
semester in the program.
B. The ability to write using correct grammar, spelling and punctuation. The writing proficiency requirement is fulfilled by passing the
Sacramento State Writing Proficiency Examination administered by the English Department.
C. Physical capability of dealing with young children and physically disabled persons.
D. Sufficient self-discipline and reliability to maintain and meet regular clinical schedules.
E. Sufficient emotional stability to work with difficult clients.
F. Once the student has met with the client(s) or students in the public schools, dropping clinical practicum classes by the student is
prohibited except for medical reasons or extraordinary circumstances as approved by the Department. Students are not allowed to
repeat clinical practicum courses if they drop without permission.
G. Major GPA of 3.0 with no SPHP courses below a grade of "C."
H. Pass a tuberculin (Tine) test and have measles and rubella immunizations.
I. Pay liability insurance fee (billed through MySacState).
J. Pass authorized background check.
K. Sign the following forms:
i. Video recording Permission Form
ii. Affidavit for Certificate of Clearance
iii. Agreement to Maintain Client Confidentiality Form.
Prerequisite(s)
Typical Number of Students per Supervisor per Academic Term
1
Type of Student Activities
Students evaluate and treat clients in outpatient, inpatient and school environments.
Number of terms your program has used this facility in the past year.
1
Is a written contract or agreement on file?
Yes
No
P
What is the age range for adults?
13+
What is the age range for children?
0-13
List the culturally and linguistically diverse populations served.
Serves population of Nevada County, 200 US Census county was 93.39% White, 0.28% Black or African American, 0.88% Native
American, 0.78% Asian, 0.09% Pacific Islander, 1.94% from other races, and 2.64% from two or more races, 5.65% Hispanic or
Latino
CAA (Re) Accreditation Application Confirmation File generated 02/03/2011 11:40:19 Page 65 of 86
Clinical Site Detail
Clinical Population Data:
Average number of clock hoursMethod of Reporting Clinical Population Data:
TotalAdultsChildrenCategory
ARTICULATION
Evaluation 0 0 0
Intervention 0 0 0
VOICE & RESONANCE
Evaluation 0 0 0
Intervention 0 6 6
FLUENCY
Evaluation 0 0 0
Intervention 0 5 5
LANGUAGE DISORDERS (Receptive & Expressive)
Evaluation 0 0 0
Intervention 0 0 0
SWALLOWING DISORDERS
Evaluation 0 20 20
Intervention 0 25 25
COGNITIVE ASPECTS OF COMMUNICATION
Evaluation 0 6 6
Intervention 0 0 0
SOCIAL ASPECTS OF COMMUNICATION
Evaluation 0 0 0
Intervention 0 0 0
COMMUNICATION MODALITIES
Evaluation 0 6 6
Intervention 0 14 14
HEARING
Evaluation 0 0 0
Intervention 0 0 0
82Sub Total:
CAA (Re) Accreditation Application Confirmation File generated 02/03/2011 11:40:19 Page 66 of 86
Clinical Site Detail
SPEAK with STRENGTH
Private practice
1-10 miles
Residential Program
Clinical Site Name
Type
Miles
Mode of Delivery :
:
:
:
Students must complete all clinical and coursework in the first three semesters as well as complete all benchmarks listed below.
Prior to enrolling in the first course involving direct-client contact (SPHP 146), the student must demonstrate the criteria listed below.
These criteria are applicable for all succeeding clinical practica.
A. Able to model appropriate speech, voice and language in the clinical setting. Screening for these skills occurs during the first
semester in the program.
B. The ability to write using correct grammar, spelling and punctuation. The writing proficiency requirement is fulfilled by passing the
Sacramento State Writing Proficiency Examination administered by the English Department.
C. Physical capability of dealing with young children and physically disabled persons.
D. Sufficient self-discipline and reliability to maintain and meet regular clinical schedules.
E. Sufficient emotional stability to work with difficult clients.
F. Once the student has met with the client(s) or students in the public schools, dropping clinical practicum classes by the student is
prohibited except for medical reasons or extraordinary circumstances as approved by the Department. Students are not allowed to
repeat clinical practicum courses if they drop without permission.
G. Major GPA of 3.0 with no SPHP courses below a grade of "C."
H. Pass a tuberculin (Tine) test and have measles and rubella immunizations.
I. Pay liability insurance fee (billed through MySacState).
J. Pass authorized background check.
K. Sign the following forms:
i. Video recording Permission Form
ii. Affidavit for Certificate of Clearance
iii. Agreement to Maintain Client Confidentiality Form.
Prerequisite(s)
Typical Number of Students per Supervisor per Academic Term
1
Type of Student Activities
Students evaluate and treat clients in outpatient, inpatient and school environments.
Number of terms your program has used this facility in the past year.
1
Is a written contract or agreement on file?
Yes
No
P
What is the age range for adults?
13+
What is the age range for children?
0-13
List the culturally and linguistically diverse populations served.
Serves primarily residents of Sacramento County. Sacramento County 2000 US Census: White 56%; Black or African American 9%;
American Indian and Alaska Native 2%; Asian 11%; Native Hawaiian and Other Pacific Islander 1%; Hispanic/Latino 13%;
CAA (Re) Accreditation Application Confirmation File generated 02/03/2011 11:40:19 Page 67 of 86
Clinical Site Detail
Clinical Population Data:
Average number of clock hoursMethod of Reporting Clinical Population Data:
TotalAdultsChildrenCategory
ARTICULATION
Evaluation 5 12 17
Intervention 0 4 4
VOICE & RESONANCE
Evaluation 0 0 0
Intervention 0 0 0
FLUENCY
Evaluation 0 0 0
Intervention 0 3 3
LANGUAGE DISORDERS (Receptive & Expressive)
Evaluation 0 8 8
Intervention 0 103 103
SWALLOWING DISORDERS
Evaluation 0 0 0
Intervention 0 0 0
COGNITIVE ASPECTS OF COMMUNICATION
Evaluation 0 0 0
Intervention 0 0 0
SOCIAL ASPECTS OF COMMUNICATION
Evaluation 0 0 0
Intervention 0 0 0
COMMUNICATION MODALITIES
Evaluation 0 0 0
Intervention 0 0 0
HEARING
Evaluation 0 0 0
Intervention 0 0 0
135Sub Total:
CAA (Re) Accreditation Application Confirmation File generated 02/03/2011 11:40:19 Page 68 of 86
Clinical Site Detail
Sutter Memorial
Hospital
1-10 miles
Residential Program
Clinical Site Name
Type
Miles
Mode of Delivery :
:
:
:
Students must complete all clinical and coursework in the first three semesters as well as complete all benchmarks listed below.
Prior to enrolling in the first course involving direct-client contact (SPHP 146), the student must demonstrate the criteria listed below.
These criteria are applicable for all succeeding clinical practica.
A. Able to model appropriate speech, voice and language in the clinical setting. Screening for these skills occurs during the first
semester in the program.
B. The ability to write using correct grammar, spelling and punctuation. The writing proficiency requirement is fulfilled by passing the
Sacramento State Writing Proficiency Examination administered by the English Department.
C. Physical capability of dealing with young children and physically disabled persons.
D. Sufficient self-discipline and reliability to maintain and meet regular clinical schedules.
E. Sufficient emotional stability to work with difficult clients.
F. Once the student has met with the client(s) or students in the public schools, dropping clinical practicum classes by the student is
prohibited except for medical reasons or extraordinary circumstances as approved by the Department. Students are not allowed to
repeat clinical practicum courses if they drop without permission.
G. Major GPA of 3.0 with no SPHP courses below a grade of "C."
H. Pass a tuberculin (Tine) test and have measles and rubella immunizations.
I. Pay liability insurance fee (billed through MySacState).
J. Pass authorized background check.
K. Sign the following forms:
i. Video recording Permission Form
ii. Affidavit for Certificate of Clearance
iii. Agreement to Maintain Client Confidentiality Form.
Prerequisite(s)
Typical Number of Students per Supervisor per Academic Term
1
Type of Student Activities
Students evaluate and treat clients in outpatient, inpatient and school environments.
Number of terms your program has used this facility in the past year.
1
Is a written contract or agreement on file?
Yes
No
P
What is the age range for adults?
13+
What is the age range for children?
0-13
List the culturally and linguistically diverse populations served.
Serves primarily residents of Sacramento County. Sacramento County 2000 US Census: White 56%; Black or African American 9%;
American Indian and Alaska Native 2%; Asian 11%; Native Hawaiian and Other Pacific Islander 1%; Hispanic/Latino 13%;
CAA (Re) Accreditation Application Confirmation File generated 02/03/2011 11:40:19 Page 69 of 86
Clinical Site Detail
Clinical Population Data:
Average number of clock hoursMethod of Reporting Clinical Population Data:
TotalAdultsChildrenCategory
ARTICULATION
Evaluation 36 4 40
Intervention 0 0 0
VOICE & RESONANCE
Evaluation 0 0 0
Intervention 0 0 0
FLUENCY
Evaluation 0 0 0
Intervention 0 0 0
LANGUAGE DISORDERS (Receptive & Expressive)
Evaluation 0 0 0
Intervention 0 0 0
SWALLOWING DISORDERS
Evaluation 24 2 26
Intervention 57 0 57
COGNITIVE ASPECTS OF COMMUNICATION
Evaluation 0 0 0
Intervention 0 0 0
SOCIAL ASPECTS OF COMMUNICATION
Evaluation 0 0 0
Intervention 0 0 0
COMMUNICATION MODALITIES
Evaluation 0 0 0
Intervention 0 0 0
HEARING
Evaluation 0 0 0
Intervention 0 0 0
123Sub Total:
CAA (Re) Accreditation Application Confirmation File generated 02/03/2011 11:40:19 Page 70 of 86
Clinical Site Detail
Sutter Roseville RehabCare Group
Hospital
21-30 miles
Residential Program
Clinical Site Name
Type
Miles
Mode of Delivery :
:
:
:
Students must complete all clinical and coursework in the first three semesters as well as complete all benchmarks listed below.
Prior to enrolling in the first course involving direct-client contact (SPHP 146), the student must demonstrate the criteria listed below.
These criteria are applicable for all succeeding clinical practica.
A. Able to model appropriate speech, voice and language in the clinical setting. Screening for these skills occurs during the first
semester in the program.
B. The ability to write using correct grammar, spelling and punctuation. The writing proficiency requirement is fulfilled by passing the
Sacramento State Writing Proficiency Examination administered by the English Department.
C. Physical capability of dealing with young children and physically disabled persons.
D. Sufficient self-discipline and reliability to maintain and meet regular clinical schedules.
E. Sufficient emotional stability to work with difficult clients.
F. Once the student has met with the client(s) or students in the public schools, dropping clinical practicum classes by the student is
prohibited except for medical reasons or extraordinary circumstances as approved by the Department. Students are not allowed to
repeat clinical practicum courses if they drop without permission.
G. Major GPA of 3.0 with no SPHP courses below a grade of "C."
H. Pass a tuberculin (Tine) test and have measles and rubella immunizations.
I. Pay liability insurance fee (billed through MySacState).
J. Pass authorized background check.
K. Sign the following forms:
i. Video recording Permission Form
ii. Affidavit for Certificate of Clearance
iii. Agreement to Maintain Client Confidentiality Form.
Prerequisite(s)
Typical Number of Students per Supervisor per Academic Term
1
Type of Student Activities
Students evaluate and treat clients in outpatient, inpatient and school environments.
Number of terms your program has used this facility in the past year.
1
Is a written contract or agreement on file?
Yes
No
P
What is the age range for adults?
13+
What is the age range for children?
0-13
List the culturally and linguistically diverse populations served.
Serves primarily residents of Sacramento County. Sacramento County 2000 US Census: White 56%; Black or African American 9%;
American Indian and Alaska Native 2%; Asian 11%; Native Hawaiian and Other Pacific Islander 1%; Hispanic/Latino 13%;
CAA (Re) Accreditation Application Confirmation File generated 02/03/2011 11:40:19 Page 71 of 86
Clinical Site Detail
Clinical Population Data:
Average number of clientsMethod of Reporting Clinical Population Data:
TotalAdultsChildrenCategory
ARTICULATION
Evaluation 0 0 0
Intervention 0 0 0
VOICE & RESONANCE
Evaluation 0 0 0
Intervention 0 0 0
FLUENCY
Evaluation 0 0 0
Intervention 0 0 0
LANGUAGE DISORDERS (Receptive & Expressive)
Evaluation 0 0 0
Intervention 0 0 0
SWALLOWING DISORDERS
Evaluation 0 105 105
Intervention 0 8 8
COGNITIVE ASPECTS OF COMMUNICATION
Evaluation 0 20 20
Intervention 0 77 77
SOCIAL ASPECTS OF COMMUNICATION
Evaluation 0 0 0
Intervention 0 0 0
COMMUNICATION MODALITIES
Evaluation 0 2 2
Intervention 0 6 6
HEARING
Evaluation 0 0 0
Intervention 0 0 0
218Sub Total:
CAA (Re) Accreditation Application Confirmation File generated 02/03/2011 11:40:19 Page 72 of 86
Clinical Site Detail
Twin Rivers Unified School District
School
1-10 miles
Residential Program
Clinical Site Name
Type
Miles
Mode of Delivery :
:
:
:
Students must complete all clinical and coursework in the first three semesters as well as complete all benchmarks listed below.
Prior to enrolling in the first course involving direct-client contact (SPHP 146), the student must demonstrate the criteria listed below.
These criteria are applicable for all succeeding clinical practica.
A. Able to model appropriate speech, voice and language in the clinical setting. Screening for these skills occurs during the first
semester in the program.
B. The ability to write using correct grammar, spelling and punctuation. The writing proficiency requirement is fulfilled by passing the
Sacramento State Writing Proficiency Examination administered by the English Department.
C. Physical capability of dealing with young children and physically disabled persons.
D. Sufficient self-discipline and reliability to maintain and meet regular clinical schedules.
E. Sufficient emotional stability to work with difficult clients.
F. Once the student has met with the client(s) or students in the public schools, dropping clinical practicum classes by the student is
prohibited except for medical reasons or extraordinary circumstances as approved by the Department. Students are not allowed to
repeat clinical practicum courses if they drop without permission.
G. Major GPA of 3.0 with no SPHP courses below a grade of "C."
H. Pass a tuberculin (Tine) test and have measles and rubella immunizations.
I. Pay liability insurance fee (billed through MySacState).
J. Pass authorized background check.
K. Sign the following forms:
i. Video recording Permission Form
ii. Affidavit for Certificate of Clearance
iii. Agreement to Maintain Client Confidentiality Form.
Prerequisite(s)
Typical Number of Students per Supervisor per Academic Term
1
Type of Student Activities
Students evaluate and treat clients in outpatient, inpatient and school environments.
Number of terms your program has used this facility in the past year.
1
Is a written contract or agreement on file?
Yes
No
P
What is the age range for adults?
13+
What is the age range for children?
0-13
List the culturally and linguistically diverse populations served.
African American 20.3%; Asian 14.7%; Caucasian 28.1%; Hispanic or Latino 20.2%
CAA (Re) Accreditation Application Confirmation File generated 02/03/2011 11:40:19 Page 73 of 86
Clinical Site Detail
Clinical Population Data:
Average number of clock hoursMethod of Reporting Clinical Population Data:
TotalAdultsChildrenCategory
ARTICULATION
Evaluation 6 1 7
Intervention 23 2 25
VOICE & RESONANCE
Evaluation 0 0 0
Intervention 0 0 0
FLUENCY
Evaluation 1 0 1
Intervention 8 0 8
LANGUAGE DISORDERS (Receptive & Expressive)
Evaluation 12 4 16
Intervention 54 7 61
SWALLOWING DISORDERS
Evaluation 0 0 0
Intervention 0 0 0
COGNITIVE ASPECTS OF COMMUNICATION
Evaluation 0 0 0
Intervention 0 0 0
SOCIAL ASPECTS OF COMMUNICATION
Evaluation 0 0 0
Intervention 0 0 0
COMMUNICATION MODALITIES
Evaluation 0 0 0
Intervention 0 0 0
HEARING
Evaluation 0 0 0
Intervention 0 0 0
118Sub Total:
CAA (Re) Accreditation Application Confirmation File generated 02/03/2011 11:40:19 Page 74 of 86
Clinical Site Detail
Twin Rivers Unified School District: Regency Park Elementary
School
11-20 miles
Residential Program
Clinical Site Name
Type
Miles
Mode of Delivery :
:
:
:
Students must complete all clinical and coursework in the first three semesters as well as complete all benchmarks listed below.
Prior to enrolling in the first course involving direct-client contact (SPHP 146), the student must demonstrate the criteria listed below.
These criteria are applicable for all succeeding clinical practica.
A. Able to model appropriate speech, voice and language in the clinical setting. Screening for these skills occurs during the first
semester in the program.
B. The ability to write using correct grammar, spelling and punctuation. The writing proficiency requirement is fulfilled by passing the
Sacramento State Writing Proficiency Examination administered by the English Department.
C. Physical capability of dealing with young children and physically disabled persons.
D. Sufficient self-discipline and reliability to maintain and meet regular clinical schedules.
E. Sufficient emotional stability to work with difficult clients.
F. Once the student has met with the client(s) or students in the public schools, dropping clinical practicum classes by the student is
prohibited except for medical reasons or extraordinary circumstances as approved by the Department. Students are not allowed to
repeat clinical practicum courses if they drop without permission.
G. Major GPA of 3.0 with no SPHP courses below a grade of "C."
H. Pass a tuberculin (Tine) test and have measles and rubella immunizations.
I. Pay liability insurance fee (billed through MySacState).
J. Pass authorized background check.
K. Sign the following forms:
i. Video recording Permission Form
ii. Affidavit for Certificate of Clearance
iii. Agreement to Maintain Client Confidentiality Form.
Prerequisite(s)
Typical Number of Students per Supervisor per Academic Term
1
Type of Student Activities
Students evaluate and treat clients in outpatient, inpatient and school environments.
Number of terms your program has used this facility in the past year.
1
Is a written contract or agreement on file?
Yes
No
P
What is the age range for adults?
13+
What is the age range for children?
0-13
List the culturally and linguistically diverse populations served.
African American 20.3%; Asian 14.7%; Caucasian 28.1%; Hispanic/Latino 20.2%
CAA (Re) Accreditation Application Confirmation File generated 02/03/2011 11:40:19 Page 75 of 86
Clinical Site Detail
Clinical Population Data:
Average number of clock hoursMethod of Reporting Clinical Population Data:
TotalAdultsChildrenCategory
ARTICULATION
Evaluation 12 0 12
Intervention 54 0 54
VOICE & RESONANCE
Evaluation 0 0 0
Intervention 0 0 0
FLUENCY
Evaluation 0 0 0
Intervention 9 0 9
LANGUAGE DISORDERS (Receptive & Expressive)
Evaluation 3 0 3
Intervention 62 0 62
SWALLOWING DISORDERS
Evaluation 0 0 0
Intervention 0 0 0
COGNITIVE ASPECTS OF COMMUNICATION
Evaluation 0 0 0
Intervention 0 0 0
SOCIAL ASPECTS OF COMMUNICATION
Evaluation 0 0 0
Intervention 0 0 0
COMMUNICATION MODALITIES
Evaluation 0 0 0
Intervention 0 0 0
HEARING
Evaluation 0 0 0
Intervention 0 0 0
140Sub Total:
CAA (Re) Accreditation Application Confirmation File generated 02/03/2011 11:40:19 Page 76 of 86
Clinical Site Detail
Twin Rivers Unified School District: Rio Linda Elementary
School
11-20 miles
Residential Program
Clinical Site Name
Type
Miles
Mode of Delivery :
:
:
:
Students must complete all clinical and coursework in the first three semesters as well as complete all benchmarks listed below.
Prior to enrolling in the first course involving direct-client contact (SPHP 146), the student must demonstrate the criteria listed below.
These criteria are applicable for all succeeding clinical practica.
A. Able to model appropriate speech, voice and language in the clinical setting. Screening for these skills occurs during the first
semester in the program.
B. The ability to write using correct grammar, spelling and punctuation. The writing proficiency requirement is fulfilled by passing the
Sacramento State Writing Proficiency Examination administered by the English Department.
C. Physical capability of dealing with young children and physically disabled persons.
D. Sufficient self-discipline and reliability to maintain and meet regular clinical schedules.
E. Sufficient emotional stability to work with difficult clients.
F. Once the student has met with the client(s) or students in the public schools, dropping clinical practicum classes by the student is
prohibited except for medical reasons or extraordinary circumstances as approved by the Department. Students are not allowed to
repeat clinical practicum courses if they drop without permission.
G. Major GPA of 3.0 with no SPHP courses below a grade of "C."
H. Pass a tuberculin (Tine) test and have measles and rubella immunizations.
I. Pay liability insurance fee (billed through MySacState).
J. Pass authorized background check.
K. Sign the following forms:
i. Video recording Permission Form
ii. Affidavit for Certificate of Clearance
iii. Agreement to Maintain Client Confidentiality Form.
Prerequisite(s)
Typical Number of Students per Supervisor per Academic Term
1
Type of Student Activities
Students evaluate and treat clients in outpatient, inpatient and school environments.
Number of terms your program has used this facility in the past year.
1
Is a written contract or agreement on file?
Yes
No
P
What is the age range for adults?
13+
What is the age range for children?
0-13
List the culturally and linguistically diverse populations served.
African American 20.3%; Asian 14.7%; Caucasian 28.1%; Hispanic or Latino 20.2%
CAA (Re) Accreditation Application Confirmation File generated 02/03/2011 11:40:19 Page 77 of 86
Clinical Site Detail
Clinical Population Data:
Average number of clock hoursMethod of Reporting Clinical Population Data:
TotalAdultsChildrenCategory
ARTICULATION
Evaluation 6 11 17
Intervention 33 0 33
VOICE & RESONANCE
Evaluation 0 0 0
Intervention 0 0 0
FLUENCY
Evaluation 0 0 0
Intervention 1 0 1
LANGUAGE DISORDERS (Receptive & Expressive)
Evaluation 10 5 15
Intervention 52 0 52
SWALLOWING DISORDERS
Evaluation 0 0 0
Intervention 0 0 0
COGNITIVE ASPECTS OF COMMUNICATION
Evaluation 0 0 0
Intervention 0 0 0
SOCIAL ASPECTS OF COMMUNICATION
Evaluation 0 0 0
Intervention 0 0 0
COMMUNICATION MODALITIES
Evaluation 0 0 0
Intervention 0 0 0
HEARING
Evaluation 0 0 0
Intervention 0 0 0
118Sub Total:
CAA (Re) Accreditation Application Confirmation File generated 02/03/2011 11:40:19 Page 78 of 86
Clinical Site Detail
UC Davis Medical Center: Dept of Otolaryngology
Hospital
1-10 miles
Residential Program
Clinical Site Name
Type
Miles
Mode of Delivery :
:
:
:
Students must complete all clinical and coursework in the first three semesters as well as complete all benchmarks listed below.
Prior to enrolling in the first course involving direct-client contact (SPHP 146), the student must demonstrate the criteria listed below.
These criteria are applicable for all succeeding clinical practica.
A. Able to model appropriate speech, voice and language in the clinical setting. Screening for these skills occurs during the first
semester in the program.
B. The ability to write using correct grammar, spelling and punctuation. The writing proficiency requirement is fulfilled by passing the
Sacramento State Writing Proficiency Examination administered by the English Department.
C. Physical capability of dealing with young children and physically disabled persons.
D. Sufficient self-discipline and reliability to maintain and meet regular clinical schedules.
E. Sufficient emotional stability to work with difficult clients.
F. Once the student has met with the client(s) or students in the public schools, dropping clinical practicum classes by the student
is prohibited except for medical reasons or extraordinary circumstances as approved by the Department. Students are not allowed to
repeat clinical practicum courses if they drop without permission.
G. Major GPA of 3.0 with no SPHP courses below a grade of "C."
H. Pass a tuberculin (Tine) test and have measles and rubella immunizations.
I. Pay liability insurance fee (billed through MySacState).
J. Pass authorized background check.
K. Sign the following forms:
i. Video recording Permission Form
ii. Affidavit for Certificate of Clearance
iii. Agreement to Maintain Client Confidentiality Form.
Prerequisite(s)
Typical Number of Students per Supervisor per Academic Term
1
Type of Student Activities
Students evaluate and treat clients in outpatient, inpatient and school environments.
Number of terms your program has used this facility in the past year.
2
Is a written contract or agreement on file?
Yes
No
P
What is the age range for adults?
13+
What is the age range for children?
0-13
List the culturally and linguistically diverse populations served.
UCD serves the medically underserved populations, including Asian, Latino, Muslim, African-American and others.
CAA (Re) Accreditation Application Confirmation File generated 02/03/2011 11:40:19 Page 79 of 86
Clinical Site Detail
Clinical Population Data:
Average number of clock hoursMethod of Reporting Clinical Population Data:
TotalAdultsChildrenCategory
ARTICULATION
Evaluation 6 0 6
Intervention 0 0 0
VOICE & RESONANCE
Evaluation 0 10 10
Intervention 0 0 0
FLUENCY
Evaluation 0 0 0
Intervention 0 0 0
LANGUAGE DISORDERS (Receptive & Expressive)
Evaluation 0 0 0
Intervention 0 0 0
SWALLOWING DISORDERS
Evaluation 0 30 30
Intervention 0 0 0
COGNITIVE ASPECTS OF COMMUNICATION
Evaluation 0 6 6
Intervention 0 0 0
SOCIAL ASPECTS OF COMMUNICATION
Evaluation 0 0 0
Intervention 0 0 0
COMMUNICATION MODALITIES
Evaluation 0 33 33
Intervention 0 0 0
HEARING
Evaluation 0 0 0
Intervention 0 0 0
85Sub Total:
CAA (Re) Accreditation Application Confirmation File generated 02/03/2011 11:40:19 Page 80 of 86
Clinical Site Detail
UCDavis Medical Center: Department of Physical Medicine & Rehabilitation
Hospital
1-10 miles
Residential Program
Clinical Site Name
Type
Miles
Mode of Delivery :
:
:
:
Students must complete all clinical and coursework in the first three semesters as well as complete all benchmarks listed below.
Prior to enrolling in the first course involving direct-client contact (SPHP 146), the student must demonstrate the criteria listed below.
These criteria are applicable for all succeeding clinical practica.
A. Able to model appropriate speech, voice and language in the clinical setting. Screening for these skills occurs during the first
semester in the program.
B. The ability to write using correct grammar, spelling and punctuation. The writing proficiency requirement is fulfilled by passing the
Sacramento State Writing Proficiency Examination administered by the English Department.
C. Physical capability of dealing with young children and physically disabled persons.
D. Sufficient self-discipline and reliability to maintain and meet regular clinical schedules.
E. Sufficient emotional stability to work with difficult clients.
F. Once the student has met with the client(s) or students in the public schools, dropping clinical practicum classes by the student
is prohibited except for medical reasons or extraordinary circumstances as approved by the Department. Students are not allowed to
repeat clinical practicum courses if they drop without permission.
G. Major GPA of 3.0 with no SPHP courses below a grade of "C."
H. Pass a tuberculin (Tine) test and have measles and rubella immunizations.
I. Pay liability insurance fee (billed through MySacState).
J. Pass authorized background check.
K. Sign the following forms:
i. Video recording Permission Form
ii. Affidavit for Certificate of Clearance
iii. Agreement to Maintain Client Confidentiality Form.
Prerequisite(s)
Typical Number of Students per Supervisor per Academic Term
1
Type of Student Activities
Students evaluate and treat clients in outpatient, inpatient and school environments.
Number of terms your program has used this facility in the past year.
2
Is a written contract or agreement on file?
Yes
No
P
What is the age range for adults?
13+
What is the age range for children?
0-13
List the culturally and linguistically diverse populations served.
UCD serves the medically underserved populations, including Asian, Latino, Muslim, African-American and others.
CAA (Re) Accreditation Application Confirmation File generated 02/03/2011 11:40:19 Page 81 of 86
Clinical Site Detail
Clinical Population Data:
Average number of clock hoursMethod of Reporting Clinical Population Data:
TotalAdultsChildrenCategory
ARTICULATION
Evaluation 0 0 0
Intervention 0 0 0
VOICE & RESONANCE
Evaluation 0 0 0
Intervention 0 0 0
FLUENCY
Evaluation 0 0 0
Intervention 0 0 0
LANGUAGE DISORDERS (Receptive & Expressive)
Evaluation 4 0 4
Intervention 1 0 1
SWALLOWING DISORDERS
Evaluation 0 3 3
Intervention 0 1 1
COGNITIVE ASPECTS OF COMMUNICATION
Evaluation 0 13 13
Intervention 0 62 62
SOCIAL ASPECTS OF COMMUNICATION
Evaluation 0 0 0
Intervention 0 0 0
COMMUNICATION MODALITIES
Evaluation 0 0 0
Intervention 0 8 8
HEARING
Evaluation 0 0 0
Intervention 0 0 0
92Sub Total:
CAA (Re) Accreditation Application Confirmation File generated 02/03/2011 11:40:19 Page 82 of 86
Clinical Site Detail
VA Northern California Health Care System Valley Division — Sacramento VA Medical Center,
MatherHospital
1-10 miles
Residential Program
Clinical Site Name
Type
Miles
Mode of Delivery :
:
:
:
Students must complete all clinical and coursework in the first three semesters as well as complete all benchmarks listed below.
Prior to enrolling in the first course involving direct-client contact (SPHP 146), the student must demonstrate the criteria listed below.
These criteria are applicable for all succeeding clinical practica.
A. Able to model appropriate speech, voice and language in the clinical setting. Screening for these skills occurs during the first
semester in the program.
B. The ability to write using correct grammar, spelling and punctuation. The writing proficiency requirement is fulfilled by passing the
Sacramento State Writing Proficiency Examination administered by the English Department.
C. Physical capability of dealing with young children and physically disabled persons.
D. Sufficient self-discipline and reliability to maintain and meet regular clinical schedules.
E. Sufficient emotional stability to work with difficult clients.
F. Once the student has met with the client(s) or students in the public schools, dropping clinical practicum classes by the student is
prohibited except for medical reasons or extraordinary circumstances as approved by the Department. Students are not allowed to
repeat clinical practicum courses if they drop without permission.
G. Major GPA of 3.0 with no SPHP courses below a grade of "C."
H. Pass a tuberculin (Tine) test and have measles and rubella immunizations.
I. Pay liability insurance fee (billed through MySacState).
J. Pass authorized background check.
K. Sign the following forms:
i. Video recording Permission Form
ii. Affidavit for Certificate of Clearance
iii. Agreement to Maintain Client Confidentiality Form.
Prerequisite(s)
Typical Number of Students per Supervisor per Academic Term
1
Type of Student Activities
Students evaluate and treat clients in outpatient, inpatient and school environments.
Number of terms your program has used this facility in the past year.
1
Is a written contract or agreement on file?
Yes
No
P
What is the age range for adults?
13+
What is the age range for children?
0-13
List the culturally and linguistically diverse populations served.
Serves primarily residents of Sacramento County. Sacramento County 2000 US Census: White 56%; Black or African American
9%;American Indian and Alaska Native 2%; Asian 11%; Native Hawaiian and Other Pacific Islander 1%; Hispanic/Latino 13%;
CAA (Re) Accreditation Application Confirmation File generated 02/03/2011 11:40:19 Page 83 of 86
Clinical Site Detail
Clinical Population Data:
Average number of clock hoursMethod of Reporting Clinical Population Data:
TotalAdultsChildrenCategory
ARTICULATION
Evaluation 0 0 0
Intervention 0 0 0
VOICE & RESONANCE
Evaluation 0 1 1
Intervention 0 1 1
FLUENCY
Evaluation 0 0 0
Intervention 0 0 0
LANGUAGE DISORDERS (Receptive & Expressive)
Evaluation 0 0 0
Intervention 0 0 0
SWALLOWING DISORDERS
Evaluation 0 9 9
Intervention 0 2 2
COGNITIVE ASPECTS OF COMMUNICATION
Evaluation 0 13 13
Intervention 0 42 42
SOCIAL ASPECTS OF COMMUNICATION
Evaluation 0 0 0
Intervention 0 0 0
COMMUNICATION MODALITIES
Evaluation 0 0 0
Intervention 0 3 3
HEARING
Evaluation 0 0 0
Intervention 0 0 0
71Sub Total:
CAA (Re) Accreditation Application Confirmation File generated 02/03/2011 11:40:19 Page 84 of 86
Clinical Site Detail
Western Placer Unified School District: Twelve Bridges Elementary
School
21-30 miles
Residential Program
Clinical Site Name
Type
Miles
Mode of Delivery :
:
:
:
Students must complete all clinical and coursework in the first three semesters as well as complete all benchmarks listed below.
Prior to enrolling in the first course involving direct-client contact (SPHP 146), the student must demonstrate the criteria listed below.
These criteria are applicable for all succeeding clinical practica.
A. Able to model appropriate speech, voice and language in the clinical setting. Screening for these skills occurs during the first
semester in the program.
B. The ability to write using correct grammar, spelling and punctuation. The writing proficiency requirement is fulfilled by passing the
Sacramento State Writing Proficiency Examination administered by the English Department.
C. Physical capability of dealing with young children and physically disabled persons.
D. Sufficient self-discipline and reliability to maintain and meet regular clinical schedules.
E. Sufficient emotional stability to work with difficult clients.
F. Once the student has met with the client(s) or students in the public schools, dropping clinical practicum classes by the student
is prohibited except for medical reasons or extraordinary circumstances as approved by the Department. Students are not allowed to
repeat clinical practicum courses if they drop without permission.
G. Major GPA of 3.0 with no SPHP courses below a grade of "C."
H. Pass a tuberculin (Tine) test and have measles and rubella immunizations.
I. Pay liability insurance fee (billed through MySacState).
J. Pass authorized background check.
K. Sign the following forms:
i. Video recording Permission Form
ii. Affidavit for Certificate of Clearance
iii. Agreement to Maintain Client Confidentiality Form.
Prerequisite(s)
Typical Number of Students per Supervisor per Academic Term
1
Type of Student Activities
Students evaluate and treat clients in outpatient, inpatient and school environments.
Number of terms your program has used this facility in the past year.
1
Is a written contract or agreement on file?
Yes
No
P
What is the age range for adults?
13+
What is the age range for children?
0-13
List the culturally and linguistically diverse populations served.
86 Hispanic or Latino of Any Race; 7 American Indian or Alaska Native, Not Hispanic; 46 Asian, Not Hispanic; 2 Pacific Islander, Not
Hispanic; 29 Filipino, Not Hispanic; 18 African American, Not Hispanic; 521 White, not Hispanic
CAA (Re) Accreditation Application Confirmation File generated 02/03/2011 11:40:19 Page 85 of 86
Clinical Site Detail
Clinical Population Data:
Average number of clock hoursMethod of Reporting Clinical Population Data:
TotalAdultsChildrenCategory
ARTICULATION
Evaluation 3 0 3
Intervention 34 0 34
VOICE & RESONANCE
Evaluation 0 0 0
Intervention 0 0 0
FLUENCY
Evaluation 0 0 0
Intervention 0 0 0
LANGUAGE DISORDERS (Receptive & Expressive)
Evaluation 11 0 11
Intervention 60 0 60
SWALLOWING DISORDERS
Evaluation 0 0 0
Intervention 0 0 0
COGNITIVE ASPECTS OF COMMUNICATION
Evaluation 0 0 0
Intervention 0 0 0
SOCIAL ASPECTS OF COMMUNICATION
Evaluation 0 0 0
Intervention 0 0 0
COMMUNICATION MODALITIES
Evaluation 0 0 0
Intervention 0 0 0
HEARING
Evaluation 0 0 0
Intervention 0 0 0
108Sub Total:
CAA (Re) Accreditation Application Confirmation File generated 02/03/2011 11:40:19 Page 86 of 86
Miles from
the Program
Name of Site
Demographic Summary of Clinical Sites
Mode of Delivery Number of
Students per
Supervisor
per
Academic
Term
Number
of Terms
Used
Average
Number of
Clients per
Academic
Term
Average
Number of
Hours Spent
per
Academic
Term
Hospital
California Home for Veterans,
Yountville
72 Residential Program 1 1 122
Kaiser Permanente, multiple
sites
11-20 miles Residential Program 1 2 92
Marshall Medical Center 31-40 miles Residential Program 1 2 208
Mercy General Hospital 1-10 miles Residential Program 1 1 102
Methodist Hospital 11-20 miles Residential Program 1 2 333
North Bay Medical Center 41-50 miles Residential Program 1 1 180
Sierra Nevada Memorial 60 Residential Program 1 1 82
Sutter Memorial 1-10 miles Residential Program 1 1 123
Sutter Roseville RehabCare
Group
21-30 miles Residential Program 1 1 218
UC Davis Medical Center: Dept
of Otolaryngology
1-10 miles Residential Program 1 2 85
UCDavis Medical Center:
Department of Physical
Medicine & Rehabilitation
1-10 miles Residential Program 1 2 92
VA Northern California Health
Care System Valley Division —
Sacramento VA Medical Center,
Mather
1-10 miles Residential Program 1 1 71
School
Dry Creek Joint Elementary
School District: Coyote Ridge
Elementary
11-20 miles Residential Program 1 2 138
Dry Creek Joint Elementary
School District: Olive Grove
Elementary
11-20 miles Residential Program 1 1 133
Elk Grove Unified School
District: Franklin Elementary
11-20 miles Residential Program 1 1 32
Roseville City School District 11-20 miles Residential Program 1 2 330
Roseville Joint Union High
School District
11-20 miles Residential Program 1 1 112
Sacramento City Unified School
District
1-10 miles Residential Program 1 2 147
Sacramento City Unified School
District: AM Winn Elementary
1-10 miles Residential Program 1 2 108
CAA (Re) Accreditation Application Confirmation File generated 02/03/2011 11:38:02 Page 1 of 3
Miles from
the Program
Name of Site
Demographic Summary of Clinical Sites
Mode of Delivery Number of
Students per
Supervisor
per
Academic
Term
Number
of Terms
Used
Average
Number of
Clients per
Academic
Term
Average
Number of
Hours Spent
per
Academic
Term
Sacramento City Unified School
District: Caleb Greenwood
Elementary
1-10 miles Residential Program 1 2 103
Sacramento City Unified School
District: James W. Marshall
Elementary
1-10 miles Residential Program 1 2 111
Sacramento City Unified School
District: John Cabrillo
Elementary School
11-20 miles Residential Program 1 1 249
Sacramento City Unified School
District: Pony Express
Elementary
11-20 miles Residential Program 1 2 115
Sacramento City Unified School
District: Sutter Middle School
1-10 miles Residential Program 1 1 216
San Juan Unified School District 1-10 miles Residential Program 1 1 115
San Juan Unified School
District: Charles Peck
Elementary
11-20 miles Residential Program 1 2 122
San Juan Unified School
District: Coyle Avenue
Elementary
11-20 miles Residential Program 1 1 181
San Juan Unified School
District: Del Campo High School
11-20 miles Residential Program 1 1 133
San Juan Unified School
District: Grand Oaks
Elementary
11-20 miles Residential Program 1 2 122
San Juan Unified School
District: Lichen
11-20 miles Residential Program 1 1 121
San Juan Unified School
District: Mariposa Avenue
Elementary
11-20 miles Residential Program 1 1 185
San Juan Unified School
District: Marvin Marshall
Preschool and Children's Center
11-20 miles Residential Program 1 1 99
San Juan Unified School
District: Starr King Elementary
1-10 miles Residential Program 1 2 132
San Juan Unified School
District: Thomas Kelly
1-10 miles Residential Program 1 2 121
Twin Rivers Unified School
District
1-10 miles Residential Program 1 1 118
Twin Rivers Unified School
District: Regency Park
Elementary
11-20 miles Residential Program 1 1 140
CAA (Re) Accreditation Application Confirmation File generated 02/03/2011 11:38:02 Page 2 of 3
Miles from
the Program
Name of Site
Demographic Summary of Clinical Sites
Mode of Delivery Number of
Students per
Supervisor
per
Academic
Term
Number
of Terms
Used
Average
Number of
Clients per
Academic
Term
Average
Number of
Hours Spent
per
Academic
Term
Twin Rivers Unified School
District: Rio Linda Elementary
11-20 miles Residential Program 1 1 118
Western Placer Unified School
District: Twelve Bridges
Elementary
21-30 miles Residential Program 1 1 108
Private practice
Bright Start Therapies 1-10 miles Residential Program 1 2 141
Center for Speech Pathology
(Davis, CA)
21-30 miles Residential Program 1 1 104
SPEAK with STRENGTH 1-10 miles Residential Program 1 1 135
College/university
CSUS Department of Speech
Pathology & Audiology:
Maryjane Rees Speech and
Language Center
1-10 miles Residential Program 4 3 61
CAA (Re) Accreditation Application Confirmation File generated 02/03/2011 11:38:02 Page 3 of 3