California State University...

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 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


Master of Science (MS)

Is this graduate program offered as part of a consortium?

Yes

NoP


Survey Response

Standard 1.0 Administrative Structure and Governance - Master's Program

Standard 1.1 Regional Accreditation


Western Association of Schools and CollegesName of Regional Accreditor :

Regional Accreditation Cycle Start Date

Regional Accreditation Cycle End Date :

: 12/2009

12/2018


Survey Response


Standard 1.2 Mission, Goals and Objectives


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.


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



Other - specify

P

P

P

P


Survey Response


Standard 1.3 Program Strategic Plan


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


Other - specify


Compare program strategic plan with institutional mission

P

P

P

P

P


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 1.4 Program Authority and Responsibility

Standard 1.4 The program’s faculty has authority and responsibility for the program.


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


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 1.4 Program Authority and Responsibility



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


Survey Response


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


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


Survey Response


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


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


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


P

P

No mechanism

Other - specify


Survey Response


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


When is information about the program and institution updated? (Select all that apply.)

Every academic term

Annually

Every 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)


Survey Response

Other online resources (must provide URL)

Where are the program Praxis pass rates publicly posted? (Select all that apply.)


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.)


Brochures

Catalog

Newsletters


Other - specify

Where are the graduate employment rates publicly posted? (Select all that apply.)


Brochures

Catalog

Newsletters


Other - specify


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


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


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.


Survey Response

Who is responsible for verifying that credentials for individuals providing supervision are consistent with state

requirements? (Select all that apply.)


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


Survey Response


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


How do the students access faculty? (Select all that apply.)

Appointment

Before and/or after class or clinic

Email

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

Email

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


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



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.


Survey Response

Is the current number of doctoral and other faculty sufficient to maintain the expected faculty workload?

Yes

No

Explain

P



Is the current number of doctoral and other faculty sufficient to allow faculty to have adequate time for

professional development?

Yes

No

Explain

P



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



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




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


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


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.


Survey Response


Degree Program(non-entry level professional degree)

System

Total

Residential

Program


FT PT FT PT FT PT


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


Degree Program(non-entry level professional degree)

System

Total

Residential

Program


FT PT FT PT FT PT


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 2.2 Faculty Sufficiency



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


Survey Response


Standard 2.3 Faculty members maintain continuing competence.

Standard 2.3 Continuing Competence


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


Survey Response

Standard 3.0 Curriculum - Master's Program

Standard 3.1 Overall Curriculum Sufficiency

Standard 3.1


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


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.


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.





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







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


Survey Response


Standard 3.1 Overall Curriculum Sufficiency



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


Survey Response


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


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.


Survey Response


Standard 3.3 The scientific and research foundations of the profession are evident in the curriculum.

Standard 3.3 Scientific and Research Foundation


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


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.


Survey Response


Standard 3.4 The academic and clinical curricula reflect an appropriate sequence of learning experiences.

Standard 3.4 Sequence of Learning Experiences


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?


Survey Response


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


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


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

Email

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


Other - specify

Universal precautions training

University safety training

P

P

Student handbookP

Student orientation P


Survey Response


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


Who is responsible for monitoring agreements with external facilities (Select all that apply.)


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.)


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


Survey Response


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


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.


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


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.


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.


Survey Response


The program makes reasonable adaptations in curriculum, policies, and procedures to accommodate

differences among individual students.

Standard 4.2 Student Adaptations

Standard 4.2


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.


Survey Response


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


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


P

P

P

P


Student handbooks

P


Other - specify

How are students informed about ethical practice? (Select all that apply.)

Academic advising

Course work

Handouts


P

P

P

P


Student handbooks

P


Other - specify


Survey Response

How are students informed about student complaint procedures including contacting the CAA? (Select all that apply.)

Academic advising

Course work

Handouts


P

P

P

P


Student handbooks

P


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


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.


Survey Response


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


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


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


P

P

P

Student handbooks


P

P

Web site (provide URL) P www.csus.hhs/spa.edu

Other - specifyP Department Sac Ct (blackboard)


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


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.

:


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,



academic training.


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,



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


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.





experiences. Supervisors use this form to provide feedback to student’s regarding progress in developing clinical competence







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.


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.


Survey Response


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


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


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.)


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 annually



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.


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.)


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 annually



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 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.)


Academic advisor

Clinical advisor

Program director

P

P

P

P

Other - specify

Student P


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 annually



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 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.)


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 annually



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


Survey Responseelectronically through the Department Sac CT web based access.


Survey Response


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


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


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


Survey Response

Indicate the procedures used by the program to assess the quality, currency, and effectiveness of the graduate


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.


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:


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


Survey Response


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


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


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.


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


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.


Survey Response


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


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.


Survey Response


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


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.)


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.)


Clinical director or coordinator

Faculty member

P

Other - specify

Program director

Student


Survey Response


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


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


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


Other - specify


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

:


Faculty Summary



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

:


Faculty Summary



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

:


Faculty Summary



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

:


Faculty Summary



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

:


Faculty Summary



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

:


Faculty Summary



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


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:


Cinical Service Delivery:


Cinical Supervision Experience:

California State University, Sacramento

Professional Development Experience:


Professionally Related Activities:




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



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


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


Workshop Presentation: "Step up to Speaking" for the San Juan Unified School District. January 2008

Grants Awarded:



San Juan Unified School District. Speech Language Specialist 1986-2008


San Juan Unified School District. Speech Language Specialist 1986-2008

California State University, Sacramento 1976-2008


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







enrolled



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




Su = Supervision

R = Research


0.07



Faculty Name

Title

Academic Rank

CCC Status

Tenure Status/Date

FT/PT

:

:

:

:

:

:


Professor

Emeritus

CCC-SLP

Part-time

Tenured / 01/1993

Degrees Earned:

MajorYear Granted


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


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:



1987-present Co-Director Sacramento Scottish Rite Language Clinic

1981-present Co-Owner/ Partner in Speech-Language-Learning Associates Private Practice


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


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.



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.


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.





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



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




Su = Supervision

R = Research


0.50



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


Degrees Earned:

MajorYear Granted


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


None provided by staff member for the period reviewed.

Grants Awarded:



Clinic Coordinator: Department of Speech Pathology and Audiology, California State University Sacramento


Clinic Coordinator: Department of Speech Pathology and Audiology, California State University Sacramento


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







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



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




Su = Supervision

R = Research


0.73



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


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



Grants Awarded:



Audiologic Testing at CSUS


Clinical Supervision at CSUS


NCRAR conference "The Ear-Brain System: Approaches to the Study and Treatment of Hearing Loss" October 8-9, 2010







enrolled

Residential Course

SPHP 241S 32Practice: Hearing Screenings



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




Su = Supervision

R = Research


0.34



Faculty Name

Title

Academic Rank

CCC Status

Tenure Status/Date

FT/PT

:

:

:

:

:

:

Johnson Cynthia C

Lecturer

Lecturer

CCC-SLP

Part-time


Degrees Earned:

MajorYear Granted


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



Grants Awarded:



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




"Helping Children with Auditory Processing Disorders" 5/21/10







enrolled

Residential Course

SPHP 243A 26Practice: Language Disorders I



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




Su = Supervision

R = Research


0.10



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


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


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:







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.




2007-2009 President, Asia-Pacific Society for the Study of Speech, Language, and Hearing.

2005-present Consultant, American Samoa.





enrolled

Residential Course

SPHP 219 35Counseling Techniques for Speech Pathologists and Audiologists


SPHP 242C 28Methods: Language Disorders III

SPHP 218 29Motor Speech Disorders

SPHP 221 40Neurogenic Language Disorders



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




Su = Supervision

R = Research


0.82



Faculty Name

Title

Academic Rank

CCC Status

Tenure Status/Date

FT/PT

:

:

:

:

:

:

Murphy Kinzie S

Lecturer

Lecturer

CCC-SLP

Part-time


Degrees Earned:

MajorYear Granted


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


None provided by faculty for the period reviewed.

Grants Awarded:



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


1988-present Department of Speech Pathology and Audiology, California State University, Sacramento Sacramento, CA Clinical

Supervisor/Instructor





enrolled

Residential Course




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




Su = Supervision

R = Research


0.08



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


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


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



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.


10/90-Present

Language, Speech, and Hearing Specialist, Elk Grove Unified School District, Elk Grove, CA




9/99-Present Professor, Department of Speech Pathology and Audiology, California State University,Sacramento


None reported by faculty for the period reviewed.


Program Committee, California Speech and Hearing Association, 2010





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



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




Su = Supervision

R = Research


0.40



Faculty Name

Title

Academic Rank

CCC Status

Tenure Status/Date

FT/PT

:

:

:

:

:

:

Johnson Debra L

Lecturer

Lecturer

CCC-SLP

Part-time


Degrees Earned:

MajorYear Granted


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


None provided by faculty for period reviewed.

Grants Awarded:



San Juan Unified School District-Speech/Language Pathologist 1998-present


CSUS Speech Pathology & Audiology Dept Clinical Instructor 2004-present


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







enrolled

Residential Course

SPHP 242A 29Methods: Language Disorders I




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




Su = Supervision

R = Research


0.27



Faculty Name

Title

Academic Rank

CCC Status

Tenure Status/Date

FT/PT

:

:

:

:

:

:

Johnson Mary A

Part Time Faculty

Instructor

CCC-SLP

Part-time


Degrees Earned:

MajorYear Granted


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



Grants Awarded:



Department of Veterans Affairs

VA Northern California Health Care System April 2004 to present




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.



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







enrolled



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




Su = Supervision

R = Research


0.00



Faculty Name

Title

Academic Rank

CCC Status

Tenure Status/Date

FT/PT

:

:

:

:

:

:

Behrens Leilani

Lecturer

Lecturer

CCC-SLP

Part-time


Degrees Earned:

MajorYear Granted


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



Grants Awarded:



Clinical Instruction/Supervision: CSUS Department of Speech Pathology & Audiology 2004-Present


Clinical Instruction/Supervision: CSUS Department of Speech Pathology & Audiology 2004-Present


"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







enrolled

Residential Course

SPHP 229A 25Practice: Speech Disorders I.



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




Su = Supervision

R = Research


0.20



Faculty Name

Title

Academic Rank

CCC Status

Tenure Status/Date

FT/PT

:

:

:

:

:

:

Sullivan Linda J

Lecturer

Lecturer

CCC-SLP

Part-time


Degrees Earned:

MajorYear Granted


Bachelor of Science Ca St. Univ. - Sacramento 01/01/1987 Speech-Language

Pathology


Pathology

Research Interest:

Augmentative/alternative communication, Learning disabilities, Neurogenic communication disorders, Orofacial myofunctional

disorders, Speech disorders, Voice disorders



Grants Awarded:



January 1989 to present: Sacramento City Unified School District

Itinerant Speech, Language & Hearing Pathologist


January 1989 to present: Sacramento City Unified School District

Itinerant Speech, Language & Hearing Pathologist

September 20005 to present: California State University, Sacramento (CSUS)


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



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







enrolled

Residential Course

SPHP 228C 27Methods: Speech Disorders III

SPHP 218 29Motor Speech Disorders

SPHP 229C 30Practice: Speech Disorders III



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




Su = Supervision

R = Research


0.33



Faculty Name

Title

Academic Rank

CCC Status

Tenure Status/Date

FT/PT

:

:

:

:

:

:

Gonzalez Deborah H

Lecturer

Lecturer

CCC-SLP

Part-time


Degrees Earned:

MajorYear Granted


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



Grants Awarded:



SPEECH PATHOLOGIST 1992 - PRESENT

Methodist Hospital Sacramento, CA


Easter Seals of Greater Sacramento Sacramento, CA


Private Practice Greater Sacramento Area

First Call Home Care and Hospice

County Home Care


FACULTY, CLINICAL INSTRUCTOR Fall 2000- PRESENT

California State University Sacramento Sacramento,

California


“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



“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







enrolled

Residential Course


SPHP 242C 28Methods: Language Disorders III



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




Su = Supervision

R = Research


0.11



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


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


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


2009-Present Sutter Medical Center, Sacramento Per Diem Speech Pathologist

2009-Present Burgher Rehab/Woodland Memorial, Per Diem Speech Pathologist



1999-present Clinical Instructor, Maryjane Rees Speech and Hearing Center, California State University Sacramento


1999-present Clinical Instructor, Maryjane Rees Speech and Hearing Center, California State University Sacramento


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


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





enrolled

Residential Course



SPHP 243C 27Practice: Language Disorders III




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




Su = Supervision

R = Research


0.85



Faculty Name

Title

Academic Rank

CCC Status

Tenure Status/Date

FT/PT

:

:

:

:

:

:

Jackson Scott A

Lecturer

Lecturer

CCC-SLP

Part-time


Degrees Earned:

MajorYear Granted


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


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:



•NorthBay Medical Center, (August 1997-present)

•David Grant Medical Center, Travis Air Force Base,(March 1999-present)


•NorthBay Medical Center, (August 1997-present)



•David Grant Medical Center, Travis Air Force Base,(March 1999-present)


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


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





enrolled

Residential Course

SPHP 227 27Dysphagia and the Medical Setting



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




Su = Supervision

R = Research


0.10



Faculty Name

Title

Academic Rank

CCC Status

Tenure Status/Date

FT/PT

:

:

:

:

:

:

Demartini Lois

Lecturer

Lecturer

CCC-SLP

Part-time


Degrees Earned:

MajorYear Granted


Bachelor of Arts Ca St. Univ. - Chico 06/01/1998 Other


Pathology


Pathology

Research Interest:

Autism spectrum disorders, Genetics, Language disorders, Neurogenic communication disorders



Grants Awarded:



Speech Pathologist for Sacramento City Unified School District 1992 to present


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


•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



•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


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





enrolled

Residential Course

SPHP 243B 30Practice: Language Disorders II



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




Su = Supervision

R = Research


0.20



Faculty Name

Title

Academic Rank

CCC Status

Tenure Status/Date

FT/PT

:

:

:

:

:

:

Quintana Teresa

Part Time Faculty

Lecturer

CCC-SLP

Part-time


Degrees Earned:

MajorYear Granted



Pathology


Pathology

Research Interest:

Cognitive-communication disorders, Fluency, Neurogenic communication disorders



Grants Awarded:



January 1995 to Present: Burger Physical Therapy, Inc., Folsom, CA


2009-Present California State University, Sacramento Department of Speech Pathology & Audiology Clinical Instruction/Supervision.


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







enrolled

Residential Course




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




Su = Supervision

R = Research


0.20



Faculty Name

Title

Academic Rank

CCC Status

Tenure Status/Date

FT/PT

:

:

:

:

:

:

Harms Debra R

Lecturer

Lecturer

CCC-SLP

Part-time


Degrees Earned:

MajorYear Granted


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



Grants Awarded:



10-00 to present EARLY INTERVENTION SPEECH-LANGUAGE PATHOLOGIST, Alta California Regional Center, Sacramento, CA.


9-00 to present PART TIME FACULTY at California State University, Sacramento


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







enrolled

Residential Course




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




Su = Supervision

R = Research


0.17



Faculty Name

Title

Academic Rank

CCC Status

Tenure Status/Date

FT/PT

:

:

:

:

:

:

Moses-Allen Lisa A

Lecturer

Lecturer

CCC-SLP

Part-time


Degrees Earned:

MajorYear Granted


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


None provided by faculty member for period reviewed.

Grants Awarded:



July, 2006 to Present Marshall Medical Center, Placerville, California Speech-Language Pathologist


2006-Present. California State University, Sacramento Department of Speech Pathology & Audiology Clinical Supervision/Instruction


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)







enrolled

Residential Course




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




Su = Supervision

R = Research


0.10



Faculty Name

Title

Academic Rank

CCC Status

Tenure Status/Date

FT/PT

:

:

:

:

:

:

Van Vleet Angeles Mojica

Lecturer

Lecturer

CCC-SLP

Part-time


Degrees Earned:

MajorYear Granted


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



Grants Awarded:



Aug. 2006-Present JABBERGYM, INC. - Roseville, CA


2007-Present CALIFORNIA STATE UNIVERSITY, SACRAMENTO Department of Speech Pathology and Audiology Clinical

Supervisor/Part-time Instructor


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


Aug 2O08-Jan2009 ASHA LEARN & EARN PROGRAM





enrolled

Residential Course






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




Su = Supervision

R = Research


0.20



Faculty Name

Title

Academic Rank

CCC Status

Tenure Status/Date

FT/PT

:

:

:

:

:

:

Price Debra L

Lecturer

Lecturer

CCC-SLP

Part-time


Degrees Earned:

MajorYear Granted



Pathology


Pathology

Bachelor of Arts Univ. of Ca - Irvine 12/31/1972 Speech-Language

Pathology

Research Interest:

Articulation/phonological disorders, Autism spectrum disorders, Language acquisition



Grants Awarded:



Lead Speech Therapist, Center Unified School District, Antelope,

California 1997-present


2008-2009 Clinical Instructor, California State University, Sacramento









enrolled

Residential Course




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




Su = Supervision

R = Research


0.07



Faculty Name

Title

Academic Rank

CCC Status

Tenure Status/Date

FT/PT

:

:

:

:

:

:


Assistant Professor

Assistant Professor

CCC-SLP

Full-time

Non-tenured and on a tenure track

Degrees Earned:

MajorYear Granted


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


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


Clinical service delivery - Methods courses taught, every semester since Fall, 2008.


Clinical supervision - Every semester since Fall of 2004 (this includes UNR and CSUS).


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.




Professionally related service activities - 49er's Lost Chords Club 2008-2010. NSA (National Stuttering Association) 2009-2010, River

City Gems 2010, Endoscopy class 2009.





enrolled

Residential Course

SPHP 228B 28Methods: Speech Disorders II




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




Su = Supervision

R = Research


0.44



Faculty Name

Title

Academic Rank

CCC Status

Tenure Status/Date

FT/PT

:

:

:

:

:

:

Shea Lorette B

Lecturer

Lecturer

CCC-SLP

Part-time


Degrees Earned:

MajorYear Granted


Master of Arts Univ. of the Pacific 12/31/2000 Speech-Language

Pathology


Pathology

Research Interest:

Accent modification, Cultural and linguistic variables, Language disorders



Grants Awarded:



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.


California State University, Sacramento 2007-present


CONTINUING EDUCATION 2009/2010:

January 2010 Building Bridges for Education , California State University at Sacramento

July 2009, Bilingual Therapies Symposium,, San Juan, Puerto Rico


ADDITIONAL ACTIVITIES:



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);





enrolled

Residential Course




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




Su = Supervision

R = Research


0.20



Faculty Name

Title

Academic Rank

CCC Status

Tenure Status/Date

FT/PT

:

:

:

:

:

:

Farias Dana R

Lecturer

Lecturer

CCC-SLP

Part-time


Degrees Earned:

MajorYear Granted


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


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



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


2001-present Senior Speech Pathologist, Neuro-Cognitive Clinical Specialist, University of California, Davis Medical Center


Yearly supervision of externs completing their hospital based internship


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


2001-present Senior Speech Pathologist, Neuro-Cognitive Clinical Specialist, University of California, Davis Medical Center





enrolled



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




Su = Supervision

R = Research


0.00



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



Pathology


Pathology

Research Interest:

Language acquisition, Language disorders, Learning disabilities, Literacy, English Language Learners.


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.



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.


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.


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.


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,



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.


•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).





enrolled

Residential Course



SPHP 250 26Seminar in Public School Internship Issues



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




Su = Supervision

R = Research


0.58



Faculty Name

Title

Academic Rank

CCC Status

Tenure Status/Date

FT/PT

:

:

:

:

:

:

Johnson Jane

Part Time Faculty

Lecturer

CCC-SLP

Part-time


Degrees Earned:

MajorYear Granted



Pathology

Research Interest:


ASHA 2009- Presented and developed –Speech-Language Checklist & Guidelines for The Early Intervention SLP

Grants Awarded:

None


EBS-Early Intervention Area Supervisor 2008-Present

Jabbergym- Clinic Coordinator 2004-2008


Clinical Supervisor at Sacramento State University , Sacramento - September 2007-May2008 ,CAP clinic, Language 11 clinic,

February 2010-present- Assessment clinic.

-CF supervisor


• 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


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



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





enrolled

Residential Course




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




Su = Supervision

R = Research


0.04



Faculty Name

Title

Academic Rank

CCC Status

Tenure Status/Date

FT/PT

:

:

:

:

:

:

Cambra Janna N

Lecturer

Lecturer

CCC-SLP

Part-time


Degrees Earned:

MajorYear Granted



Pathology


Pathology

Research Interest:

Autism spectrum disorders, Central auditory processing, Speech disorders


None indicated by faculty member for the period reviewed.

Grants Awarded:

None indicated by faculty member for the period reviewed.


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


September 2008- present California State University, Sacramento


Leadership Training Program (LTP) San Juan Unified School District

February 2009 — Present




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.





enrolled

Residential Course





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




Su = Supervision

R = Research


0.20



Faculty Name

Title

Academic Rank

CCC Status

Tenure Status/Date

FT/PT

:

:

:

:

:

:

Ogard Kaaryn

Lecturer

Lecturer

CCC-SLP

Part-time


Degrees Earned:

MajorYear Granted



Pathology

Research Interest:

Autism spectrum disorders



Grants Awarded:



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











enrolled



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




Su = Supervision

R = Research


0.00



Faculty Name

Title

Academic Rank

CCC Status

Tenure Status/Date

FT/PT

:

:

:

:

:

:

Rojas-Wilson Ginna P

Part Time Faculty

Lecturer

CCC-SLP

Part-time


Degrees Earned:

MajorYear Granted


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



Grants Awarded:



Scottish Rite Children's language Center 2003-Present

Hear Say, Speech Language Services 2006-Present


Clinical Instruction/Supervision- CSUS Department of Speech Pathology & Audiology 2009-Present




ASHA Award for Continuing Education 8/14/09





enrolled



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




Su = Supervision

R = Research


0.17



Faculty Name

Title

Academic Rank

CCC Status

Tenure Status/Date

FT/PT

:

:

:

:

:

:

Sanders Charles T

Lecurer

Lecturer

CCC-A

Part-time


Degrees Earned:

MajorYear Granted


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



Grants Awarded:



2003-Present Whisper Hearing Center Dispensing Audiologist/Partner




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



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







enrolled



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




Su = Supervision

R = Research


0.00



Faculty Name

Title

Academic Rank

CCC Status

Tenure Status/Date

FT/PT

:

:

:

:

:

:

Fittinger Karen A

Lecturer

Lecturer

CCC-SLP

Part-time


Degrees Earned:

MajorYear Granted



Pathology


Pathology

Research Interest:

Speech disorders



Grants Awarded:



BRIGHT START THERAPIES, Sacramento, CA, 7/04-Present


CSUS Department of Speech Pathology & Audiology Clinical Instruction/Supervision. 2006-present


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,



“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


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





enrolled

Residential Course




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




Su = Supervision

R = Research


0.20



Faculty Name

Title

Academic Rank

CCC Status

Tenure Status/Date

FT/PT

:

:

:

:

:

:

Louney Kelly W

Lecturer

Lecturer

CCC-SLP

Part-time


Degrees Earned:

MajorYear Granted



Pathology

Research Interest:

Autism spectrum disorders, Cognitive-communication disorders, Swallowing disorders



Grants Awarded:



FEBRUARY 2008-PRESENT: SPEECH AND LANGUAGE PATHOLOGIST: SPEAK WITH STRENGTH

APRIL 2006-Nov 2007: SPEECH AND LANGUAGE PATHOLOGIST: JABBERGYM INC.


2006-Present: California State University, Sacramento Department of Speech Pathology & Audiology Clinical Supervision.


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







enrolled



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




Su = Supervision

R = Research


0.05


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


Course Sequence


Program

Distance

Education

Satellite /

Branch


with Other Mode of


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


Course Sequence


Program

Distance

Education

Satellite /

Branch


with Other Mode of


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.


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


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



OfferedMode of

Delivery

Number of

Students

Enrolled


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


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





Y = Year

T1 = Term 1

T2 = Term 2

T3 = Term 3

T4 = Term 4








OfferedMode of

Delivery

Number of

Students

Enrolled


Course Summary

Internship: Speech

Pathology in

Hospitals/Clinics

SPHP 295C 22RY2-T2 O'Hanlon Laureen M,

Oldenburg Lynda S,

Gonzalez Deborah H

GE





Y = Year

T1 = Term 1

T2 = Term 2

T3 = Term 3

T4 = Term 4







Individual Course Detail

Advanced Seminar in Child Language Disorders

SPHP 223


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)


Y = Year T1 = Term 1 T2 = Term 2 T3 = Term 3 T4 = Term 4


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)


Mode of Delivery

Number of Credits

How Offered

Term(s) Offered

:

:

:

:

:

:

:

:



Y1-T1, Y1-T2

Knowledge & Skills:




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




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)


Mode of Delivery

Number of Credits

How Offered

Term(s) Offered

:

:

:

:

:

:

:

:



Y2-T1, Y2-T2

Knowledge & Skills:

Basic Communication and Swallowing Processes

biological, neurological, acoustic, psychological, developmental, and linguistic and cultural basis


Articulation (including etiologies, characteristics, and anatomical/Physiological, acoustic, psychological, developmental,

linguistic, and cultural correlates)



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,


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)






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,



Certification, specialty recognition, licensure, and other relevant professional credentials


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


Application of the principles of evidence-based practice




Oral and written or other forms of communication

Prevention, evaluation, and intervention of communication disorders and swallowing disorders

Self-evaluation of effectiveness of practice




Curriculum in Relation to Language -- Learning Disabilities in School-age Children

SPHP 222


32

3.00

Course Title

Course Number

Instructor(s)


Mode of Delivery

Number of Credits

How Offered

Term(s) Offered

:

:

:

:

:

:

:

:



Y1-T2, Y2-T2

Knowledge & Skills:




correlates)














Dysphagia and the Medical Setting

SPHP 227

Jackson Scott A

27

2.00

Course Title

Course Number

Instructor(s)


Mode of Delivery

Number of Credits

How Offered

Term(s) Offered

:

:

:

:

:

:

:

:



Y2-T1

Knowledge & Skills:












disorders













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)


Mode of Delivery

Number of Credits

How Offered

Term(s) Offered

:

:

:

:

:

:

:

:



Y2-T2

Knowledge & Skills:






correlates)




















disorders










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)


Mode of Delivery

Number of Credits

How Offered

Term(s) Offered

:

:

:

:

:

:

:

:


Graduate elective

Y2-T2

Knowledge & Skills:






correlates)




















disorders










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)


Mode of Delivery

Number of Credits

How Offered

Term(s) Offered

:

:

:

:

:

:

:

:


Graduate elective

Y2-T2

Knowledge & Skills:






correlates)























disorders








Methods: Language Disorders I

SPHP 242A

Johnson Debra L, Oldenburg Lynda S

29

1.00

Course Title

Course Number

Instructor(s)


Mode of Delivery

Number of Credits

How Offered

Term(s) Offered

:

:

:

:

:

:

:

:



Y1-T1, Y1-T2

Knowledge & Skills:















Research




disorders















Methods: Language Disorders II

SPHP 242B


28

1.00

Course Title

Course Number

Instructor(s)


Mode of Delivery

Number of Credits

How Offered

Term(s) Offered

:

:

:

:

:

:

:

:



Y1-T2, Y2-T1

Knowledge & Skills:




correlates)












Research




disorders














Methods: Language Disorders III

SPHP 242C

Gonzalez Deborah H, Boles Larry A

28

1.00

Course Title

Course Number

Instructor(s)


Mode of Delivery

Number of Credits

How Offered

Term(s) Offered

:

:

:

:

:

:

:

:



Y2-T1, Y2-T2

Knowledge & Skills:




correlates)












Research




disorders














Methods: Speech -- Language Assessment

SPHP 244

Oldenburg Lynda S

25

1.00

Course Title

Course Number

Instructor(s)


Mode of Delivery

Number of Credits

How Offered

Term(s) Offered

:

:

:

:

:

:

:

:



Y2-T1, Y2-T2

Knowledge & Skills:






correlates)



















Research




disorders








Methods: Speech Disorders I

SPHP 228A

Oldenburg Lynda S, Roseberry-McKibbin Celeste A

26

2.00

Course Title

Course Number

Instructor(s)


Mode of Delivery

Number of Credits

How Offered

Term(s) Offered

:

:

:

:

:

:

:

:



Y1-T1, Y1-T2

Knowledge & Skills:















Research




disorders















Methods: Speech Disorders II

SPHP 228B


28

1.00

Course Title

Course Number

Instructor(s)


Mode of Delivery

Number of Credits

How Offered

Term(s) Offered

:

:

:

:

:

:

:

:



Y1-T2, Y2-T1

Knowledge & Skills:
















Research




disorders














Methods: Speech Disorders III

SPHP 228C

Sullivan Linda J

27

1.00

Course Title

Course Number

Instructor(s)


Mode of Delivery

Number of Credits

How Offered

Term(s) Offered

:

:

:

:

:

:

:

:



Y2-T1, Y2-T2

Knowledge & Skills:






correlates)

















Research




disorders









Motor Speech Disorders

SPHP 218

Boles Larry A, Sullivan Linda J

29

4.00

Course Title

Course Number

Instructor(s)


Mode of Delivery

Number of Credits

How Offered

Term(s) Offered

:

:

:

:

:

:

:

:



Y1-T1, Y1-T2

Knowledge & Skills:








correlates)








disorders




Neurogenic Language Disorders

SPHP 221

Boles Larry A

40

4.00

Course Title

Course Number

Instructor(s)


Mode of Delivery

Number of Credits

How Offered

Term(s) Offered

:

:

:

:

:

:

:

:



Y1-T1, Y2-T1

Knowledge & Skills:




correlates)









Practice: Hearing Screenings

SPHP 241S

McCartney James H

32

1.00

Course Title

Course Number

Instructor(s)


Mode of Delivery

Number of Credits

How Offered

Term(s) Offered

:

:

:

:

:

:

:

:



Y1-T1, Y1-T2

Knowledge & Skills:









disorders












Practice: Language Disorders I

SPHP 243A

Johnson Debra L, Cambra Janna N, Johnson Cynthia C

26

2.00

Course Title

Course Number

Instructor(s)


Mode of Delivery

Number of Credits

How Offered

Term(s) Offered

:

:

:

:

:

:

:

:



Y1-T1, Y1-T2

Knowledge & Skills:

















Research




disorders













Practice: Language Disorders II

SPHP 243B

Shea Lorette B, Demartini Lois , Price Debra L

30

2.00

Course Title

Course Number

Instructor(s)


Mode of Delivery

Number of Credits

How Offered

Term(s) Offered

:

:

:

:

:

:

:

:



Y1-T2, Y2-T1

Knowledge & Skills:




correlates)












Research




disorders














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)


Mode of Delivery

Number of Credits

How Offered

Term(s) Offered

:

:

:

:

:

:

:

:



Y2-T1, Y2-T2

Knowledge & Skills:




correlates)











Research




disorders















Practice: Speech -- Language Assessment

SPHP 245

Goldsworthy Candace L, Murphy Kinzie S, Johnson Jane

27

1.00

Course Title

Course Number

Instructor(s)


Mode of Delivery

Number of Credits

How Offered

Term(s) Offered

:

:

:

:

:

:

:

:



Y2-T2, Y3-T1

Knowledge & Skills:






correlates)





















Research




disorders




Practice: Speech Disorders I.

SPHP 229A

Behrens Leilani, Harms Debra R, Cambra Janna N

25

2.00

Course Title

Course Number

Instructor(s)


Mode of Delivery

Number of Credits

How Offered

Term(s) Offered

:

:

:

:

:

:

:

:



Y1-T1, Y1-T2

Knowledge & Skills:















Research




disorders















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)


Mode of Delivery

Number of Credits

How Offered

Term(s) Offered

:

:

:

:

:

:

:

:



Y1-T2, Y2-T1

Knowledge & Skills:
















Research




disorders














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)


Mode of Delivery

Number of Credits

How Offered

Term(s) Offered

:

:

:

:

:

:

:

:



Y2-T2, Y3-T1

Knowledge & Skills:




correlates)















Research




disorders












Seminar in Public School Internship Issues

SPHP 250

Pieretti Robert A

26

3.00

Course Title

Course Number

Instructor(s)


Mode of Delivery

Number of Credits

How Offered

Term(s) Offered

:

:

:

:

:

:

:

:



Y3-T1, Y3-T2

Knowledge & Skills:






correlates)



















Research




disorders






Summary of Master's - SLP Knowledge & Skills within the

Curriculum

Course Number Academic Practicum Lab Research Other



SPHP 218 P

SPHP 227 P

SPHP 500A, B, C P


Articulation (including etiologies, characteristics, and anatomical/Physiological, acoustic, psychological, developmental, linguistic,


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



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





Curriculum


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





Curriculum


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


(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



correlates)



Curriculum


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)



Curriculum


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


technology) (including etiologies, characteristics, and anatomical/Physiological, acoustic, psychological, developmental, linguistic,




Curriculum


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





Curriculum


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




Curriculum


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


SPHP 250 P

SPHP 500A, B, C P

Research




Curriculum


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







Curriculum


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


disorders



Curriculum


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





Curriculum


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




Curriculum


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




Curriculum


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




Curriculum


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




Curriculum


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


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



FLUENCY

Evaluation 57 7 6 1


LANGUAGE DISORDERS (Receptive & Expressive)


Intervention 24 49 1,544 561

SWALLOWING DISORDERS



COGNITIVE ASPECTS OF COMMUNICATION



SOCIAL ASPECTS OF COMMUNICATION



COMMUNICATION MODALITIES



HEARING

Evaluation 30 1 0 0



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%;



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


Evaluation 7 1 8

Intervention 118 6 124


Evaluation 0 0 0

Intervention 0 0 0


Evaluation 0 0 0

Intervention 0 0 0


Evaluation 0 0 0

Intervention 0 0 0


Evaluation 0 0 0

Intervention 0 0 0

HEARING

Evaluation 0 0 0

Intervention 0 0 0

141Sub Total:



California Home for Veterans, Yountville

Hospital

72

Residential Program

Clinical Site Name

Type

Miles

Mode of Delivery :

:

:

:






















Prerequisite(s)


1




1


Yes

No

P


13+


0-13


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.






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


Evaluation 0 0 0

Intervention 0 0 0


Evaluation 0 30 30



Evaluation 0 10 10



Evaluation 0 0 0

Intervention 0 0 0


Evaluation 0 14 14


HEARING

Evaluation 0 0 0

Intervention 0 0 0

122Sub Total:



Center for Speech Pathology (Davis, CA)

Private practice

21-30 miles

Residential Program

Clinical Site Name

Type

Miles

Mode of Delivery :

:

:

:






















Prerequisite(s)


1




1


Yes

No

P


16+


0-15


Caucasian; Asian; Hispanic; African American






ARTICULATION

Evaluation 1 0 1


VOICE & RESONANCE

Evaluation 0 1 1

Intervention 2 0 2

FLUENCY

Evaluation 0 0 0

Intervention 0 0 0


Evaluation 2 0 2



Evaluation 0 1 1

Intervention 0 1 1


Evaluation 0 0 0

Intervention 0 0 0


Evaluation 0 0 0

Intervention 0 0 0


Evaluation 0 0 0

Intervention 0 0 0

HEARING

Evaluation 0 0 0

Intervention 0 0 0

104Sub Total:



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 :

:

:

:





















Prerequisite(s)


4



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.


3


Yes

NoP


16+


0-15


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%




Average number of clientsMethod of Reporting Clinical Population Data:


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


Evaluation 1 1 2

Intervention 1 1 2


Evaluation 0 0 0

Intervention 0 0 0


Evaluation 1 1 2

Intervention 1 1 2


Evaluation 1 1 2

Intervention 1 1 2


Evaluation 1 1 2

Intervention 1 1 2

HEARING

Evaluation 30 1 31

Intervention 1 1 2

61Sub Total:



Dry Creek Joint Elementary School District: Coyote Ridge Elementary

School

11-20 miles

Residential Program

Clinical Site Name

Type

Miles

Mode of Delivery :

:

:

:






















Prerequisite(s)


1




2


Yes

No

P


13+


0-13


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






ARTICULATION

Evaluation 5 8 13


VOICE & RESONANCE

Evaluation 0 0 0

Intervention 0 0 0

FLUENCY

Evaluation 0 0 0

Intervention 0 0 0


Evaluation 19 1 20



Evaluation 0 0 0

Intervention 0 0 0


Evaluation 0 0 0

Intervention 0 0 0


Evaluation 0 0 0

Intervention 0 0 0


Evaluation 0 0 0

Intervention 0 0 0

HEARING

Evaluation 0 0 0

Intervention 0 0 0

138Sub Total:



Dry Creek Joint Elementary School District: Olive Grove Elementary

School

11-20 miles

Residential Program

Clinical Site Name

Type

Miles

Mode of Delivery :

:

:

:






















Prerequisite(s)


1




1


Yes

No

P


13+


0-13


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






ARTICULATION

Evaluation 7 0 7


VOICE & RESONANCE

Evaluation 0 0 0

Intervention 0 0 0

FLUENCY

Evaluation 1 0 1

Intervention 4 0 4


Evaluation 8 0 8



Evaluation 0 0 0

Intervention 0 0 0


Evaluation 0 0 0

Intervention 0 0 0


Evaluation 0 0 0

Intervention 0 0 0


Evaluation 0 0 0

Intervention 0 0 0

HEARING

Evaluation 0 0 0

Intervention 0 0 0

133Sub Total:



Elk Grove Unified School District: Franklin Elementary

School

11-20 miles

Residential Program

Clinical Site Name

Type

Miles

Mode of Delivery :

:

:

:






















Prerequisite(s)


1




1


Yes

No

P


13+


0-13


African-American; White (Not Hispanic) ; American Indian/Alaska Native ; Asian ; Filipino; Hispanic/Latino; Pacific Islander






ARTICULATION

Evaluation 6 0 5


VOICE & RESONANCE

Evaluation 0 0 0

Intervention 0 0 0

FLUENCY

Evaluation 0 0 0

Intervention 1 0 0


Evaluation 1 0 1

Intervention 8 0 8


Evaluation 0 0 0

Intervention 0 0 0


Evaluation 0 0 0

Intervention 0 0 0


Evaluation 0 0 0

Intervention 0 0 0


Evaluation 0 0 0

Intervention 0 0 0

HEARING

Evaluation 0 0 0

Intervention 0 0 0

32Sub Total:



Kaiser Permanente, multiple sites

Hospital

11-20 miles

Residential Program

Clinical Site Name

Type

Miles

Mode of Delivery :

:

:

:






















Prerequisite(s)


1




2


Yes

No

P


13+


0-13


Kaiser Permanente offers services in 180 languages and dialects throughout the continuum of care, including Hmong, Spanish,

Chinese, Vietnamese, Korean, Cambodian, and Russian






ARTICULATION

Evaluation 5 0 5

Intervention 1 0 1

VOICE & RESONANCE

Evaluation 1 2 3


FLUENCY

Evaluation 0 0 0

Intervention 1 0 1


Evaluation 1 0 1

Intervention 1 0 1


Evaluation 0 20 20



Evaluation 0 9 9



Evaluation 0 0 0

Intervention 0 0 0


Evaluation 0 0 0

Intervention 0 0 0

HEARING

Evaluation 0 0 0

Intervention 0 0 0

92Sub Total:



Marshall Medical Center

Hospital

31-40 miles

Residential Program

Clinical Site Name

Type

Miles

Mode of Delivery :

:

:

:






















Prerequisite(s)


1




2


Yes

No

P


16+


0-15


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%






ARTICULATION

Evaluation 39 10 49


VOICE & RESONANCE

Evaluation 1 0 1

Intervention 1 0 1

FLUENCY

Evaluation 1 1 2

Intervention 1 1 2


Evaluation 1 23 24



Evaluation 0 20 20

Intervention 0 8 8


Evaluation 0 6 6

Intervention 0 6 6


Evaluation 0 0 0



Evaluation 0 1 1

Intervention 0 1 1

HEARING

Evaluation 0 0 0

Intervention 0 0 0

208Sub Total:



Mercy General Hospital

Hospital

1-10 miles

Residential Program

Clinical Site Name

Type

Miles

Mode of Delivery :

:

:

:






















Prerequisite(s)


1




1


Yes

No

P


16+


0-15


High-use languages and cultures are Spanish, Russian, Vietnamese, Laotian, Chinese, Hmong and Mien.






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


Evaluation 0 15 15



Evaluation 0 30 30



Evaluation 0 15 15

Intervention 0 5 5


Evaluation 0 2 2

Intervention 0 2 2


Evaluation 0 1 1

Intervention 0 0 0

HEARING

Evaluation 0 0 0

Intervention 0 0 0

102Sub Total:



Methodist Hospital

Hospital

11-20 miles

Residential Program

Clinical Site Name

Type

Miles

Mode of Delivery :

:

:

:






















Prerequisite(s)


1



Clinical Site DetailStudents must complete all clinical and coursework in the first three semesters as well as complete all benchmarks listed below.






















2


Yes

No

P


16+


0-15


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%;






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


Evaluation 0 30 30

Intervention 0 3 3


Evaluation 0 109 109



Evaluation 0 10 10

Intervention 0 7 7


Evaluation 0 3 3

Intervention 0 0 0


Evaluation 0 10 10

Intervention 0 7 7

HEARING

Evaluation 0 0 0

Intervention 0 0 0

333Sub Total:



North Bay Medical Center

Hospital

41-50 miles

Residential Program

Clinical Site Name

Type

Miles

Mode of Delivery :

:

:

:






















Prerequisite(s)


1




1


Yes

No

P


16+


0-15


Mexican (Spanish); Columbian (Spanish); Japanese; Korean; Philipino (Tagalog); Guamanian; German; New Zealander; African

American; Caucasian American;






ARTICULATION

Evaluation 0 5 5

Intervention 0 5 5

VOICE & RESONANCE

Evaluation 0 25 25


FLUENCY

Evaluation 0 1 1

Intervention 0 1 1


Evaluation 0 10 10



Evaluation 0 29 29



Evaluation 0 14 14



Evaluation 0 5 5

Intervention 0 5 5


Evaluation 0 1 1

Intervention 0 1 1

HEARING

Evaluation 0 0 0

Intervention 0 0 0

180Sub Total:



Roseville City School District

School

11-20 miles

Residential Program

Clinical Site Name

Type

Miles

Mode of Delivery :

:

:

:






















Prerequisite(s)


1




2


Yes

No

P


13+


0-13


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%






ARTICULATION

Evaluation 43 0 43


VOICE & RESONANCE

Evaluation 55 0 55

Intervention 0 0 0

FLUENCY

Evaluation 55 0 55

Intervention 0 0 0


Evaluation 41 0 41



Evaluation 0 0 0

Intervention 0 0 0


Evaluation 44 0 44



Evaluation 41 0 41



Evaluation 0 0 0

Intervention 0 0 0

HEARING

Evaluation 0 0 0

Intervention 0 0 0

330Sub Total:



Roseville Joint Union High School District

School

11-20 miles

Residential Program

Clinical Site Name

Type

Miles

Mode of Delivery :

:

:

:






















Prerequisite(s)


1




1


Yes

No

P


13+


0-13


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






ARTICULATION

Evaluation 0 10 10


VOICE & RESONANCE

Evaluation 0 1 1

Intervention 0 5 5

FLUENCY

Evaluation 0 0 0

Intervention 0 1 1


Evaluation 0 28 28



Evaluation 0 0 0

Intervention 0 0 0


Evaluation 0 0 0

Intervention 0 0 0


Evaluation 0 0 0

Intervention 0 0 0


Evaluation 0 0 0

Intervention 0 0 0

HEARING

Evaluation 0 0 0

Intervention 0 0 0

112Sub Total:



Sacramento City Unified School District

School

1-10 miles

Residential Program

Clinical Site Name

Type

Miles

Mode of Delivery :

:

:

:






















Prerequisite(s)


1




2


Yes

No

P


13+


0-13



American Indian and Alaska






ARTICULATION

Evaluation 11 0 11


VOICE & RESONANCE

Evaluation 0 0 0

Intervention 0 0 0

FLUENCY

Evaluation 2 0 2

Intervention 6 0 6


Evaluation 10 0 10



Evaluation 0 0 0

Intervention 0 0 0


Evaluation 0 0 0

Intervention 0 0 0


Evaluation 0 0 0

Intervention 0 0 0


Evaluation 0 0 0

Intervention 0 0 0

HEARING

Evaluation 0 0 0

Intervention 0 0 0

147Sub Total:



Sacramento City Unified School District: AM Winn Elementary

School

1-10 miles

Residential Program

Clinical Site Name

Type

Miles

Mode of Delivery :

:

:

:






















Prerequisite(s)


1




2


Yes

No

P


16+


0-15









ARTICULATION

Evaluation 6 0 6


VOICE & RESONANCE

Evaluation 0 0 0

Intervention 0 0 0

FLUENCY

Evaluation 0 0 0

Intervention 0 0 0


Evaluation 10 0 10



Evaluation 0 0 0

Intervention 0 0 0


Evaluation 0 0 0

Intervention 0 0 0


Evaluation 0 0 0

Intervention 0 0 0


Evaluation 0 0 0

Intervention 0 0 0

HEARING

Evaluation 0 0 0

Intervention 0 0 0

108Sub Total:



Sacramento City Unified School District: Caleb Greenwood Elementary

School

1-10 miles

Residential Program

Clinical Site Name

Type

Miles

Mode of Delivery :

:

:

:






















Prerequisite(s)


1




2


Yes

No

P


0-13


13+


American Indian/Alaskan Native; Chinese; Japanese; Korean; Vietnamese; Cambodian; Other Asian; Other Pacific Islander; Filipino;

Black/African American; White; Hispanic/Latino






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


Evaluation 3 0 3



Evaluation 0 0 0

Intervention 0 0 0


Evaluation 0 0 0

Intervention 0 0 0


Evaluation 0 0 0

Intervention 0 0 0


Evaluation 0 0 0

Intervention 0 0 0

HEARING

Evaluation 0 0 0

Intervention 0 0 0

103Sub Total:



Sacramento City Unified School District: James W. Marshall Elementary

School

1-10 miles

Residential Program

Clinical Site Name

Type

Miles

Mode of Delivery :

:

:

:






















Prerequisite(s)


1




2


Yes

No

P


16+


0-15









ARTICULATION

Evaluation 8 7 15


VOICE & RESONANCE

Evaluation 0 0 0

Intervention 0 0 0

FLUENCY

Evaluation 0 0 0

Intervention 0 0 0


Evaluation 5 9 14



Evaluation 0 0 0

Intervention 0 0 0


Evaluation 0 0 0

Intervention 0 0 0


Evaluation 0 0 0

Intervention 0 0 0


Evaluation 0 0 0

Intervention 0 0 0

HEARING

Evaluation 0 0 0

Intervention 0 0 0

111Sub Total:



Sacramento City Unified School District: John Cabrillo Elementary School

School

11-20 miles

Residential Program

Clinical Site Name

Type

Miles

Mode of Delivery :

:

:

:






















Prerequisite(s)


1




1


Yes

No

P


13+


0-13


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






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


Evaluation 57 0 57



Evaluation 0 0 0

Intervention 0 0 0


Evaluation 0 0 0

Intervention 0 0 0


Evaluation 0 0 0

Intervention 0 0 0


Evaluation 0 0 0

Intervention 3 0 3

HEARING

Evaluation 0 0 0

Intervention 0 0 0

249Sub Total:



Sacramento City Unified School District: Pony Express Elementary

School

11-20 miles

Residential Program

Clinical Site Name

Type

Miles

Mode of Delivery :

:

:

:






















Prerequisite(s)


1




2


Yes

No

P


13+


0-13


American Indian/Alaskan Native; Other Asian; Other Pacific Islander; Filipino; Black/African American; White; Hispanic/Latino






ARTICULATION

Evaluation 15 1 16


VOICE & RESONANCE

Evaluation 0 1 1

Intervention 0 1 1

FLUENCY

Evaluation 0 0 0

Intervention 0 0 0


Evaluation 20 8 28



Evaluation 0 0 0

Intervention 0 0 0


Evaluation 0 0 0

Intervention 0 0 0


Evaluation 0 0 0

Intervention 0 0 0


Evaluation 0 0 0

Intervention 0 0 0

HEARING

Evaluation 0 0 0

Intervention 0 0 0

115Sub Total:



Sacramento City Unified School District: Sutter Middle School

School

1-10 miles

Residential Program

Clinical Site Name

Type

Miles

Mode of Delivery :

:

:

:






















Prerequisite(s)


1




1


Yes

No

P


16+


0-15









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


Evaluation 0 16 16



Evaluation 0 0 0

Intervention 0 0 0


Evaluation 0 0 0

Intervention 0 0 0


Evaluation 0 0 0

Intervention 0 0 0


Evaluation 0 0 0

Intervention 0 0 0

HEARING

Evaluation 0 0 0

Intervention 0 0 0

216Sub Total:



San Juan Unified School District

School

1-10 miles

Residential Program

Clinical Site Name

Type

Miles

Mode of Delivery :

:

:

:






















Prerequisite(s)


1




1


Yes

No

P


13+


0-13


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






ARTICULATION

Evaluation 10 0 10


VOICE & RESONANCE

Evaluation 0 0 0

Intervention 0 0 0

FLUENCY

Evaluation 0 0 0

Intervention 0 0 0


Evaluation 6 2 8



Evaluation 0 0 0

Intervention 0 0 0


Evaluation 0 0 0

Intervention 0 0 0


Evaluation 0 0 0

Intervention 0 0 0


Evaluation 0 0 0

Intervention 0 0 0

HEARING

Evaluation 0 0 0

Intervention 0 0 0

115Sub Total:



San Juan Unified School District: Charles Peck Elementary

School

11-20 miles

Residential Program

Clinical Site Name

Type

Miles

Mode of Delivery :

:

:

:





















iii. Agreement to Maintain Client Confidentiality Form

Prerequisite(s)


1




2


Yes

No

P


13+


0-13


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%






ARTICULATION

Evaluation 4 0 4


VOICE & RESONANCE

Evaluation 0 0 0

Intervention 0 0 0

FLUENCY

Evaluation 1 0 1

Intervention 0 0 0


Evaluation 8 0 8



Evaluation 0 0 0

Intervention 0 0 0


Evaluation 0 0 0

Intervention 0 0 0


Evaluation 0 0 0

Intervention 0 0 0


Evaluation 0 0 0

Intervention 0 0 0

HEARING

Evaluation 0 0 0

Intervention 0 0 0

122Sub Total:



San Juan Unified School District: Coyle Avenue Elementary

School

11-20 miles

Residential Program

Clinical Site Name

Type

Miles

Mode of Delivery :

:

:

:






















Prerequisite(s)


1




1


Yes

No

P


13+


0-13


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






ARTICULATION

Evaluation 1 2 3


VOICE & RESONANCE

Evaluation 0 0 0

Intervention 0 0 0

FLUENCY

Evaluation 0 1 1



Evaluation 8 7 15



Evaluation 0 0 0

Intervention 0 0 0


Evaluation 0 0 0

Intervention 0 0 0


Evaluation 0 0 0

Intervention 0 0 0


Evaluation 0 0 0

Intervention 0 0 0

HEARING

Evaluation 0 0 0

Intervention 0 0 0

181Sub Total:



San Juan Unified School District: Del Campo High School

School

11-20 miles

Residential Program

Clinical Site Name

Type

Miles

Mode of Delivery :

:

:

:






















Prerequisite(s)


1




1


Yes

No

P


13+


0-13


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






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


Evaluation 0 3 3



Evaluation 0 0 0

Intervention 0 0 0


Evaluation 0 0 0

Intervention 0 0 0


Evaluation 0 0 0

Intervention 0 0 0


Evaluation 0 0 0

Intervention 0 0 0

HEARING

Evaluation 0 0 0

Intervention 0 0 0

133Sub Total:



San Juan Unified School District: Grand Oaks Elementary

School

11-20 miles

Residential Program

Clinical Site Name

Type

Miles

Mode of Delivery :

:

:

:






















Prerequisite(s)


1




2


Yes

No

P


13+


0-13


American Indian; Asian; Pacific Islander; Filipino; Hispanic; African American; White






ARTICULATION

Evaluation 4 0 4


VOICE & RESONANCE

Evaluation 0 0 0

Intervention 0 0 0

FLUENCY

Evaluation 1 0 1

Intervention 0 0 0


Evaluation 8 0 8



Evaluation 0 0 0

Intervention 0 0 0


Evaluation 0 0 0

Intervention 0 0 0


Evaluation 0 0 0

Intervention 0 0 0


Evaluation 0 0 0

Intervention 0 0 0

HEARING

Evaluation 0 0 0

Intervention 0 0 0

122Sub Total:



San Juan Unified School District: Lichen

School

11-20 miles

Residential Program

Clinical Site Name

Type

Miles

Mode of Delivery :

:

:

:






















Prerequisite(s)


1




1


Yes

No

P


13+


0-13


2.3% American Indian; 1.2% Asian; 0.7% Pacific Islander; 3% Filipino; 28.6% Hispanic; 8.1% African American; 55.7% White






ARTICULATION

Evaluation 5 0 5


VOICE & RESONANCE

Evaluation 0 0 0

Intervention 0 0 0

FLUENCY

Evaluation 0 0 0

Intervention 2 0 2


Evaluation 18 0 18



Evaluation 0 0 0

Intervention 0 0 0


Evaluation 0 0 0

Intervention 0 0 0


Evaluation 0 0 0

Intervention 0 0 0


Evaluation 0 0 0

Intervention 0 0 0

HEARING

Evaluation 0 0 0

Intervention 0 0 0

121Sub Total:



San Juan Unified School District: Mariposa Avenue Elementary

School

11-20 miles

Residential Program

Clinical Site Name

Type

Miles

Mode of Delivery :

:

:

:






















Prerequisite(s)


1




1


Yes

No

P


13+


0-13


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






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


Evaluation 7 0 7



Evaluation 0 0 0

Intervention 0 0 0


Evaluation 0 0 0

Intervention 0 0 0


Evaluation 0 0 0

Intervention 0 0 0


Evaluation 0 0 0

Intervention 0 0 0

HEARING

Evaluation 0 0 0

Intervention 0 0 0

185Sub Total:



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 :

:

:

:






















Prerequisite(s)


1




1


Yes

No

P


13+


0-13


Other Asian; Other Pacific Islander ; Black/African American; White; Hispanic/Latino






ARTICULATION

Evaluation 3 2 5


VOICE & RESONANCE

Evaluation 0 0 0

Intervention 0 0 0

FLUENCY

Evaluation 0 0 0

Intervention 0 0 0


Evaluation 4 1 5



Evaluation 0 0 0

Intervention 0 0 0


Evaluation 0 0 0

Intervention 0 0 0


Evaluation 0 0 0

Intervention 0 0 0


Evaluation 0 0 0

Intervention 0 0 0

HEARING

Evaluation 0 0 0

Intervention 0 0 0

99Sub Total:



San Juan Unified School District: Starr King Elementary

School

1-10 miles

Residential Program

Clinical Site Name

Type

Miles

Mode of Delivery :

:

:

:






















Prerequisite(s)


1




2


Yes

No

P


13+


0-13


Afro American 16.1%; American Indian 4.7%; Asian 3.8%; Caucasian 49.7 %; Filipino 2.5%; Pacific Islander 3.0%






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


Evaluation 5 0 5



Evaluation 0 0 0

Intervention 0 0 0


Evaluation 0 0 0

Intervention 0 0 0


Evaluation 0 0 0

Intervention 0 0 0


Evaluation 0 0 0

Intervention 0 0 0

HEARING

Evaluation 0 0 0

Intervention 0 0 0

132Sub Total:



San Juan Unified School District: Thomas Kelly

School

1-10 miles

Residential Program

Clinical Site Name

Type

Miles

Mode of Delivery :

:

:

:






















Prerequisite(s)


1




2


Yes

No

P


13+


0-13


Afro American 16.1%; American Indian 4.7%; Asian 3.8%; Caucasian 49.7 %; Filipino 2.5%; Pacific Islander 3.0%






ARTICULATION

Evaluation 6 0 5


VOICE & RESONANCE

Evaluation 0 0 0

Intervention 0 0 0

FLUENCY

Evaluation 0 0 0

Intervention 2 0 2


Evaluation 18 0 18



Evaluation 0 0 0

Intervention 0 0 0


Evaluation 0 0 0

Intervention 0 0 0


Evaluation 0 0 0

Intervention 0 0 0


Evaluation 0 0 0

Intervention 0 0 0

HEARING

Evaluation 0 0 0

Intervention 0 0 0

121Sub Total:



Sierra Nevada Memorial

Hospital

60

Residential Program

Clinical Site Name

Type

Miles

Mode of Delivery :

:

:

:






















Prerequisite(s)


1




1


Yes

No

P


13+


0-13


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






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


Evaluation 0 0 0

Intervention 0 0 0


Evaluation 0 20 20



Evaluation 0 6 6

Intervention 0 0 0


Evaluation 0 0 0

Intervention 0 0 0


Evaluation 0 6 6


HEARING

Evaluation 0 0 0

Intervention 0 0 0

82Sub Total:



SPEAK with STRENGTH

Private practice

1-10 miles

Residential Program

Clinical Site Name

Type

Miles

Mode of Delivery :

:

:

:






















Prerequisite(s)


1




1


Yes

No

P


13+


0-13









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


Evaluation 0 8 8



Evaluation 0 0 0

Intervention 0 0 0


Evaluation 0 0 0

Intervention 0 0 0


Evaluation 0 0 0

Intervention 0 0 0


Evaluation 0 0 0

Intervention 0 0 0

HEARING

Evaluation 0 0 0

Intervention 0 0 0

135Sub Total:



Sutter Memorial

Hospital

1-10 miles

Residential Program

Clinical Site Name

Type

Miles

Mode of Delivery :

:

:

:






















Prerequisite(s)


1




1


Yes

No

P


13+


0-13









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


Evaluation 0 0 0

Intervention 0 0 0


Evaluation 24 2 26



Evaluation 0 0 0

Intervention 0 0 0


Evaluation 0 0 0

Intervention 0 0 0


Evaluation 0 0 0

Intervention 0 0 0

HEARING

Evaluation 0 0 0

Intervention 0 0 0

123Sub Total:



Sutter Roseville RehabCare Group

Hospital

21-30 miles

Residential Program

Clinical Site Name

Type

Miles

Mode of Delivery :

:

:

:






















Prerequisite(s)


1




1


Yes

No

P


13+


0-13









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


Evaluation 0 0 0

Intervention 0 0 0


Evaluation 0 105 105

Intervention 0 8 8


Evaluation 0 20 20



Evaluation 0 0 0

Intervention 0 0 0


Evaluation 0 2 2

Intervention 0 6 6

HEARING

Evaluation 0 0 0

Intervention 0 0 0

218Sub Total:



Twin Rivers Unified School District

School

1-10 miles

Residential Program

Clinical Site Name

Type

Miles

Mode of Delivery :

:

:

:






















Prerequisite(s)


1




1


Yes

No

P


13+


0-13


African American 20.3%; Asian 14.7%; Caucasian 28.1%; Hispanic or Latino 20.2%






ARTICULATION

Evaluation 6 1 7


VOICE & RESONANCE

Evaluation 0 0 0

Intervention 0 0 0

FLUENCY

Evaluation 1 0 1

Intervention 8 0 8


Evaluation 12 4 16



Evaluation 0 0 0

Intervention 0 0 0


Evaluation 0 0 0

Intervention 0 0 0


Evaluation 0 0 0

Intervention 0 0 0


Evaluation 0 0 0

Intervention 0 0 0

HEARING

Evaluation 0 0 0

Intervention 0 0 0

118Sub Total:



Twin Rivers Unified School District: Regency Park Elementary

School

11-20 miles

Residential Program

Clinical Site Name

Type

Miles

Mode of Delivery :

:

:

:






















Prerequisite(s)


1




1


Yes

No

P


13+


0-13


African American 20.3%; Asian 14.7%; Caucasian 28.1%; Hispanic/Latino 20.2%






ARTICULATION

Evaluation 12 0 12


VOICE & RESONANCE

Evaluation 0 0 0

Intervention 0 0 0

FLUENCY

Evaluation 0 0 0

Intervention 9 0 9


Evaluation 3 0 3



Evaluation 0 0 0

Intervention 0 0 0


Evaluation 0 0 0

Intervention 0 0 0


Evaluation 0 0 0

Intervention 0 0 0


Evaluation 0 0 0

Intervention 0 0 0

HEARING

Evaluation 0 0 0

Intervention 0 0 0

140Sub Total:



Twin Rivers Unified School District: Rio Linda Elementary

School

11-20 miles

Residential Program

Clinical Site Name

Type

Miles

Mode of Delivery :

:

:

:






















Prerequisite(s)


1




1


Yes

No

P


13+


0-13


African American 20.3%; Asian 14.7%; Caucasian 28.1%; Hispanic or Latino 20.2%






ARTICULATION

Evaluation 6 11 17


VOICE & RESONANCE

Evaluation 0 0 0

Intervention 0 0 0

FLUENCY

Evaluation 0 0 0

Intervention 1 0 1


Evaluation 10 5 15



Evaluation 0 0 0

Intervention 0 0 0


Evaluation 0 0 0

Intervention 0 0 0


Evaluation 0 0 0

Intervention 0 0 0


Evaluation 0 0 0

Intervention 0 0 0

HEARING

Evaluation 0 0 0

Intervention 0 0 0

118Sub Total:



UC Davis Medical Center: Dept of Otolaryngology

Hospital

1-10 miles

Residential Program

Clinical Site Name

Type

Miles

Mode of Delivery :

:

:

:











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










Prerequisite(s)


1




2


Yes

No

P


13+


0-13


UCD serves the medically underserved populations, including Asian, Latino, Muslim, African-American and others.






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


Evaluation 0 0 0

Intervention 0 0 0


Evaluation 0 30 30

Intervention 0 0 0


Evaluation 0 6 6

Intervention 0 0 0


Evaluation 0 0 0

Intervention 0 0 0


Evaluation 0 33 33

Intervention 0 0 0

HEARING

Evaluation 0 0 0

Intervention 0 0 0

85Sub Total:



UCDavis Medical Center: Department of Physical Medicine & Rehabilitation

Hospital

1-10 miles

Residential Program

Clinical Site Name

Type

Miles

Mode of Delivery :

:

:

:






















Prerequisite(s)


1




2


Yes

No

P


13+


0-13


UCD serves the medically underserved populations, including Asian, Latino, Muslim, African-American and others.






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


Evaluation 4 0 4

Intervention 1 0 1


Evaluation 0 3 3

Intervention 0 1 1


Evaluation 0 13 13



Evaluation 0 0 0

Intervention 0 0 0


Evaluation 0 0 0

Intervention 0 8 8

HEARING

Evaluation 0 0 0

Intervention 0 0 0

92Sub Total:



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 :

:

:

:






















Prerequisite(s)


1




1


Yes

No

P


13+


0-13


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%;






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


Evaluation 0 0 0

Intervention 0 0 0


Evaluation 0 9 9

Intervention 0 2 2


Evaluation 0 13 13



Evaluation 0 0 0

Intervention 0 0 0


Evaluation 0 0 0

Intervention 0 3 3

HEARING

Evaluation 0 0 0

Intervention 0 0 0

71Sub Total:



Western Placer Unified School District: Twelve Bridges Elementary

School

21-30 miles

Residential Program

Clinical Site Name

Type

Miles

Mode of Delivery :

:

:

:






















Prerequisite(s)


1




1


Yes

No

P


13+


0-13


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






ARTICULATION

Evaluation 3 0 3


VOICE & RESONANCE

Evaluation 0 0 0

Intervention 0 0 0

FLUENCY

Evaluation 0 0 0

Intervention 0 0 0


Evaluation 11 0 11



Evaluation 0 0 0

Intervention 0 0 0


Evaluation 0 0 0

Intervention 0 0 0


Evaluation 0 0 0

Intervention 0 0 0


Evaluation 0 0 0

Intervention 0 0 0

HEARING

Evaluation 0 0 0

Intervention 0 0 0

108Sub Total:


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


UC Davis Medical Center: Dept

of Otolaryngology


UCDavis Medical Center:

Department of Physical

Medicine & Rehabilitation


VA Northern California Health

Care System Valley Division —

Sacramento VA Medical Center,

Mather


School

Dry Creek Joint Elementary

School District: Coyote Ridge

Elementary


Dry Creek Joint Elementary

School District: Olive Grove

Elementary


Elk Grove Unified School

District: Franklin Elementary


Roseville City School District 11-20 miles Residential Program 1 2 330

Roseville Joint Union High

School District


Sacramento City Unified School

District



District: AM Winn Elementary



Miles from

the Program

Name of Site



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


District: Caleb Greenwood

Elementary



District: James W. Marshall

Elementary



District: John Cabrillo

Elementary School



District: Pony Express

Elementary



District: Sutter Middle School


San Juan Unified School District 1-10 miles Residential Program 1 1 115

San Juan Unified School

District: Charles Peck

Elementary



District: Coyle Avenue

Elementary



District: Del Campo High School



District: Grand Oaks

Elementary



District: Lichen



District: Mariposa Avenue

Elementary



District: Marvin Marshall

Preschool and Children's Center



District: Starr King Elementary



District: Thomas Kelly


Twin Rivers Unified School

District



District: Regency Park

Elementary



Miles from

the Program

Name of Site



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


District: Rio Linda Elementary


Western Placer Unified School

District: Twelve Bridges

Elementary


Private practice

Bright Start Therapies 1-10 miles Residential Program 1 2 141

Center for Speech Pathology

(Davis, CA)


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



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