· PDF fileSurvey Response General Information - Master's Program Program Description...
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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.
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Survey Response
General Information - Master's Program
Program Description
Speech-Language Pathology
Are graduate courses for the entry-level graduate program available through distance education?
Yes, less than 50% of the academic credit hours
Yes, 50% or more of the academic credit hours
No
Is this graduate program or a component of the program offered through a satellite or branch campus?
Yes, less than 50% of the academic credit hours
Yes, 50% or more of the academic credit hours
No
P
P
If the program responded “Yes, 50% or more of the academic credit hours” for the entry-level graduate program are
offered at a satellite or branch campus, provide the following information for each satellite or branch campus
General Information - Master's Program
Program Description
Speech-Language Pathology
Master of Arts (MA)
Is this graduate program offered as part of a consortium?
Yes
NoP
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Survey Response
Standard 1.0 Administrative Structure and Governance - Master's Program
Standard 1.1 Regional Accreditation
Speech-Language Pathology
Western Association of Schools and CollegesName of Regional Accreditor :
Regional Accreditation Cycle Start Date
Regional Accreditation Cycle End Date :
: 6/2009
6/2019
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Survey Response
Standard 1.0 Administrative Structure and Governance - Master's Program
Standard 1.2 Mission, Goals and Objectives
Speech-Language Pathology
The program’s mission and goals are consistent with CAA standards for entry into professional practice
(3.1A and/or 3.1B) and with the mission of the institution.
Standard 1.2
Provide the mission statement of the institution. If the program is a consortium, include information for all
participating entities.
California State University, Chico is a comprehensive university principally serving Northern California, our state and nation
through excellence in instruction, research, creative activity, and public service. The University is committed to assist students in
their search for knowledge and understanding and to prepare them with the attitudes, skills, and habits of lifelong learning in order
to assume responsibility in a democratic community and to be useful members of a global society.
Provide the mission statement of the college. If the program is a consortium, discuss the mission statement for all
participating entities.
The College of Communication and Education is a student-centered learning community focused on the development of human
potential through disciplinary knowledge and professional practice that meet the needs of diverse clients. We invest in our
collective future through leadership in effective communication, collaborative field experiences, reflective professional practice, and
the scholarship of teaching and learning.
Provide the mission statement of the program(s) seeking (re)accreditation.
The mission of the Communication Sciences and Disorders Program is to provide students with the knowledge and skills needed
to enter the profession of speech-language pathology and instill a commitment to continued learning throughout their careers. The
program is dedicated to academic and clinical excellence and seeks to stimulate a learning environment that facilitates
intellectual curiosity, including a strong desire to integrate research principles in solving clinical problems and to use relevant
research in clinical practice. Further, through mentoring and selected quality experiences, the program strives to facilitate
graduates' commitment to contributing to the profession through their active involvement/participation in local, state, and/or
national organization.
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
What mechanisms are used by faculty to evaluate regularly the extent to which the goals are achieved? (Select all
that apply.)
Establish measurable outcomes for the goals
Monitor achievement of outcomes and progress toward goals
Discuss and review at faculty meetings
Discuss and review at faculty retreat
Other - specify
P
P
P
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Survey Response
Standard 1.0 Administrative Structure and Governance - Master's Program
Standard 1.3 Program Strategic Plan
Speech-Language Pathology
Standard 1.3 The program develops and implements a long-term strategic plan.
The CMSD faculty meet as a whole to discuss the program's strategic plan at least every other year, or if the university's plan
changes or an accrediting report is due for WASC, NCATE, CTC, or CAA- ASHA. The faculty determine the appropriateness of
the current plan, and make suggestions for changes, when needed. Recommendations for change are also generated by our
Advisory Council. Procedures related to implementing the plan are determined and followed. The strategic plan is evaluated
through various forms of feedback: student evaluations, performance, and comments; formal and informal evaluations from intern
supervisors; advisory council meeting discussion, and faculty feedback.
Describe the process for creating, implementing and evaluating the program’s strategic plan.
What methods are used to assure the congruence of the strategic plan with the mission of the institution? (Select all
that apply.)
Develop program strategic plan based on institutional mission
Discuss program strategic plan with institution administration
Involve university administration in the development of the program strategic plan
Obtain approval of program strategic plan from institution administration
Discuss and review at faculty meetings
Other - specify
Discuss and review at faculty retreat
Compare program strategic plan with institutional mission
P
P
P
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 The program's strategic plan is developed in response to and compared to the university's mission and
strategic plan; therefore the program's plan is supported by the university administration
Describe how the strategic plan is disseminated to faculty, students, alumni and other interested parties.
We have developed a student handbook that will contain our strategic plan and mission statements; this is in process. We are
developing a new brochure that will also state this information. The website and catalog contain this information.
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Survey Response
Standard 1.0 Administrative Structure and Governance - Master's Program
Standard 1.4 Program Authority and Responsibility
Standard 1.4 The program’s faculty has authority and responsibility for the program.
Speech-Language Pathology
Does your program have independent departmental status?
P No
Yes
Describe how program faculty and instructional staff have authority and responsibility to initiate, implement and
evaluate substantive decisions affecting all aspects of the professional education program, including the
curriculum.
The CMSD Program Director in conjunction with the faculty as a whole, initiate, implement, and evaluate decisions that affect
all aspects of the program. The faculty have sole authority over the contents and sequence of the curriculum. Decisions that
affect the department as a whole, such as financial resources for hiring part time clinical supervisors, do need to be approved
through the department chair.
Do the program director and faculty have access to higher levels of administration?
P
No
Yes
If No, explain
If your program does not maintain independent departmental status please describe the organizational structure.
The Communication Sciences and Disorders program (CMSD) is housed in the Department of Communication Arts and
Sciences (CMAS). CMAS is a department within the School of Communication, and within the College of Communication and
Education.
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?
2
Including the accredited program(s), provide a list of the other programs housed in the same department as the
accredited program.
Communication Sciences and Disorders
Communication Studies
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Survey Response
Standard 1.0 Administrative Structure and Governance - Master's Program
Standard 1.4 Program Authority and Responsibility
Speech-Language Pathology
Master of Arts (MA)
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
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Survey Response
Standard 1.0 Administrative Structure and Governance - Master's Program
Standard 1.5 Program Director
The individual responsible for the program(s) of professional education seeking accreditation holds a
graduate degree with a major emphasis in speech-language pathology; in audiology; or in speech,
language, and hearing science, and holds a full-time appointment in the institution. The individual
effectively leads and administers the program.
Standard 1.5
Speech-Language Pathology
Program Director Name
Certification Status
:
:
Suzanne B Miller, PhD
CCC-A/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
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
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Survey Response
Standard 1.0 Administrative Structure and Governance - Master's Program
Standard 1.6 Equitable Treatment
Students, faculty, staff, and persons served in the program’s clinic are treated in a
nondiscriminatory manner - that is, without regard to race, color, religion, sex, national origin,
participation restriction, age, sexual orientation, or status as a parent. The institution and
program comply with all applicable laws, regulations, and executive orders pertaining thereto.
Standard 1.6
Speech-Language Pathology
How is information regarding equitable treatment communicated to students? (Select all that apply.)
Application materials
Catalog
Student handbook
Student orientation
Web site - internet (must provide URL)
P
P http://www.csuchico.edu/prs/EMs/EM99/em99_24.htm
No mechanism
Other - specify
How is information regarding equitable treatment communicated to faculty and staff? (Select all that apply.)
Departmental/program meetings
Employee handbook
Employee orientation
Web site - internet (must provide URL)
P
P
P http://www.csuchico.edu/prs/EMs/EM99/em99_24.htm
No mechanism
Other - specifyP mandatory sexual harassment training for faculty and staff in supervisory roles
If your program has a clinic, how is information regarding equitable treatment communicated to clients? (Select all
that apply.)
No Clinic
Brochures
Clinic materials
Posted signage
Web site - internet (must provide URL)
No mechanism
Other - specify
P
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Survey Response
Standard 1.0 Administrative Structure and Governance - Master's Program
Standard 1.7 Accuracy of Public Information
The program provides information about the program and the institution to students and to the
public that is current, accurate, and readily available. Standard 1.7
Speech-Language Pathology
When is information about the program and institution updated? (Select all that apply.)
Every academic term
Annually
Every 2 years
Less frequently than 2 years
P
Other - specifyP as needed (when significant program changes are made)
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
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
P
P
P
Other - specify
Program director P
How is public information about your program accessed? (Select all that apply.)
Catalogs - printed P
Catalogs - online (must provide URL) P www.csuchico.edu/catalog/cat09/
Clinic Handbook - printed P
Clinic Handbook - online (must provide URL)
Student Handbooks - printed P
Student Handbooks - online (must provide URL)
Program web sites (must provide URL) P www.csuchico.edu/cmas/cmsd/index/php
Printed brochures (specify) P CMSD brochure
Other printed resources (specify)
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Survey Response
Other online resources (must provide URL)
Where are the program Praxis pass rates publicly posted? (Select all that apply.)
Application materials
Brochures
Catalog
Newsletters
Web site (must provide URL) P www.csuchico.edu/cmas/cmsd/overview.php
Other - specify
Where are the program completion rates publicly posted? (Select all that apply.)
Application materials
Brochures
Catalog
Newsletters
Web site (must provide URL) P www.csuchico.edu/cmas/cmsd/overview.php
Other - specify
Where are the graduate employment rates publicly posted? (Select all that apply.)
Application materials
Brochures
Catalog
Newsletters
Web site (must provide URL) P www.csuchico.edu/cmas/cmsd/overview.php
Other - specify
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Survey Response
Standard 2.0 Faculty - Master's Program
Standard 2.1 Faculty Qualifications
All faculty members, including all individuals providing clinical education, are qualified and
competent by virtue of their education, experience, and professional credentials to provide
academic and clinical education assigned by the program.
Standard 2.1
Speech-Language Pathology
Answer the following question related to requirements for ASHA certification
Describe how the program ensures that all clinical supervision of clock hours counted for ASHA certification
requirements is provided by persons who currently hold the ASHA CCC in the appropriate area.
Two methods were used last year to ensure that clinical supervisors hold ASHA CCC: the Clinic Director requested CCC dates
from each supervisor and this was followed up by internship coordinator and Administrative Support Coordinator (ASC).
Internship site facilities who require CCC'd clinicians were asked to verify this information.
New procedures have been implemented this year that require supervisors to provide copies of CCC and licensure upon
acceptance of the supervisory role. This information is checked by Clinic Director/Internship Coordinator.
Indicate how verification of supervisor certification is completed. (Select all that apply.)
Verify through ASHA
Other - specify P request verbal information from supervisor or facility
Identify who is responsible for verifying that all clinical supervision of clock hours counted for ASHA certification
requirements is provided by persons who currently hold the ASHA CCC in the appropriate area. (Select all that
Administrative assistant
Clinic director or coordinator
Faculty member
Program director
P
P
Other - specify
Student
When does the program verify ASHA certification status for individuals providing supervision? (Select all that apply.)
Annually
Each semester/quarter
P
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 - specifyP
Answer the following question related to requirements for state requirements.
request verbal verification from supervisor or facility
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Survey Response
Who is responsible for verifying that credentials for individuals providing supervision are consistent with state
requirements? (Select all that apply.)
Administrative assistant
Clinic director or coordinator
Faculty member
Program director
P
P
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
P
Other - specify
Prior to each student’s placement
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Survey Response
Standard 2.0 Faculty - Master's Program
Standard 2.2 Faculty Sufficiency
The number of full-time doctoral-level faculty in speech-language pathology, audiology, and speech,
language, and hearing sciences and other full-and part-time faculty is sufficient to meet the teaching,
research, and service needs of the program and the expectations of the institution. The institution
provides stable support and resources for the program’s faculty.
Standard 2.2
Speech-Language Pathology
How do the students access faculty? (Select all that apply.)
Appointment
Before and/or after class or clinic
Phone
P
P
P
P
Other - specify
Standing office hours P
How do the students access adjunct faculty? (Select all that apply.)
Appointment
Before and/or after class or clinic
Phone
P
P
P
P
Other - specify
Standing office hours P
Describe the institution’s expectations regarding faculty workloads.
Full Time is based on 15 units: Typically 12 units are expected for instruction and 3 units for service. Professional development
and achievement are also expected for retention, tenure and promotion.
Briefly summarize the institution’s expectations for granting tenure. Provide the URL for the institution’s policy if
available.
Probationary faculty go up for tenure and promotion to Associate Professor in the sixth year of employment. It is expected that
teaching, professional achievement, and service are effective to superior. Teaching performance is based on student evaluations,
peer observations, and teaching materials provided in each faculty dossier. Professional Achievement is typically based on
several peer-reviewed published articles and conference presentations. Service is evaluated by involvement in committees at the
program, department, college, and/or university levels.
URL: http://www.csuchico.edu/vpaa/FA/fppp.shtml
Are the current number and FTE of doctoral and other faculty sufficient to administer the graduate program of study?
Yes
No
Explain
We have 5 full time tenure/tenure track doctoral level faculty (hereafter "faculty"), and 1 FERP doctoral level faculty member in
her third of five fall semesters. There are approximately 3 master's level clinical supervisors each semester, making up
P
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Survey Responseapproximately a 1.5 FTE position.
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
The faculty have areas of expertise and interest that allow coverage of all academic and clinical areas, with some overlapping
areas. The overlap allows us some flexibility for assigned time for research, administrative duties, sabbaticals, medical leaves,
etc. Supervision is done by full time faculty and part time supervisors.
Is the current number of doctoral and other faculty sufficient to allow students to meet the expected student
learning outcomes?
Yes
No
Explain
P
The doctoral level faculty teach all the requisite courses, save one, that match the knowledge and skills set forward in the
standards from which our student learning outcomes are devised. Faculty communicate to supervisors appropriate information
related to clinical learning outcomes.
Is the current number of doctoral and other faculty sufficient to advise students?
Yes
No
Explain
P
The 5 full time tenure/tenure track doctoral level faculty share the advising load. The person assigned as the graduate
coordinator advises all graduate students. Undergraduate students are advised by the remaining faculty. Number of students
per advisor generally ranges between 25-40, and all students recieve advising throughout their program.
Is the current number of doctoral and other faculty sufficient to participate in faculty governance?
Yes
No
Explain
P
We are alloted release time for Program Director, Graduate Coordinator, Clinic Director, Internship Coordinator, and
Assessment Coordinator. We are given the opportunity to participate in Academic Senate and other governing bodies at the
university as fits the interests of the individual faculty member.
Is the current number of doctoral and other faculty sufficient to complete scholarly productivity (research)?
Yes
No
Explain
P
Shelley Von Berg received 3 units for Fall and Spring semesters during her first year of employment to establish her research.
The Department endeavors to provide such time to all incoming faculty. The University does not provide release (re-assigned)
time for research. Doug McColl was tenured during the 2008-09 school year having successfully completed an appropriate
number of publications and presentations. All tenure-track faculty are moving through the process and are dedicated to
publication and presentations.
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Survey Response
Is the current number of doctoral and other faculty sufficient to support timely student completion of the program?
Yes
No
Explain
P
The majority of students (with CMSD BA's) complete the master's program in two years; those who do not have chosen to
extend their program another semester or year based on personal and family needs. The number of faculty are sufficient to
teach the required courses.
Is the current number of doctoral and other faculty sufficient to maintain the expected faculty workload?
Yes
No
Explain
P
CSU, Chico's typical workload is 12 units of instruction with 3 units of service, and expected professional development and
achievement. The faculty cover all, but one 1-unit course; some faculty have release time for Program Director, Graduate
Coordinator, Clinic Director, Assessment Coordinator, Internship Coordinator.
Is the current number of doctoral and other faculty sufficient to allow faculty to have adequate time for
professional development?
Yes
No
Explain
P
Adequate time for professional development is less about number of faculty and more about university required workload and
lack of funding and support for research.
Is the current number of doctoral and other faculty sufficient for faculty accessibility by students as needed?
Yes
No
Explain
P
Faculty are available to meet with students during 5 required office hours per week. Most faculty are also available by
appointment in addition to those hours. We maintain an open door policy, whereby students can seek information or answers
from any faculty member, not just their advisor.
Is the current number of doctoral and other faculty sufficient to allow faculty to meet tenure expectations?
Yes
No
Explain
P
Doug McColl achieved tenure and promotion during the 08-09 school year on schedule. Two other faculty are on schedule for
tenure and promotion in the near future.
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
Associate and Full Professors serve on the department and college Retention, Tenure, and Promotion committees. Faculty
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Survey Responsealso sit on other committees as needed and based on interest. Three units of the 15 unit faculty load are dedicated to service.
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 - specify
Additional space
New equipmentP
Student support (graduate assistantships, scholarships, etc.)
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Survey Response
Does your program collect demographic data on students by their race and ethnicity status?
Yes
NoP
Collected, but not reportable because of institutional policies and/or external policies (e.g., state, regional, legislative)
Does your program collect demographic data on students by their gender status?
Yes
NoP
Collected, but not reportable because of institutional policies and/or external policies (e.g., state, regional, legislative)
Other (non-accredited) CSD Degree Programs
Degree Program Undergraduate System
Total
Residential
Program
Distance Eduction Satellite Program
FT PT FT PT FT PT
Speech-Language Pathology
Audiology
SLH Sciences
Other - specify
Grand Total
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
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.
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Survey Response
Other (non-accredited) CSD Degree Programs
Degree Program(non-entry level professional degree)
System
Total
Residential
Program
Distance Eduction Satellite Program
FT PT FT PT FT PT
Speech-Language Pathology
Audiology
SLH Sciences
Other - specify
Grand Total
Master's
0 0 0 0 0 0
0 0 0 0 0 0
0 0 0 0 00
0 0 0 0 0 0
0
0
0
0
0
Other (non-accredited) CSD Degree Programs
Degree Program(non-entry level professional degree)
System
Total
Residential
Program
Distance Eduction Satellite Program
FT PT FT PT FT PT
Speech-Language Pathology
Audiology
SLH Sciences
Other - specify
Grand Total
Doctoral
0 0 0 0 0 0
0 0 0 0 0 0
0 0 0 0 0 0
0 0 0 0 0 0
0
0
0
0
0
Standard 2.0 Faculty - Master's Program
Standard 2.2 Faculty Sufficiency
Speech-Language Pathology
Master of Arts (MA)
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
:
:
34
3
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Survey Response
Standard 2.0 Faculty - Master's Program
Standard 2.3 Faculty members maintain continuing competence.
Standard 2.3 Continuing Competence
Speech-Language Pathology
Indicate all the areas in which the institution provides support for continuing professional development. (Select all
that apply.)
Institutional faculty development or instructional grants
Institutional research grants
Professional development opportunities on campus
Release time for professional development
Other - specify
Support for professional travel
None
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Survey Response
Standard 3.0 Curriculum - Master's Program
Standard 3.1 Overall Curriculum Sufficiency
Standard 3.1
Speech-Language Pathology
The curriculum (academic and clinical education) is consistent with the mission and goals of the
program and prepares students in the full breadth and depth of scope of practice in
Speech-Language Pathology.
Provide the URL of the Web site link for the official course descriptions/offerings to the graduate program.
http://www.csuchico.edu/catalog/cat09/cmsd/CMSDNONEMA.html
Describe how the curriculum is consistent with the mission and goals of the program.
Prerequisite knowledge attained through two years of sequenced coursework. Courses are sequenced to provide a strong
theoretical and practical framework. Courses are taught with a clinical emphasis; many have clinically focused assignments,
involve clinical problem-solving skills, and some include community service experiences.
Clinical experiences are varied with respect to setting, disorder, and diverse populations.
Students are encouraged to participate in local NSSLHA chapter, CSHA and ASHA.
On campus clinical experiences involve evidence-based practice.
The CMSD program has creative, innovative collaborations with on and off campus allied professionals and clinics, including a
strong K-12 relationship.
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
P
Other - specify
Take an overload of course work
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Survey Response
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
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
P
P
Other - specify
Score on analytical writing section of GRE P
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.
Hours accrued each semester and appropriate KASA (skills) are signed off by the supervisor. Student turn in their hours to the
Administrative Support Coordinator (ASC). A summary of clock hours is completed by the ASC, and a copy is given to student
for placement in his/her portfolio. Original clock hours forms and KASA signatures are maintained in student files kept by ASC.
Accumulating hours and clinical skills obtained are reviewed annually during each Performance Review. Upon completion of the
program, documentation of all clock hours is completed by student on appropriate forms, and the ASC verifies those hours. The
Program Director also verifies both hours and clinical competencies during the Exit Interview and final portfolio review with the
Program Director and student.
List the ways in which students obtain academic and clinical education pertaining to normal and impaired human
development across the life span.
Coursework:
CMSD 560 Communication & Aging (normal aspects of aging)
CMSD 640 (AR experience at a retirement facility)
CMSD 680 (hearing screenings with children and adults)
PSYC 355 Child/Adolescent Psychology
CMSD 351 Language Development
CMSD 451 Language Disorders
CMSD 682 Diagnostics (variety of ages)
CMSD 684 Treatment of speech and language disorders (variety of ages)
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Survey Response
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 - specifyP several courses taught by dually certified/licensed professor
Describe how contemporary professional issues (such as reimbursement and credentialing regulations) are
presented in the curriculum.
Three courses focus on with contemporary professional issues:
CMSD 632: Seminar in Communication Sciences and Disorders
CMSD 675: Clinical Methods
CMSD 633: Professional Aspects
Describe how the program guides students to assess the effectiveness of their clinical services.
Formally, student clinicians are required to conduct at least one self-evaluation for each client from a taped clinical session.
Also, it is common during meetings with the student's supervisor that students are asked to evaluate their performance.
Additionally, an integrative essay that provides opportunity for self-reflection is written by each student annually, placed in their
portfolio and reviewed by faculty. Clinical evaluations of student's performance and other formative assessments, such as written
feedback from supervisors, help guide students in their ability to evaluate their clinical skills.
When students are assigned in teams for assessment or intervention, describe how the students count the hours and
how this time is verified.
Diagnostics are conducted in teams of two students each. Student teams share the workload equally, from planning, to
interviewing, test administration, interpretation, counseling and report writing, and both are involved in all aspects of the process
and responsible for the entire session. Both students receive equal number of hours for the experience. Time is verified by the
supervisor.
At this time, therapy is not conducted in teams.
Does the program offer clinical practicum for undergraduates?
Yes
NoP
If the program offers clinical practicum for undergraduates, provide the following information. (Enter “0”, if none)
Average number of undergraduate students enrolled in clinical practicum per academic year
Average number of clock hours earned per undergraduate student per academic term (semester or
quarter)
Average number of academic terms (semesters or quarters) undergraduates are enrolled in clinical
practicum
0
0
0
How are credit hours offered at the institution?
Quarter
SemesterP
Other - specify
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Survey Response
Standard 3.0 Curriculum - Master's Program
Standard 3.1 Overall Curriculum Sufficiency
Speech-Language Pathology
Master of Arts (MA)
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
39.00
0.00
12.00
0.00
0.00
6.00
0.00
57.00
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Survey Response
Standard 3.0 Curriculum - Master's Program
Academic and clinical education reflects current knowledge, skills, technology, and scope of practice.
The curriculum is regularly reviewed and updated. The diversity of society is reflected throughout the
curriculum.
Standard 3.2 Clinical Education
Standard 3.2
Speech-Language Pathology
Describe how the academic and clinical curriculum is reviewed and updated to reflect current knowledge, skills,
technology, and scope of practice.
Each faculty member is responsible for updating courses on an ongoing basis to reflect current practices. Faculty meet
regularly to discuss changes to academic and clinical curricula as needed.
Students may provide feedback to faculty at any time, and primarily during their exit interview, regarding their preparation to
enter the workplace. The Advisory Council, Center and internship supervisors inform faculty as to the current trends, needs of
the profession to assist us in updating academic and clinical curricula. Alumni feedback is given in the form of surveys 1 and 5
years post graduation.
List the ways in which students obtain academic and clinical education necessary for professional practice in a
multicultural society.
On campus practica with diverse populations
Internship experiences with diverse populations in their school and medical placements
Academic courses that include multicultural issues
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.
The CMSD program at CSU, Chico, houses the Center for Communication Disorders.
Our clientele are fairly diverse in cultural, linguistic and economic status, and provide our students with experience in disorders
of articulation, phonology, language, voice, fluency, ESL, hearing, autism, neurogenics, across the age ranges. We have
collaboration with the Autism Clinic, run by the Kinesiology department, where students gain experience in co-treating. We are
currently entertaining other specialty clinic proposals.
First year graduate students gain their initial clinical experiences at the Center, taking 1 to 2 clients per semester; that is, a
student will have 2 clients one semester and 1 client with Audiology practicum the other semester. In the 08-09 AY, some
supervision was covered by three full time tenure/tenure track faculty, while most was covered four master’s level part time
supervisors who hold CCC and licensure. Supervisors take a maximum of 3 students per therapy hour, which allows them to
supervise at least 25%. Diagnostics are run with a 2-student team and are conducted over a 2-hour time slot, with one
supervisor. Supervision is at least 50%, with 100% supervision initially, reducing commensurately with demonstrated success.
Student teams share the workload equally, from planning, to interviewing, test administration, interpretation, counseling and
report writing, and both are involved in all aspects of the process.
Students in their first year of clinic have had prerequisite courses that are introductory in the study of various disorders:
language, articulation and phonology, voice, fluency, neurologic impairments, auditory impairments: All deal with nature, and
basic assessment and treatment of the disorder. Additionally, students have had courses that detail the clinical process:
Diagnostic Methods, Orientation to Clinic, and Audiology. They have taken courses in normal processes: Phonetics, Language
Development, Acoustics/Psychoacoustics, two developmental psychology courses spanning the age ranges, Anatomy and
Physiology, and American Sign Language; and have had a course that overviews the profession: Survey of Communication
Sciences and Disorders. As they take on their initial clinical practicum they are concurrently enrolled in graduate level courses
that extend their prerequisite knowledge.
Students must demonstrate successful on campus experience of approximately 50 hours over the first year, complete
prerequisite coursework, obtain permission from the Internship Coordinator/Clinic Director, and be advanced to candidacy prior
to participating in off -campus practica. Internships are typically done in the students 1st summer (not required), as well as the
2nd year fall and spring semesters. All are guaranteed at least one school and at least one medical placement. Our internship
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Survey Responsesites provide students with experience working with diverse populations, with varied disorders, including swallowing.
The Clinic Director oversees the Center. Our internship coordinator sets up all off campus experiences, participates in the
university-site contract process, and is responsible for internship supervision. The coordinator communicates with the individuals
or the facilities to check that internship supervisors hold appropriate credentials.
We track and evaluate our students’ clinical experiences in a variety of ways. Students are provided feedback through oral
communication during individual or group meetings with their supervisors, and/or through written feedback, and through required
written evaluation by their supervisors on a standard form at semester’s end. Our standard evaluation form allows for evaluation
of skills on the KASA and students are required to do a self-evaluation of their clinical skills.
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Survey Response
Standard 3.0 Curriculum - Master's Program
Standard 3.3 The scientific and research foundations of the profession are evident in the curriculum.
Standard 3.3 Scientific and Research Foundation
Speech-Language Pathology
How do students obtain knowledge in the basic sciences (e.g. biology, physics, social sciences, and math)? (Select
all that apply.)
Deficiency or prerequisite course work
Graduate course work
Participation in faculty research
Undergraduate course work
P
P
Other - specify
How do students obtain knowledge in the basic communication sciences (e.g. acoustics, physiological and
neurological processes of speech, language, hearing, linguistics)? (Select all that apply.)
Deficiency or prerequisite course work
Graduate course work
Graduate course work in another department
Undergraduate course work in another department
P
P
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
Other - specify
Incorporate evidence-based practice into the clinic
Other class research projects
P
P
Participate in faculty research
Require research course P
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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
Other - specify
Participation in externship research projects
Participate in faculty research P
Thesis
Are the research opportunities offered by the program consistent with the specified mission and goals of the
program?
Yes
No
P
Explain
The CMSD program offers a choice of comprehensive examination or thesis. Students who are interested in obtaining a Ph.D. in
their future are encouraged to take the thesis option. Most of our students desire clinical careers and are given appropriate levels
of research incorporated into academic preparation and clinical service. During the 08-09 year, a second year grade student
received a Graduate Equity Scholarship for one year. For this scholarship, the student participated in research with a faculty
member and conducted a small research project of her own. Occasionally students can assist faculty with their research.
Are these research opportunities consistent with the institution’s expectations for this program?
Yes
No
P
Explain
CSU, Chico encourages each of its programs to develop distinct programs that match the culture and expectations of the
students, faculty and clients who are served by the program. Because CSU, Chico, has traditionally served as a teaching
university in rural northern California, the emphasis of CMSD program has been on clinical excellence in the schools and
regional medical centers. However, students are encouraged to conduct informal single subject designs in their clinical
experience (employing peer reviewed and EBP) and a number of students have joined with professors to conduct research that
has resulted in papers at state and national conventions. It is anticipated that as EBP continues to be incorporated into the
curriculum additional research projects will emerge.
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Survey Response
Standard 3.0 Curriculum - Master's Program
Standard 3.4 The academic and clinical curricula reflect an appropriate sequence of learning experiences.
Standard 3.4 Sequence of Learning Experiences
Speech-Language Pathology
Describe any differences to the expected sequence of courses and clinical experiences that result from different
tracks.
Our program does not have different 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
P
Other - specify
Extra readings
Observations prior to hands-on experience (live or video)
P
One-to-one tutorial P
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?
Supervisor evaluation of student performance, ongoing plus midterm and final
Student self-evaluation of performance
Client evaluation of services: Treatment outcomes form
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Survey Response
Standard 3.0 Curriculum - Master's Program
Clinical supervision is commensurate with the clinical knowledge and skills of each student, and
clinical procedures ensure that the welfare of each person served by students is protected, in accord
with recognized standards of ethical practice and relevant federal and state regulations.
Standard 3.5 Supervision
Standard 3.5
Speech-Language Pathology
What indicators and/or criteria are used to identify qualified supervisors/preceptors both in and outside the
professions? (Select all that apply.)
Accessibility to students
Appropriate state credentials for clinical practice
Appropriate national credentials for clinical practice
Clinical practice setting
P
P
P
P
Other - specify
Demonstrated abilities in the supervisory processes
Educational experience (including post-graduate continuing education activities)
Mastery and expertise in the clinical area supervised
Previous student evaluations
P
P
P
Previous supervisory experience
Recommendations or referrals from other professionals
Specialized training in supervision
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 conferences
P
P
P
Other - specify
Use student feedback
Use supervisor feedback
P
P
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Survey Response
How do students have access to supervisors/preceptors when providing services to clients in on- and off-campus
placements? (Select all that apply.)
During the clinical session
Clinical labs
Phone
P
P
P
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
Course work
HIPAA training
Professional practice course work
P
P
Web site - internet (must provide URL)
Other - specify
Universal precautions training
University safety training
Student handbookP
Student orientation
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Survey Response
Standard 3.0 Curriculum - Master's Program
Clinical education obtained in external placements is governed by agreements between the program
and the external facility and is monitored by program faculty.
Standard 3.6 External Placements
Standard 3.6
Speech-Language Pathology
Who is responsible for monitoring agreements with external facilities (Select all that apply.)
Administrative assistant
Clinic director
Faculty
Higher administration (e.g. dean, provost)
P
P
Other - specify
Legal (contracts) office
Program director
P
P
Student
Who is responsible for coordinating clinical education placements? (Select all that apply.)
Administrative assistant
Clinic director
Faculty
Intern\externship supervisor
P
Other - specifyP
Program director
Student P
Internship Coordinator
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/files
Written contractual agreementP
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Survey Response
Standard 3.0 Curriculum - Master's Program
The clinical education component of the curriculum provides students with access to a client/patient
base that is sufficient to achieve the program’s stated mission and goals and includes a variety of
clinical settings, client/patient populations, and age groups.
Standard 3.7 Clinical Settings
Standard 3.7
Speech-Language Pathology
How does the program ensure each student is exposed to a variety of clinical settings, client/patient populations and
age groups?
The programs ensures that each student is exposed to variety of clinical settings, populations, and age groups in several ways.
Students' experiences are managed by the Internship Coordinator and Clinic Director. Once per year the faculty as a whole
conduct a Performance Review for each student to monitor academic and clinical progress. Students record number of hours
spent with culturally, linguistically, and SES diverse populations on a tracking form, and they write a narrative on their experience
with diverse populations for their portfolios.
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Survey Response
Standard 4.0 Students - Master's Program
The program criteria for accepting students for graduate study in audiology and/or speech-language
pathology meet or exceed the institutional policy for admission to graduate study.
Standard 4.1 Admission Criteria
Standard 4.1
Speech-Language Pathology
Of the following, what graduate admission requirements are required by the institution? (Select all that apply.)
Minimum GRE
Minimum GPA
Letters of recommendation
Personal interview
P
Other - specify
Undergraduate major in CSD
Writing sample/essay
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
3.00
3.20
3.00
3.20
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 Graduate School utilizes a combination of the last 30 and last 60 units to calculate GPA. The program uses this GPA
calculation. Applicants admitted conditionally must maintain a GPA of 3.2
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Survey Response
Complete the table below to show the Graduate Record Exam (GRE) admissions criteria for the university/college
and for the graduate program. Enter “0” if there are no minimum criteria for a particular score.
University criterion Program criterion
Minimum overall GRE scores
Minimum verbal GRE score
Minimum quantitative GRE score
Minimum writing GRE score
0
0
0
0.0
0
0
0
3.5
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 - specifyP
Undergraduate major in CSD
Writing sample/essay P
Resume'
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 program uses the 3.0 minimum GPA, along with evaluations of the applicants (letters of recommendation from outside
applicants and faculty recommendations for inside applicants) and GRE. Although 3.0 is a minimum GPA, our average GPA for
admissions is approximately 3.6. Applicants admitted conditionally must maintain a GPA of 3.2 for the first semester. The
CMSD program does not institute a particular requirement/score for any of the three criteria, but rank orders applicants based on
their conglomerate score from all three areas.
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Survey Response
Standard 4.0 Students - Master's Program
The program makes reasonable adaptations in curriculum, policies, and procedures to accommodate
differences among individual students.
Standard 4.2 Student Adaptations
Standard 4.2
Speech-Language Pathology
Describe how the program provides accommodations for individuals with special needs with respect to curriculum,
practicum, policies, and procedures.
Students who require accommodations go through Disability Support Services. Appropriate accommodations, such as extra
time or a non-distracting environment for exams, are determined by the student and DSS and are communicated to faculty.
These students are still expected to adhere to program policies and procedures, and must meet academic and clinical
standards.
If there are academic challenges, students may extend their program through part time status.
How is respect for and understanding of cultural and individual diversity incorporated into the curriculum? Give one
example.
CSU, Chico and the CMSD program are committed to cultural and individual diversity. CSU, Chico fosters an international
academic program, leadership studies, multicultural and gender studies and experiential education studies. The CMSD program
supports cultural diversity throughout the majority of its curricula, including modules on aging and communication (CMSD 560),
the transsexual voice (CMSD 635) and age-influenced vocabularies in augmentative and alternative communication (CMSD 645).
Recently, the Phonology curriculum incorporated the ASHA Phonemic Inventories across Languages module into a project.
Bilingual SPA students were encouraged to review and confirm the inventories of their L1. Currently, a Hmong inventory is being
compiled, as that is one inventory currently missing from the ASHA website.
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.
CSU, Chico and the CMSD program support admission of international students and recent student immigrants into its
programs. CSU, Chico, prides itself on being a leading institution that provides grants and scholarships to students who are
first-time college bound members of their families.
For example, in 2008, a foreign-born CMSD student won a number of scholarships for excellent academic achievement and her
work with the local Mexican community. She subsequently requested, and was awarded, an internship at a world-class
hospital. There, she provided services to both mono- and bilingual patients. These types of students promote linkages between
different disciplines, foster multicultural competence, and facilitate the development of the global perspective.
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Survey Response
Standard 4.0 Students - Master's Program
Students are informed about the program’s policies and procedures, degree requirements,
requirements for professional credentialing, and ethical practice. Students are informed about
documented complaint processes.
Standard 4.3 Student Information
Standard 4.3
Speech-Language Pathology
How are students informed about program policies and procedures? (Select all that apply.)
Academic advising
Course work
Handouts
Posting on bulletin board
P
P
P
P
Student orientation meetings
Student handbooks
P
P
Web site (provide URL)
Other - specify
How are students informed about degree requirements and requirements for professional credentialing? (Select all
that apply.)
Academic advising
Course work
Handouts
Posting on bulletin board
P
P
P
Student orientation meetings
Student handbooks
P
P
Web site (provide URL)
Other - specify
How are students informed about ethical practice? (Select all that apply.)
Academic advising
Course work
Handouts
Posting on bulletin board
P
Student orientation meetings
Student handbooks P
Web site (provide URL)
Other - specifyP Clinical practica
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Survey Response
How are students informed about student complaint procedures including contacting the CAA? (Select all that apply.)
Academic advising
Course work
Handouts
Posting on bulletin board
P
Student orientation meetings
Student handbooks
P
P
Web site (provide URL)
Other - specify
Describe the program’s policies for dealing with student complaints.
Should a problem arise, students meet with the appropriate immediate faculty (professor or supervisor). The Program Director
and/or Clinic Director may be involved at the request of the student and/or professor/supervisor. Complaints that are not able to
be satisfactorily resolved within the program can be directed to the Department Chair, then the Dean. If the issue remains
unresolved at that point, the student may submit a complaint to the Council on Academic Accreditation (CAA).
Explain how student complaints are reviewed to assess their impact on compliance with accreditation standards.
All student complaints, whether formal or informal, are presented to the faculty as a whole by the faculty member who heard the
complaint. The significance is determined and a plan of action is implemented, if appropriate, which likely includes informing the
involved student(s) of the faculty's plan, and may include the Department Chair.
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.
Student complaints are only discussed during formal or informal faculty meetings. Depending on the nature of the complaint, the
Department Chair may need to be informed. The information about the student does not extend beyond those settings or beyond
the person(s) involved in the complaint.
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Survey Response
Standard 4.0 Students - Master's Program
Students receive advising on a regular basis that pertains to both academic and clinical performance
and progress. Students are also provided information on student support services.
Standard 4.4 Student Advising
Standard 4.4
Speech-Language Pathology
Describe the program’s advising policies and procedures with respect to academic and clinical instruction, access to
adjunct faculty, and student support services. Provide the Web site URL if available.
Graduate students are expected to meet with the graduate advisor regularly. All tenure/tenure track faculty and adjunct (part
time) faculty are required to hold a number of office commensurate with their level of appointment (eg full time = 5 office hours);
that includes clinical faculty. At CSU, Chico, students may confer with any faculty member if their advisor is not available at that
time, or if another faculty member can offer another level of expertise on the topic of concern. It is required by the university that
all syllabi contain statements regarding disability support services.
During annual performance reviews, students receive feedback and can ask questions from the faculty as a whole on both
academic and clinical areas.
Indicate those individual(s) who serve as academic advisors. (Select all that apply.)
Faculty member
Program Director
Staff
Other - specify
P
P
P Graduate Coordinator
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 - specifyP
Staff
Graduate Coordinator
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Survey Response
How often do students receive clinical advisement?
Once per academic year
Once per term
More than once per term
Other - specify
P
How are students informed about student support services? (Select all that apply.)
Academic advising
Handouts
Posting on bulletin board
P
Student handbooks
Student orientation meetings
Web site (provide URL)
Other - specifyP on all syllabi
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Survey Response
Standard 5.0 Assessment - Master's Program
The program conducts ongoing and systematic formative and summative assessment of the
performance of its current students.
Standard 5.1 Program Assessment of Students
Standard 5.1
Speech-Language Pathology
Provide three examples of specific graduate student learning outcomes that have been developed by the program
and describe how they are related to the mission of the program.
Graduate Learning Outcome 1
Description Demonstrate knowledge of basic human communication and swallowing
processes, including their biological, neurological, acoustic,
psychological, developmental, and linguistic and cultural bases.
:
How related to the mission of the program The mission of the Communication Sciences and Disorders Program is to
provide students with the knowledge and skills needed to enter the
profession of speech-language pathology and instill a commitment to
continued learning throughout their careers. It is vital that they have strong
base in basic human communication in order to enter the profession.
:
Graduate Learning Outcome 2
Description : Demonstrate knowledge of the nature of speech, language, hearing, and
communication disorders and differences and swallowing disorders,
including their etiologies, characteristics, anatomical/physiological,
acoustic, psychological, developmental, and linguistic and cultural
correlates.
How related to the mission of the program : The mission of the Communication Sciences and Disorders Program is to
provide students with the knowledge and skills needed to enter the
profession of speech-language pathology and instill a commitment to
continued learning throughout their careers. It is vital that they have strong
base in disorders related to communication in order to enter the
profession.
Graduate Learning Outcome 3
Description : Possess knowledge of the principles and methods of prevention,
assessment, and intervention for people with communication and
swallowing disorders, including consideration of anatomical/physiological,
psychological, developmental, and linguistic and cultural correlates of the
disorders.
How related to the mission of the program : The mission of the Communication Sciences and Disorders Program is to
provide students with the knowledge and skills needed to enter the
profession of speech-language pathology and instill a commitment to
continued learning throughout their careers. This learning outcome is
directed to the development of clinical excellence.
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.
During meetings the faculty as a whole develop student learning outcomes (SLO) based on the KASA.
The program's Assessment Coordinator collects and organizes the data. The faculty as a whole assess SLO's through
integrative questions on the comprehensive examination, through examination of evaluations of clinical performance for
on-campus practica and internships, through the KASA skills form, and through Performance Reviews.
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Survey Response
Provide examples of how the program evaluates students' academic and clinical progress using formative and
summative assessments.
Academic - Formative Assessment Example : Performance on individual class assignments and examinations
Academic advising
Academic - Summative Assessment Example : Performance on comprehensive examination
Praxis examination
Academic section of Performance Review (Portfolio)
Advancement to candidacy
Clinical - Formative Assessment Example : Supervisor evaluations of clinical Performance
Self- analysis
Clinical advising
Clinical - Summative Assessment Example : Clinical section of the Portfolio Performance Review
Advancement to candidacy
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.
Regular feedback is provided in each class via grading of student work. Feedback is also provided through academic and clinical
advising. Faculty meet regularly (at least once a semester) to discuss students demonstrating clinical and/or academic
difficulties. If students are having academic difficulty, the graduate school may place them on probation. A letter is sent by the
graduate school informing them of this status; the graduate coordinator meets with the students to discuss the implications of
the probation and develops a plan for the student to be successful. Performance Reviews with portfolios and interviews are
conducted during the 2nd and 3rd semesters. Written and/or verbal feedback regarding the student's performance is provided. If
students are having difficulties, individual meetings will be held. Internship supervisors report to Internship Coordinator if there are
problems with performance.
Describe how the program documents guidelines for remediation, provides that information to students, and
implements remediation opportunities consistently.
If a student is having difficulty in a specific class, the instructor will discuss a specific remediation plan with the student. If the
student is struggling overall and is put on probation by the graduate school, a letter is sent to the student. Information on
probationary status and comprehensive examination remediation is provided in the Student Handbook. Supervisor's bring to the
attention of the faculty any student who is consistently struggling in clinic. Faculty meet regularly to discuss any academic or
clinical problems and determine plans of action. The graduate coordinator meets with the student to discuss a remediation plan.
Students also receive evaluation of academic and clinical performance, and a remediation plan if necessary, during Performance
Reviews.
Describe how the program ensures that all feedback mechanisms for remediation are applied consistently.
The faculty as a whole discuss each student exhibiting problems and agree on a solution. Procedures are in place for academic
probation, remediation in clinic, remediation for comprehensive examinations. While we understand the importance of
consistency and have procedures in place for students with challenges, the faculty take into consideration each student's
situation.
CAA (Re) Accreditation Application Confirmation File generated 02/02/2010 11:36:19 Page 42 of 57
Survey Response
Standard 5.0 Assessment - Master's Program
The program documents student progress toward completion of the graduate degree and professional
credentialing requirements and makes this information available to assist students in qualifying for
certification and licensure.
Standard 5.2 Student Progress Documentation
Standard 5.2
Speech-Language Pathology
Are the required records for each student’s planned course of study maintained by the program?
Yes
No
P
If No, explain
Describe how the program ensures that records for the planned course of study are kept accurate, complete and
current throughout each student’s graduate program.
Graduate Coordinator advises students regularly. Students are responsible for updating their records in their portolios.
Portfolios are reviewed by the faculty as a whole once per year during student Performance Reviews. A master student file
is maintained by the Administrative Support Coordinator.
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
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
CAA (Re) Accreditation Application Confirmation File generated 02/02/2010 11:36:19 Page 43 of 57
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.
Same as above
Indicate the individual(s) responsible for maintaining records toward each student’s completion of degree
requirements. (Select all that apply.)
Administrative/support staff
Academic advisor
Clinical advisor
Program director
P
P
Other - specifyP
Student P
Faculty as a whole during Performance Reviews
Indicate the schedule or timeline for updating records toward each student’s completion of degree requirements.
(Select all that apply.)
At least once every semester/quarter
At least annually
Immediately prior to graduation
Throughout the semester/quarter
P
Other - specify
No set schedule
Are the required records for each student’s progress toward completion of ASHA CCC requirements maintained by
the program?
Yes
No
P
If No, explain
Describe how the program ensures that records for each student’s progress toward the completion of ASHA CCC
requirements are kept accurate, complete, and current throughout each student’s graduate program.
Same as above
Indicate the individual(s) responsible for maintaining records toward each student’s progress toward the completion
of ASHA CCC requirements. (Select all that apply.)
Administrative/support staff
Academic advisor
Clinical advisor
Program director
P
Other - specifyP
Student P
Faculty as a whole during Performance Reviews
CAA (Re) Accreditation Application Confirmation File generated 02/02/2010 11:36:19 Page 44 of 57
Survey Response
Indicate the schedule or timeline for updating records toward each student’s progress toward the completion of
ASHA CCC requirements. (Select all that apply.)
At least once every semester/quarter
At least annually
Immediately prior to graduation
Throughout the semester/quarter
P
Other - specify
No set schedule
Are the required records for progress toward each student’s progress toward completion of state licensure
maintained by the program?
Yes
No
P
If No, explain
Describe how the program ensures that records for each student’s progress toward completion of state licensure are
kept accurate, complete and current throughout each student’s graduate program.
Same as above
Indicate the individual(s) responsible for maintaining the records for each student’s progress toward completion of
state licensure. (Select all that apply.)
Administrative/support staff
Academic advisor
Clinical advisor
Program director
P
Other - specifyP
Student P
Faculty as a whole during Performance Reviews
Indicate the schedule or timeline for updating records for each student’s progress toward completion of state
licensure. (Select all that apply.)
At least once every semester/quarter
At least annually
Immediately prior to graduation
Throughout the semester/quarter
P
Other - specify
No set schedule
Are the required records for progress toward each student’s completion of state teacher certification and/or other
program certifications maintained by the program?
Yes
No
P
If No, explain
CAA (Re) Accreditation Application Confirmation File generated 02/02/2010 11:36:19 Page 45 of 57
Survey Response
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.
Same as above
Indicate the individual(s) responsible for maintaining the records for each student’s progress toward completion of
state teacher certification and/or other program certification. (Select all that apply.)
Administrative/support staff
Academic advisor
Clinical advisor
Program director
P
Other - specifyP
Student P
Faculty as a whole during Performance Reviews
Indicate the schedule or timeline for updating records for each student’s progress toward completion of state teacher
certification and/or other program certifications. (Select all that apply.)
At least once every semester/quarter
At least annually
Immediately prior to graduation
Throughout the semester/quarter
P
Other - specify
No set schedule
Describe how the program makes records readily available to students and graduates in accordance with the
institution’s and program’s policies for retention of student information. Provide the Web site URL if available.
Students should have all their necessary information, at least in condensed form, in their portfolios, which they are responsible
for maintaining, updating. Students and graduates may request access to their student file from the Administrative Support
Coordinator, which contains more specific data on clinical hours. Academic records are available to students online.
CAA (Re) Accreditation Application Confirmation File generated 02/02/2010 11:36:19 Page 46 of 57
Survey Response
Standard 5.0 Assessment - Master's Program
The program conducts regular and ongoing assessments of program effectiveness and uses the
results for continuous improvement.
Standard 5.3 Program Effectiveness
Standard 5.3
Speech-Language Pathology
Indicate the procedures used by students to assess the quality, currency, and effectiveness of the graduate
program’s academic and clinical education.
Type of
Student
Assessment
Evaluations of clinical sites
More
often than
Annually
Annually Every
2
years
Every
3
years
Every
4
years
Greater than
every 4
years
No
Assessment
Course evaluations
Evaluations of clinical supervisors
Student advisory group review
Student surveys
Other - specify
P
P
P
P
P
If Other, select
Indicate the procedures completed by graduates to assess the quality, currency, and effectiveness of the graduate
program’s academic and clinical education.
Type of
Graduate
Assessment
More
often than
Annually
Annually Every
2
years
Every
3
years
Every
4
years
Greater than
every 4
years
No
Assessment
Alumni/graduate surveys
Exit interviews
Other - specify
P
P
If Other, select
CAA (Re) Accreditation Application Confirmation File generated 02/02/2010 11:36:19 Page 47 of 57
Survey Response
Indicate the procedures used by the program to assess the quality, currency, and effectiveness of the graduate
program’s academic and clinical education.
Type of
Program
Assessment
Employer surveys
More
often than
Annually
Annually Every
2
years
Every
3
years
Every
4
years
Greater than
every 4
years
No
Assessment
Advisory committee review
Curriculum review committee
Supervisor/preceptor evaluations
Program Annual Reports
Program staff/faculty meetings and
retreats
P
P
P
P
P
P
University reviews
Other - specify
P
NCATE accreditation review; CCTC accreditation review
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 Communication Disorders I was split into two courses, Articulation and Phonology and Voice and Fluency, to
provide students with greater depth and breadth of knowledge in the prerequisite courses.
:
Example #2 : We have implemented a required meeting each semester with Center clinical supervisors to discuss clinical
standards, requirements, expectations, policies and procedures in order to provide greater consistency across
clinical experiences.
CAA (Re) Accreditation Application Confirmation File generated 02/02/2010 11:36:19 Page 48 of 57
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 (%)
2008/2009
2007/2008
2006/2007
21 100
16 100
20 100
3 year average 100
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
2008/2009
2007/2008
2006/2007
3 year average
Method for reporting praxis examination pass rate data: P ETS Data Institutional Data
Pass rate
18 17 0.94
18 18 1.00
21 16 0.76
0.90
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 4-semesters/quarters:
Without a CSD undergraduate majorP 8-semesters/quarters:
CAA (Re) Accreditation Application Confirmation File generated 02/02/2010 11:36:19 Page 49 of 57
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
2008/2009
2007/2008
2006/2007
3 year average
Number not
completing
19 2 1
15 3 0
20 0 0
18 1 0
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
95
100
100
98
CAA (Re) Accreditation Application Confirmation File generated 02/02/2010 11:36:19 Page 50 of 57
Survey Response
Standard 5.0 Assessment - Master's Program
The program regularly evaluates all faculty members and faculty uses the results for continuous
improvement.
Standard 5.4 Evaluation of Faculty Members
Standard 5.4
Speech-Language Pathology
Describe the institutional policy and guideline for regular evaluation of the faculty by program leadership.
The faculty are regularly evaluated under the guidelines of the university's Retention, Tenure, and Promotion process. Faculty
have probational status in their first through sixth years. They are reviewed annually by department RTP committee, which
includes student evaluation of faculty, peer evaluations, submission of dossier/teaching materials, and interview. An RTP
committee recommendation is submitted and the Department Chair writes an independent evaluation. The information is then
reviewed by College RTP committee, CME Dean, Provost, then President. Tenure and promotion to Associate Professor is
determined in the sixth year. Fifth year review is conducted every five years following tenure. Promotion to full professor is
typically in the tenth year. There are some provisions for early tenure and promotion; this does not occur frequently.
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.
The CMSD program institutes the same policies regarding academic and clinical teaching, scholarship competence, and
professional expectations of faculty as the University. We do require that all faculty and supervisors, full time and part time, hold
the CCC and state license.
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
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 P
Review of publications P
Student evaluations
Teaching evaluations
Promotion and tenure review
Post-tenure review
P
P
P
Maintenance of state credentials
Maintenance of ASHA certification
Annually
Annually
Annually
Annually
Annually
Annually
Annually
Annually
3-5 years
CAA (Re) Accreditation Application Confirmation File generated 02/02/2010 11:36:19 Page 51 of 57
Survey Response
Other - specify
No mechanism used
Describe how the results of faculty evaluations are communicated to the faculty and used to improve performance.
Student evaluations of faculty are made available to faculty in the following semester.
Our institution has a specific Retention, Tenure, and Promotion (RTP) process: Faculty member under review interviews with the
department RTP committee following the committees evaluation of dossier Results are provided to the faculty member through a
committee generated report. The Department Chair generates her own report. Then the reports and dossier are reviewed by the
college RTP committee, dean of the college, and university levels.
CAA (Re) Accreditation Application Confirmation File generated 02/02/2010 11:36:19 Page 52 of 57
Survey Response
Standard 6.0 Program Resources - Master's Program
The institution provides adequate financial support to the program so that the program can achieve its
stated mission and goals.
Standard 6.1 Institutional Financial Support
Standard 6.1
Speech-Language Pathology
Report the main sources and amounts of financial support for the program for the most recently completed
academic year. Enter “0” where none.
Source of support Amount in $
Institutional Support
Faculty and staff salaries
Supplies and expenses (all non-capital and non-salary expenditures)
Capital equipment
(Institutional Support) Sub-Total
Grants and contracts
Other sources
548,289
104,682
1,149
654,120
10,000
664,120Total Amount
Is the financial support provided by the institution adequate for the program?
Yes
No
P
Explain
Given the state of financial affairs in California, we were satisfied with the budgetary situation in which we had to work for the
08-09 academic year. We were able to continue to provide the same quality and quantity of academic and clinical instruction as
in previous years.
CAA (Re) Accreditation Application Confirmation File generated 02/02/2010 11:36:19 Page 53 of 57
Survey Response
Standard 6.0 Program Resources - Master's Program
The program has adequate physical facilities (classrooms, offices, clinical space, and research
laboratories) that are accessible, appropriate, safe, and sufficient to achieve the program’s mission
and goals.
Standard 6.2 Physical Facilities
Standard 6.2
Speech-Language Pathology
Are all physical facilities adequate to achieve the program’s mission and goals?
Yes
No
P
Explain
"Smart Classrooms" are available which include a variety of computer assisted technologies for instruction.
In our clinic we have 6 therapy rooms/observation rooms with one-way glass mirrors, a student prep room and materials room,
supervisor room with closed circuit monitoring of therapy rooms, an audiometric suite, student computer lab with 2 macs and 3
PCs and internet access, and Speech Science Lab. We have 3 parking spaces dedicated to clinic and in close proximity.
The Clinic office has work areas for Administrative Support Coordinator and assistants, room for copier and faculty boxes, files,
student accessible faculty boxes, and client reception and waiting area.
Each full time faculty member his/her own office; part time lecturers share between two offices- all have computers, printers, and
internet access, phones.
We are located in an old building and adequate cleaning has been a continuing issue. We will be receiving new carpeting in
summer 2010. Currently we are working the the dean on relocating the program to a more updated building.
Are all physical facilities appropriate, safe and reasonably accessible to persons with disabilities?
Yes
No
P
Explain
The clinic has Key card access only for therapy rooms and signage for both therapy and observation rooms. All buildings are
accessible to individuals with disabilities (ADA compliance). A handicap parking space is available next to our clinic.
CAA (Re) Accreditation Application Confirmation File generated 02/02/2010 11:36:19 Page 54 of 57
Survey Response
Standard 6.0 Program Resources - Master's Program
The program’s equipment and educational/clinical materials are appropriate and sufficient to achieve
the program’s mission and goals.
Standard 6.3 Program Equipment and Educational/Clinical Materials
Standard 6.3
Speech-Language Pathology
Are the program’s equipment and educational/clinical materials appropriate and sufficient to achieve the program’s
mission and goals?
Yes
No
P
Explain
Educational materials are updated according to faculty needs. A request is for purchase is made by the faculty and the
appropriate fund from which to pay for the items is determined. Clinical materials are updated as needed: faculty and students
have input and make their requests to Clinic Director and Administrative Support Coordinator. Equipment is purchased as
needed and includes CSL and audiometers and tympanometers.
Indicate the individual(s) responsible to ensure proper equipment calibration. (Select all that apply.)
Administrative assistant
Clinic director
Clinic coordinator
Faculty member
P
Other - specifyP
Program director
Student
Director of Audiology
Indicate how often equipment is calibrated.
Annually
Semi-Annually
P
Other - specify
Indicate the individual(s) responsible for maintaining written records that equipment is calibrated in accordance with
manufacturer standards, American National Standards Institute (ANSI), or other appropriate agencies. (Select all that
apply.)
Administrative assistant
Clinical director or coordinator
Faculty member
Other - specifyP
Program director
Student
Director of Audiology
CAA (Re) Accreditation Application Confirmation File generated 02/02/2010 11:36:19 Page 55 of 57
Survey Response
Standard 6.0 Program Resources - Master's Program
The program has access to clerical and technical staff, support services, and library and
technology resources that are appropriate and sufficient to achieve the program’s mission and
goals.
Standard 6.4 Program Support Services and Resources
Standard 6.4
Speech-Language Pathology
Is the clerical and technical staff adequate and sufficient to meet the program’s mission and goals?
Yes
No
P
Explain
The CMSD faculty would describe the adequacy and sufficiency of clerical staff as just minimally acceptable. At the start of fall
2008, we had one full time Administrative Support Coordinator (ASC) and one full time Administrative Support Assistant (ASA)
dedicated to our program. Our ASA was relocated to a different program January 2009, due to needs within our college. The
assistant's duties were taken over by two student workers in late January/early February, making up for approximately 30 hours
a week. However, the students were limited in the tasks they were able to perform, time was taken away from our ASC's typical
duties in order to supervise, and the students did not make up the work of a full time employee or the 11 month position that the
ASA had; therefore, the ASC is overextended.
Are the support services adequate and sufficient to meet the program’s mission and goals?
Yes
No
P
Explain
The CSU Chico campus has a variety of support services:
- disability support services
- tutoring programs
- writing laboratory
- teaching, learning and technology services
Are the library resources adequate and sufficient to meet the program’s mission and goals?
Yes
No
P
Explain
A librarian is assigned to our program to assist faculty and staff for any on-campus and inter-library loan needs, to remind faculty
to make book requests, and to update us on databases that may be appropriate for our field. Our library is minimally acceptable,
but since most of our students access their information online, this does not appear to be an issue.
Are the computer and internet resources adequate and sufficient to meet the program’s mission and goals?
Yes
No
P
Explain
Faculty computers are updated every two to four years. All faculty/staff offices have internet access. CMSD students have a
computer room with internet access. There is Wifi available in most classrooms for students; there are many "smart"
classrooms that allow professors to access computer and internet for teaching purposes. User Services provide prompt answers
to all computing and internet programs, including faculty home computers. Training programs are available through the
Technology and Learning Program.
CAA (Re) Accreditation Application Confirmation File generated 02/02/2010 11:36:19 Page 56 of 57
Survey Response
Describe how the adequacy of resources is addressed in the program’s strategic plan.
Adequacy of resources have not been specifically addressed in our strategic plan, but have been implied. The goals of the
program cannot be met without adequate resources.
We are currently revising our strategic plan and will address adequacy of resources.
Describe how the program evaluates the adequacy of resources.
Requests are made to the Department Chair for items requiring budgetary action, most commonly in the hiring of part time
supervisors. It is not common for our reasonable requests to be denied. There are funds generated by our clinic that we are now
planning to tap into to provide us some freedom in the hiring of part time supervisors in these very poor economic times.
How frequently does the program evaluate the adequacy of resources?
Every academic term
Annually
P
Every 2 years
Less frequently than 2 years
Other - specify
CAA (Re) Accreditation Application Confirmation File generated 02/02/2010 11:36:19 Page 57 of 57
Course Sequence
Course Number Residential
Program
Distance
Education
Satellite /
Branch
Combined Residential
with Other Mode of
Instructional Delivery
Year 1, Term 1
CMSD 220 P
CMSD 256 P
CMSD 290 P
CMSD 362 P
Year 1, Term 2
CMSD 331 P
CMSD 351 P
CMSD 363 P
CMSD 635 P
CMSD 636 P
CMSD 642 P
Year 1, Term 3
Year 1, Term 4
Year 2, Term 1
CMSD 431 P
CMSD 440 P
CMSD 451 P
CMSD 630 P
Year 2, Term 2
CMSD 435 P
CMSD 441 P
CMSD 470 P
CMSD 560 P
CMSD 633 P
Year 2, Term 3
Year 2, Term 4
CAA (Re) Accreditation Application Confirmation File generated 02/02/2010 11:30:58 Page 1 of 3
Course Sequence
Course Number Residential
Program
Distance
Education
Satellite /
Branch
Combined Residential
with Other Mode of
Instructional Delivery
Year 3, Term 1
CMSD 610 P
CMSD 620 P
CMSD 631 P
CMSD 632 P
CMSD 640 P
CMSD 680 P
CMSD 684 P
Year 3, Term 2
Year 3, Term 3
Year 3, Term 4
Year 4, Term 1
CMSD 652 P
CMSD 675 P
CMSD 682 P
Year 4, Term 2
Year 4, Term 3
Year 4, Term 4
Year 5, Term 1
Year 5, Term 2
Year 5, Term 3
CAA (Re) Accreditation Application Confirmation File generated 02/02/2010 11:30:58 Page 2 of 3
Course Sequence
Course Number Residential
Program
Distance
Education
Satellite /
Branch
Combined Residential
with Other Mode of
Instructional Delivery
Year 5, Term 4
29 0 0 0Total
Our program does not have different tracks.
For the residential program, description of any difference(s) in the expected sequence of courses and clinical
experiences that result from different tracks.
For the distance education program, description of any differences in the expected sequence of courses and clinical
experiences.
For the satellite program, description of any differences in the expected sequence of courses and clinical
experiences.
CAA (Re) Accreditation Application Confirmation File generated 02/02/2010 11:30:58 Page 3 of 3
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
:
:
:
:
McCaffrey Patrick
PhD
Full Professor
Prof; Grad Coord
CCC-SLP
0.60 0.00 0.00 0.00 .60
:
Name
Designation
Rank
Title
CCC Status
:
:
:
:
McColl Douglas A
Associate Professor
Associate Prof
CCC-SLP
0.50 0.00 0.00 0.00 .50
:
Name
Designation
Rank
Title
CCC Status
:
:
:
:
Miller Suzanne B
PhD
Associate Professor
Assoc Professor & Program Coordinator
CCC-A/SLP
0.57 0.00 0.00 0.00 .57
:
Name
Designation
Rank
Title
CCC Status
:
:
:
:
Steffani Susan A
Assistant Professor
Assistant Professor
CCC-SLP
0.40 0.00 0.00 0.00 .40
:
Name
Designation
Rank
Title
CCC Status
:
:
:
:
Von Berg Shelley L
Assistant Professor
assistant Professor
CCC-SLP
1.00 0.00 0.00 0.00 1.00
:
Part Time Faculty
CAA (Re) Accreditation Application Confirmation File generated 02/02/2010 11:31:49 Page 1 of 3
Faculty Summary
Faculty Detail Total FTE Break out of FTE contribution to grad program
Residential Distance Satellite Combined
Name
Designation
Rank
Title
CCC Status
:
:
:
:
Bonavito Sally A
OD
Lecturer
Clinical Supervisor
CCC-SLP
0.10 0.00 0.00 0.00 .10
:
Name
Designation
Rank
Title
CCC Status
:
:
:
:
Brasseur Judith A
PhD
Emeritus
Professor
CCC-SLP
0.30 0.00 0.00 0.00 .30
:
Name
Designation
Rank
Title
CCC Status
:
:
:
:
Kokal Paula J
Lecturer
Internship Supervisor and Clinical Supervisor
CCC-SLP
0.71 0.00 0.00 0.70 1.41
:
Name
Designation
Rank
Title
CCC Status
:
:
:
:
Lee Amy S
Lecturer
Clinical Supervisor
CCC-SLP
0.30 0.00 0.00 0.00 .30
:
Name
Designation
Rank
Title
CCC Status
:
:
:
:
Samorano Rebecca K
Lecturer
Instructor
CCC-SLP
0.00 0.00 0.00 0.00 .00
:
CAA (Re) Accreditation Application Confirmation File generated 02/02/2010 11:31:49 Page 2 of 3
Faculty Summary
Faculty Detail Total FTE Break out of FTE contribution to grad program
Residential Distance Satellite Combined
Name
Designation
Rank
Title
CCC Status
:
:
:
:
Touchette Deborah Ann
AuD
Lecturer
Part Time Lecturer; Clinical Supervisor
CCC-A
0.07 0.00 0.00 0.00 .07
:
5.25Grand Total
CAA (Re) Accreditation Application Confirmation File generated 02/02/2010 11:31:49 Page 3 of 3
Course Title Course Number How
OfferedMode of
Delivery
Number of
Students
Enrolled
Instructor(s)Terms Offered
Course Summary
Academic
Acoustics/Psychoa
coustics of Speech
CMSD 363 42RY1-T2 McColl Douglas ACU/GR
Anatomy and
Physiology of
Speech and Hearing
Mechanisms
CMSD 362 44RY1-T1 McColl Douglas ACU/GR
Assessment and
Management of
Auditory Disorders
CMSD 640 18RY3-T2 Miller Suzanne BGR
Audiology CMSD 440 40RY2-T1 Touchette Deborah
Ann
CU/GR
Aural Rehabilitation CMSD 441 42RY2-T2 Miller Suzanne BCU/GR
Clinical Methods CMSD 675 17RY4-T1, Y4-T2 Kokal Paula J, Kokal
Paula J
GR
Communication and
Aging
CMSD 560 15RY1-T2, Y2-T2, Y3-T2 Miller Suzanne BCU/GR
Communication
Disorders 1
CMSD 331 42RY1-T2 McColl Douglas ACU/GR
Diagnostic Methods CMSD 435 38RY2-T2 Steffani Susan ACU/GR
Disorders of
Fluency
CMSD 631 18RY3-T1 McColl Douglas AGR
Disorders of
Language
CMSD 451 40RY2-T1 McCaffrey PatrickCU/GR
Introduction to Clinic CMSD 470 38RY2-T2 Steffani Susan ACU/GR
Language
Development
CMSD 351 40RY1-T2 McCaffrey PatrickCU/GR
Neuroanatomy CMSD 620 20RY1-T1, Y3-T1 McCaffrey PatrickGR
Neuropathologies of
Language and
Cognition
CMSD 636 20RY3-T1 McCaffrey PatrickGR
Neuropathologies of
Swallowing and
Speech
CMSD 642 3RY1-T2, Y3-T2 McCaffrey PatrickGR
Organic and
Neurogenic
Disorders
CMSD 431 3RY2-T1 McCaffrey PatrickCU/GR
Phonetics CMSD 290 43RY1-T1 Steffani Susan ACU/GR
GE = Graduate elective
GR = Graduate requirement
CU/GE = Combined undergraduate/graduate elective
CU/GR = Combined undergraduate/graduate requirement
Y = Year
T1 = Term 1
T2 = Term 2
T3 = Term 3
T4 = Term 4
R = Residential program only
DE = Distance Education only
S = Satellite location only
C = Combined residential with other mode of
instructional delivery
CAA (Re) Accreditation Application Confirmation File generated 02/02/2010 11:32:46 Page 1 of 2
Course Title Course Number How
OfferedMode of
Delivery
Number of
Students
Enrolled
Instructor(s)Terms Offered
Course Summary
Professional
Aspects
CMSD 633 20RY2-T2 Von Berg Shelley LGR
Research Methods CMSD 610 20RY3-T1 Brasseur Judith AGR
Seminar in
Communication
Disorder and
Sciences
CMSD 632 18RY3-T1, Y3-T2 Brasseur Judith A,
Miller Suzanne B
GR
Seminar in
Language Disorders
CMSD 652 17RY4-T1 Steffani Susan AGR
Survey of
Communication
Disorders
CMSD 220 50RY1-T1 McColl Douglas ACU/GR
Voice and
Resonance
Disorders
CMSD 635 44RY1-T2, Y2-T2 Von Berg Shelley LGR
Practicum
Clinical Practicum CMSD 684 20RY3-T1, Y3-T2 Kokal Paula J,
Bonavito Sally A, Lee
Amy S
GR
Practicum in
Audiology
CMSD 680 10RY3-T1, Y3-T2 Touchette Deborah
Ann , Miller Suzanne
B
GR
Practicum in
Speech-Language
Pathology
Diagnostics
CMSD 682 10RY4-T1, Y4-T2 Kokal Paula J,
Bonavito Sally A, Lee
Amy S
GR
Lab
Disorders of
Articulation and
Phonology
CMSD 630 20RY2-T1 Von Berg Shelley LGR
Others
American Sign
Language
CMSD 256 27RY1-T1, Y2-T1 Samorano Rebecca KCU/GR
GE = Graduate elective
GR = Graduate requirement
CU/GE = Combined undergraduate/graduate elective
CU/GR = Combined undergraduate/graduate requirement
Y = Year
T1 = Term 1
T2 = Term 2
T3 = Term 3
T4 = Term 4
R = Residential program only
DE = Distance Education only
S = Satellite location only
C = Combined residential with other mode of
instructional delivery
CAA (Re) Accreditation Application Confirmation File generated 02/02/2010 11:32:46 Page 2 of 2
Individual Course Detail
Acoustics/Psychoacoustics of Speech
CMSD 363
McColl Douglas A
42
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
Combined undergraduate/graduate requirement
Y1-T2
Knowledge & Skills:
Basic Communication and Swallowing Processes
biological, neurological, acoustic, psychological, developmental, and linguistic and cultural basis
Speech, Language, Hearing, Communication, and Swallowing Disorders and Differences
Articulation (including etiologies, characteristics, and anatomical/Physiological, acoustic, psychological, developmental,
linguistic, and cultural correlates)
Hearing, including the impact on speech and language (including etiologies, characteristics, and anatomical/physiological,
acoustic, psychological, developmental, linguistic, and cultural correlates)
Voice and resonance, including respiration and phonation (including etiologies, characteristics, and anatomical/Physiological,
acoustic, psychological, developmental, linguistic, and cultural correlates)
Principles and Methods of Prevention
Interaction and interdependence of speech, language, and hearing in the discipline of human communication sciences and
disorders
Clinical Skills and Processes
Oral and written or other forms of communication
CAA (Re) Accreditation Application Confirmation File generated 02/02/2010 11:33:14 Page 1 of 32
Y = Year T1 = Term 1 T2 = Term 2 T3 = Term 3 T4 = Term 4
Individual Course Detail
American Sign Language
CMSD 256
Samorano Rebecca K
27
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
Combined undergraduate/graduate requirement
Y1-T1, Y2-T1
Knowledge & Skills:
Speech, Language, Hearing, Communication, and Swallowing Disorders and Differences
Communication modalities (e.g., oral, manual, and augmentative and alternative communication techniques and assistive
technology) (including etiologies, characteristics, and anatomical/Physiological, acoustic, psychological, developmental,
linguistic, and cultural correlates)
Hearing, including the impact on speech and language (including etiologies, characteristics, and anatomical/physiological,
acoustic, psychological, developmental, linguistic, and cultural correlates)
Receptive and expressive language (phonology, morphology, syntax, semantics, and pragmatics) in speaking, listening,
reading, writing, and manual modalities (including etiologies, characteristics, and anatomical/physiological, acoustic,
psychological, developmental, linguistic, and cultural correlates)
Social aspects of communication (e.g., behavioral and social skills affecting communication) (including etiologies,
characteristics, and anatomical/Physiological, acoustic, psychological, developmental, linguistic, and cultural correlates)
Clinical Skills and Processes
Oral and written or other forms of communication
CAA (Re) Accreditation Application Confirmation File generated 02/02/2010 11:33:14 Page 2 of 32
Y = Year T1 = Term 1 T2 = Term 2 T3 = Term 3 T4 = Term 4
Individual Course Detail
Anatomy and Physiology of Speech and Hearing Mechanisms
CMSD 362
McColl Douglas A
44
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
Combined undergraduate/graduate requirement
Y1-T1
Knowledge & Skills:
Basic Communication and Swallowing Processes
biological, neurological, acoustic, psychological, developmental, and linguistic and cultural basis
Speech, Language, Hearing, Communication, and Swallowing Disorders and Differences
Articulation (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)
Voice and resonance, including respiration and phonation (including etiologies, characteristics, and anatomical/Physiological,
acoustic, psychological, developmental, linguistic, and cultural correlates)
Principles and Methods of Prevention
Interaction and interdependence of speech, language, and hearing in the discipline of human communication sciences and
disorders
Clinical Skills and Processes
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
CAA (Re) Accreditation Application Confirmation File generated 02/02/2010 11:33:14 Page 3 of 32
Y = Year T1 = Term 1 T2 = Term 2 T3 = Term 3 T4 = Term 4
Individual Course Detail
Assessment and Management of Auditory Disorders
CMSD 640
Miller Suzanne B
18
3.00
Course Title
Course Number
Instructor(s)
Number of Students Enrolled
Mode of Delivery
Number of Credits
How Offered
Term(s) Offered
:
:
:
:
:
:
:
:
Residential program only
Graduate requirement
Y3-T2
Knowledge & Skills:
Speech, Language, Hearing, Communication, and Swallowing Disorders and Differences
Cognitive aspects of communication (e.g., attention, memory, sequencing, problem solfing, executive functioning) (including
etiologies, characteristics, and anatomical/Physiological, acoustic, psychological, developmental, linguistic, and cultural
correlates)
Communication modalities (e.g., oral, manual, and augmentative and alternative communication techniques and assistive
technology) (including etiologies, characteristics, and anatomical/Physiological, acoustic, psychological, developmental,
linguistic, and cultural correlates)
Hearing, including the impact on speech and language (including etiologies, characteristics, and anatomical/physiological,
acoustic, psychological, developmental, linguistic, and cultural correlates)
Contemporary Professional Issues
Standards of ethical conduct
Principles and Methods of Prevention
Interaction and interdependence of speech, language, and hearing in the discipline of human communication sciences and
disorders
Principles and methods of prevention, assessment, and intervention for people with communication and swallowing disorders
across the life span, including consideration of anatomical/physiological, psychological, developmental, linguistic, and cultural
correlates of the disorders
Clinical Skills and Processes
Effective interaction with patients, families, professionals, and other individuals, as appropriate
Interaction and personal qualities, including counseling, collaboration, ethical practice, and professional behavior
Oral and written or other forms of communication
Prevention, evaluation, and intervention of communication disorders and swallowing disorders
CAA (Re) Accreditation Application Confirmation File generated 02/02/2010 11:33:14 Page 4 of 32
Y = Year T1 = Term 1 T2 = Term 2 T3 = Term 3 T4 = Term 4
Individual Course Detail
Audiology
CMSD 440
Touchette Deborah Ann
40
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
Combined undergraduate/graduate requirement
Y2-T1
Knowledge & Skills:
Basic Communication and Swallowing Processes
biological, neurological, acoustic, psychological, developmental, and linguistic and cultural basis
Speech, Language, Hearing, Communication, and Swallowing Disorders and Differences
Hearing, including the impact on speech and language (including etiologies, characteristics, and anatomical/physiological,
acoustic, psychological, developmental, linguistic, and cultural correlates)
Principles and Methods of Prevention
Interaction and interdependence of speech, language, and hearing in the discipline of human communication sciences and
disorders
Principles and methods of prevention, assessment, and intervention for people with communication and swallowing disorders
across the life span, including consideration of anatomical/physiological, psychological, developmental, linguistic, and cultural
correlates of the disorders
CAA (Re) Accreditation Application Confirmation File generated 02/02/2010 11:33:14 Page 5 of 32
Y = Year T1 = Term 1 T2 = Term 2 T3 = Term 3 T4 = Term 4
Individual Course Detail
Aural Rehabilitation
CMSD 441
Miller Suzanne B
42
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
Combined undergraduate/graduate requirement
Y2-T2
Knowledge & Skills:
Speech, Language, Hearing, Communication, and Swallowing Disorders and Differences
Communication modalities (e.g., oral, manual, and augmentative and alternative communication techniques and assistive
technology) (including etiologies, characteristics, and anatomical/Physiological, acoustic, psychological, developmental,
linguistic, and cultural correlates)
Hearing, including the impact on speech and language (including etiologies, characteristics, and anatomical/physiological,
acoustic, psychological, developmental, linguistic, and cultural correlates)
Contemporary Professional Issues
Contemporary professional issues
Standards of ethical conduct
Principles and Methods of Prevention
Interaction and interdependence of speech, language, and hearing in the discipline of human communication sciences and
disorders
Principles and methods of prevention, assessment, and intervention for people with communication and swallowing disorders
across the life span, including consideration of anatomical/physiological, psychological, developmental, linguistic, and cultural
correlates of the disorders
Clinical Skills and Processes
Oral and written or other forms of communication
Prevention, evaluation, and intervention of communication disorders and swallowing disorders
CAA (Re) Accreditation Application Confirmation File generated 02/02/2010 11:33:14 Page 6 of 32
Y = Year T1 = Term 1 T2 = Term 2 T3 = Term 3 T4 = Term 4
Individual Course Detail
Clinical Methods
CMSD 675
Kokal Paula J, Kokal Paula J
17
1.00
Course Title
Course Number
Instructor(s)
Number of Students Enrolled
Mode of Delivery
Number of Credits
How Offered
Term(s) Offered
:
:
:
:
:
:
:
:
Residential program only
Graduate requirement
Y4-T1, Y4-T2
Knowledge & Skills:
Contemporary Professional Issues
Certification, specialty recognition, licensure, and other relevant professional credentials
Contemporary professional issues
Standards of ethical conduct
Research
Processes used in research and the integration of research principles into evidence-based clinical practice
Principles and Methods of Prevention
Interaction and interdependence of speech, language, and hearing in the discipline of human communication sciences and
disorders
Principles and methods of prevention, assessment, and intervention for people with communication and swallowing disorders
across the life span, including consideration of anatomical/physiological, psychological, developmental, linguistic, and cultural
correlates of the disorders
Clinical Skills and Processes
Oral and written or other forms of communication
CAA (Re) Accreditation Application Confirmation File generated 02/02/2010 11:33:14 Page 7 of 32
Y = Year T1 = Term 1 T2 = Term 2 T3 = Term 3 T4 = Term 4
Individual Course Detail
Clinical Practicum
CMSD 684
Kokal Paula J, Bonavito Sally A, Lee Amy S
20
2.00
Course Title
Course Number
Instructor(s)
Number of Students Enrolled
Mode of Delivery
Number of Credits
How Offered
Term(s) Offered
:
:
:
:
:
:
:
:
Residential program only
Graduate requirement
Y3-T1, Y3-T2
Knowledge & Skills:
Contemporary Professional Issues
Contemporary professional issues
Standards of ethical conduct
Clinical Skills and Processes
Application of the principles of evidence-based practice
Delivery of services to culturally and linguistically diverse populations
Effective interaction with patients, families, professionals, and other individuals, as appropriate
Interaction and personal qualities, including counseling, collaboration, ethical practice, and professional behavior
Oral and written or other forms of communication
Prevention, evaluation, and intervention of communication disorders and swallowing disorders
Self-evaluation of effectiveness of practice
CAA (Re) Accreditation Application Confirmation File generated 02/02/2010 11:33:14 Page 8 of 32
Y = Year T1 = Term 1 T2 = Term 2 T3 = Term 3 T4 = Term 4
Individual Course Detail
Communication and Aging
CMSD 560
Miller Suzanne B
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
Combined undergraduate/graduate requirement
Y1-T2, Y2-T2, Y3-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)
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)
Research
Processes used in research and the integration of research principles into evidence-based clinical practice
Principles and Methods of Prevention
Interaction and interdependence of speech, language, and hearing in the discipline of human communication sciences and
disorders
Principles and methods of prevention, assessment, and intervention for people with communication and swallowing disorders
across the life span, including consideration of anatomical/physiological, psychological, developmental, linguistic, and cultural
correlates of the disorders
Clinical Skills and Processes
Oral and written or other forms of communication
CAA (Re) Accreditation Application Confirmation File generated 02/02/2010 11:33:14 Page 9 of 32
Y = Year T1 = Term 1 T2 = Term 2 T3 = Term 3 T4 = Term 4
Individual Course Detail
Communication Disorders 1
CMSD 331
McColl Douglas A
42
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
Combined undergraduate/graduate requirement
Y1-T2
Knowledge & Skills:
Basic Communication and Swallowing Processes
biological, neurological, acoustic, psychological, developmental, and linguistic and cultural basis
Speech, Language, Hearing, Communication, and Swallowing Disorders and Differences
Articulation (including etiologies, characteristics, and anatomical/Physiological, acoustic, psychological, developmental,
linguistic, and cultural correlates)
Cognitive aspects of communication (e.g., attention, memory, sequencing, problem solfing, executive functioning) (including
etiologies, characteristics, and anatomical/Physiological, acoustic, psychological, developmental, linguistic, and cultural
correlates)
Communication modalities (e.g., oral, manual, and augmentative and alternative communication techniques and assistive
technology) (including etiologies, characteristics, and anatomical/Physiological, acoustic, psychological, developmental,
linguistic, and cultural correlates)
Fluency (including etiologies, characteristics, and anatomical/Physiological, acoustic, psychological, developmental, linguistic,
and cultural correlates)
Hearing, including the impact on speech and language (including etiologies, characteristics, and anatomical/physiological,
acoustic, psychological, developmental, linguistic, and cultural correlates)
Receptive and expressive language (phonology, morphology, syntax, semantics, and pragmatics) in speaking, listening,
reading, writing, and manual modalities (including etiologies, characteristics, and anatomical/physiological, acoustic,
psychological, developmental, linguistic, and cultural correlates)
Social aspects of communication (e.g., behavioral and social skills affecting communication) (including etiologies,
characteristics, and anatomical/Physiological, acoustic, psychological, developmental, linguistic, and cultural correlates)
Voice and resonance, including respiration and phonation (including etiologies, characteristics, and anatomical/Physiological,
acoustic, psychological, developmental, linguistic, and cultural correlates)
Contemporary Professional Issues
Certification, specialty recognition, licensure, and other relevant professional credentials
Standards of ethical conduct
Principles and Methods of Prevention
Interaction and interdependence of speech, language, and hearing in the discipline of human communication sciences and
disorders
Principles and methods of prevention, assessment, and intervention for people with communication and swallowing disorders
across the life span, including consideration of anatomical/physiological, psychological, developmental, linguistic, and cultural
correlates of the disorders
Clinical Skills and Processes
CAA (Re) Accreditation Application Confirmation File generated 02/02/2010 11:33:14 Page 10 of 32
Y = Year T1 = Term 1 T2 = Term 2 T3 = Term 3 T4 = Term 4
Individual Course Detail
Delivery of services to culturally and linguistically diverse populations
Effective interaction with patients, families, professionals, and other individuals, as appropriate
Oral and written or other forms of communication
Prevention, evaluation, and intervention of communication disorders and swallowing disorders
CAA (Re) Accreditation Application Confirmation File generated 02/02/2010 11:33:14 Page 11 of 32
Y = Year T1 = Term 1 T2 = Term 2 T3 = Term 3 T4 = Term 4
Individual Course Detail
Diagnostic Methods
CMSD 435
Steffani Susan A
38
0.30
Course Title
Course Number
Instructor(s)
Number of Students Enrolled
Mode of Delivery
Number of Credits
How Offered
Term(s) Offered
:
:
:
:
:
:
:
:
Residential program only
Combined undergraduate/graduate requirement
Y2-T2
Knowledge & Skills:
Basic Communication and Swallowing Processes
biological, neurological, acoustic, psychological, developmental, and linguistic and cultural basis
Principles and Methods of Prevention
Principles and methods of prevention, assessment, and intervention for people with communication and swallowing disorders
across the life span, including consideration of anatomical/physiological, psychological, developmental, linguistic, and cultural
correlates of the disorders
Clinical Skills and Processes
Effective interaction with patients, families, professionals, and other individuals, as appropriate
Oral and written or other forms of communication
Prevention, evaluation, and intervention of communication disorders and swallowing disorders
CAA (Re) Accreditation Application Confirmation File generated 02/02/2010 11:33:14 Page 12 of 32
Y = Year T1 = Term 1 T2 = Term 2 T3 = Term 3 T4 = Term 4
Individual Course Detail
Disorders of Articulation and Phonology
CMSD 630
Von Berg Shelley L
20
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
Y2-T1
Knowledge & Skills:
Speech, Language, Hearing, Communication, and Swallowing Disorders and Differences
Articulation (including etiologies, characteristics, and anatomical/Physiological, acoustic, psychological, developmental,
linguistic, and cultural correlates)
Cognitive aspects of communication (e.g., attention, memory, sequencing, problem solfing, executive functioning) (including
etiologies, characteristics, and anatomical/Physiological, acoustic, psychological, developmental, linguistic, and cultural
correlates)
Communication modalities (e.g., oral, manual, and augmentative and alternative communication techniques and assistive
technology) (including etiologies, characteristics, and anatomical/Physiological, acoustic, psychological, developmental,
linguistic, and cultural correlates)
Hearing, including the impact on speech and language (including etiologies, characteristics, and anatomical/physiological,
acoustic, psychological, developmental, linguistic, and cultural correlates)
Receptive and expressive language (phonology, morphology, syntax, semantics, and pragmatics) in speaking, listening,
reading, writing, and manual modalities (including etiologies, characteristics, and anatomical/physiological, acoustic,
psychological, developmental, linguistic, and cultural correlates)
Social aspects of communication (e.g., behavioral and social skills affecting communication) (including etiologies,
characteristics, and anatomical/Physiological, acoustic, psychological, developmental, linguistic, and cultural correlates)
Contemporary Professional Issues
Certification, specialty recognition, licensure, and other relevant professional credentials
Contemporary professional issues
Standards of ethical conduct
Research
Processes used in research and the integration of research principles into evidence-based clinical practice
Principles and Methods of Prevention
Interaction and interdependence of speech, language, and hearing in the discipline of human communication sciences and
disorders
Principles and methods of prevention, assessment, and intervention for people with communication and swallowing disorders
across the life span, including consideration of anatomical/physiological, psychological, developmental, linguistic, and cultural
correlates of the disorders
Clinical Skills and Processes
Application of the principles of evidence-based practice
Delivery of services to culturally and linguistically diverse populations
CAA (Re) Accreditation Application Confirmation File generated 02/02/2010 11:33:14 Page 13 of 32
Y = Year T1 = Term 1 T2 = Term 2 T3 = Term 3 T4 = Term 4
Individual Course Detail
Effective interaction with patients, families, professionals, and other individuals, as appropriate
Interaction and personal qualities, including counseling, collaboration, ethical practice, and professional behavior
Oral and written or other forms of communication
Prevention, evaluation, and intervention of communication disorders and swallowing disorders
CAA (Re) Accreditation Application Confirmation File generated 02/02/2010 11:33:14 Page 14 of 32
Y = Year T1 = Term 1 T2 = Term 2 T3 = Term 3 T4 = Term 4
Individual Course Detail
Disorders of Fluency
CMSD 631
McColl Douglas A
18
3.00
Course Title
Course Number
Instructor(s)
Number of Students Enrolled
Mode of Delivery
Number of Credits
How Offered
Term(s) Offered
:
:
:
:
:
:
:
:
Residential program only
Graduate requirement
Y3-T1
Knowledge & Skills:
Basic Communication and Swallowing Processes
biological, neurological, acoustic, psychological, developmental, and linguistic and cultural basis
Speech, Language, Hearing, Communication, and Swallowing Disorders and Differences
Fluency (including etiologies, characteristics, and anatomical/Physiological, acoustic, psychological, developmental, linguistic,
and cultural correlates)
Social aspects of communication (e.g., behavioral and social skills affecting communication) (including etiologies,
characteristics, and anatomical/Physiological, acoustic, psychological, developmental, linguistic, and cultural correlates)
Contemporary Professional Issues
Contemporary professional issues
Standards of ethical conduct
Research
Processes used in research and the integration of research principles into evidence-based clinical practice
Principles and Methods of Prevention
Principles and methods of prevention, assessment, and intervention for people with communication and swallowing disorders
across the life span, including consideration of anatomical/physiological, psychological, developmental, linguistic, and cultural
correlates of the disorders
Clinical Skills and Processes
Effective interaction with patients, families, professionals, and other individuals, as appropriate
Oral and written or other forms of communication
Prevention, evaluation, and intervention of communication disorders and swallowing disorders
CAA (Re) Accreditation Application Confirmation File generated 02/02/2010 11:33:14 Page 15 of 32
Y = Year T1 = Term 1 T2 = Term 2 T3 = Term 3 T4 = Term 4
Individual Course Detail
Disorders of Language
CMSD 451
McCaffrey Patrick
40
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
Combined undergraduate/graduate requirement
Y2-T1
Knowledge & Skills:
Speech, Language, Hearing, Communication, and Swallowing Disorders and Differences
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)
Principles and Methods of Prevention
Interaction and interdependence of speech, language, and hearing in the discipline of human communication sciences and
disorders
Principles and methods of prevention, assessment, and intervention for people with communication and swallowing disorders
across the life span, including consideration of anatomical/physiological, psychological, developmental, linguistic, and cultural
correlates of the disorders
Clinical Skills and Processes
Application of the principles of evidence-based practice
Delivery of services to culturally and linguistically diverse populations
Oral and written or other forms of communication
Prevention, evaluation, and intervention of communication disorders and swallowing disorders
CAA (Re) Accreditation Application Confirmation File generated 02/02/2010 11:33:14 Page 16 of 32
Y = Year T1 = Term 1 T2 = Term 2 T3 = Term 3 T4 = Term 4
Individual Course Detail
Introduction to Clinic
CMSD 470
Steffani Susan A
38
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
Combined undergraduate/graduate requirement
Y2-T2
Knowledge & Skills:
Basic Communication and Swallowing Processes
biological, neurological, acoustic, psychological, developmental, and linguistic and cultural basis
Principles and Methods of Prevention
Principles and methods of prevention, assessment, and intervention for people with communication and swallowing disorders
across the life span, including consideration of anatomical/physiological, psychological, developmental, linguistic, and cultural
correlates of the disorders
Clinical Skills and Processes
Delivery of services to culturally and linguistically diverse populations
Effective interaction with patients, families, professionals, and other individuals, as appropriate
Oral and written or other forms of communication
Prevention, evaluation, and intervention of communication disorders and swallowing disorders
CAA (Re) Accreditation Application Confirmation File generated 02/02/2010 11:33:14 Page 17 of 32
Y = Year T1 = Term 1 T2 = Term 2 T3 = Term 3 T4 = Term 4
Individual Course Detail
Language Development
CMSD 351
McCaffrey Patrick
40
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
Combined undergraduate/graduate requirement
Y1-T2
Knowledge & Skills:
Basic Communication and Swallowing Processes
biological, neurological, acoustic, psychological, developmental, and linguistic and cultural basis
Speech, Language, Hearing, Communication, and Swallowing Disorders and Differences
Articulation (including etiologies, characteristics, and anatomical/Physiological, acoustic, psychological, developmental,
linguistic, and cultural correlates)
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)
Principles and Methods of Prevention
Interaction and interdependence of speech, language, and hearing in the discipline of human communication sciences and
disorders
CAA (Re) Accreditation Application Confirmation File generated 02/02/2010 11:33:14 Page 18 of 32
Y = Year T1 = Term 1 T2 = Term 2 T3 = Term 3 T4 = Term 4
Individual Course Detail
Neuroanatomy
CMSD 620
McCaffrey Patrick
20
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, Y3-T1
Knowledge & Skills:
Basic Communication and Swallowing Processes
biological, neurological, acoustic, psychological, developmental, and linguistic and cultural basis
Speech, Language, Hearing, Communication, and Swallowing Disorders and Differences
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)
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)
CAA (Re) Accreditation Application Confirmation File generated 02/02/2010 11:33:14 Page 19 of 32
Y = Year T1 = Term 1 T2 = Term 2 T3 = Term 3 T4 = Term 4
Individual Course Detail
Neuropathologies of Language and Cognition
CMSD 636
McCaffrey Patrick
20
3.00
Course Title
Course Number
Instructor(s)
Number of Students Enrolled
Mode of Delivery
Number of Credits
How Offered
Term(s) Offered
:
:
:
:
:
:
:
:
Residential program only
Graduate requirement
Y3-T1
Knowledge & Skills:
Basic Communication and Swallowing Processes
biological, neurological, acoustic, psychological, developmental, and linguistic and cultural basis
Speech, Language, Hearing, Communication, and Swallowing Disorders and Differences
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)
Principles and Methods of Prevention
Principles and methods of prevention, assessment, and intervention for people with communication and swallowing disorders
across the life span, including consideration of anatomical/physiological, psychological, developmental, linguistic, and cultural
correlates of the disorders
Clinical Skills and Processes
Effective interaction with patients, families, professionals, and other individuals, as appropriate
Prevention, evaluation, and intervention of communication disorders and swallowing disorders
CAA (Re) Accreditation Application Confirmation File generated 02/02/2010 11:33:14 Page 20 of 32
Y = Year T1 = Term 1 T2 = Term 2 T3 = Term 3 T4 = Term 4
Individual Course Detail
Neuropathologies of Swallowing and Speech
CMSD 642
McCaffrey Patrick
3
3.00
Course Title
Course Number
Instructor(s)
Number of Students Enrolled
Mode of Delivery
Number of Credits
How Offered
Term(s) Offered
:
:
:
:
:
:
:
:
Residential program only
Graduate requirement
Y1-T2, Y3-T2
Knowledge & Skills:
Basic Communication and Swallowing Processes
biological, neurological, acoustic, psychological, developmental, and linguistic and cultural basis
Speech, Language, Hearing, Communication, and Swallowing Disorders and Differences
Articulation (including etiologies, characteristics, and anatomical/Physiological, acoustic, psychological, developmental,
linguistic, and cultural correlates)
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)
Principles and Methods of Prevention
Principles and methods of prevention, assessment, and intervention for people with communication and swallowing disorders
across the life span, including consideration of anatomical/physiological, psychological, developmental, linguistic, and cultural
correlates of the disorders
Clinical Skills and Processes
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
CAA (Re) Accreditation Application Confirmation File generated 02/02/2010 11:33:14 Page 21 of 32
Y = Year T1 = Term 1 T2 = Term 2 T3 = Term 3 T4 = Term 4
Individual Course Detail
Organic and Neurogenic Disorders
CMSD 431
McCaffrey Patrick
3
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
Combined undergraduate/graduate requirement
Y2-T1
Knowledge & Skills:
Basic Communication and Swallowing Processes
biological, neurological, acoustic, psychological, developmental, and linguistic and cultural basis
Speech, Language, Hearing, Communication, and Swallowing Disorders and Differences
Articulation (including etiologies, characteristics, and anatomical/Physiological, acoustic, psychological, developmental,
linguistic, and cultural correlates)
Cognitive aspects of communication (e.g., attention, memory, sequencing, problem solfing, executive functioning) (including
etiologies, characteristics, and anatomical/Physiological, acoustic, psychological, developmental, linguistic, and cultural
correlates)
Communication modalities (e.g., oral, manual, and augmentative and alternative communication techniques and assistive
technology) (including etiologies, characteristics, and anatomical/Physiological, acoustic, psychological, developmental,
linguistic, and cultural correlates)
Social aspects of communication (e.g., behavioral and social skills affecting communication) (including etiologies,
characteristics, and anatomical/Physiological, acoustic, psychological, developmental, linguistic, and cultural correlates)
Swallowing (oral, pharyngeal, esophageal, and related functions, including oral function for feeding; orofacial myofunction)
(including etiologies, characteristics, and anatomical/physiological, acoustic, psychological, developmental, linguistic, and
cultural correlates)
Voice and resonance, including respiration and phonation (including etiologies, characteristics, and anatomical/Physiological,
acoustic, psychological, developmental, linguistic, and cultural correlates)
Research
Processes used in research and the integration of research principles into evidence-based clinical practice
Principles and Methods of Prevention
Interaction and interdependence of speech, language, and hearing in the discipline of human communication sciences and
disorders
Principles and methods of prevention, assessment, and intervention for people with communication and swallowing disorders
across the life span, including consideration of anatomical/physiological, psychological, developmental, linguistic, and cultural
correlates of the disorders
Clinical Skills and Processes
Application of the principles of evidence-based practice
Interaction and personal qualities, including counseling, collaboration, ethical practice, and professional behavior
Prevention, evaluation, and intervention of communication disorders and swallowing disorders
CAA (Re) Accreditation Application Confirmation File generated 02/02/2010 11:33:14 Page 22 of 32
Y = Year T1 = Term 1 T2 = Term 2 T3 = Term 3 T4 = Term 4
Individual Course Detail
Phonetics
CMSD 290
Steffani Susan A
43
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
Combined undergraduate/graduate requirement
Y1-T1
Knowledge & Skills:
Basic Communication and Swallowing Processes
biological, neurological, acoustic, psychological, developmental, and linguistic and cultural basis
Speech, Language, Hearing, Communication, and Swallowing Disorders and Differences
Articulation (including etiologies, characteristics, and anatomical/Physiological, acoustic, psychological, developmental,
linguistic, and cultural correlates)
Clinical Skills and Processes
Prevention, evaluation, and intervention of communication disorders and swallowing disorders
CAA (Re) Accreditation Application Confirmation File generated 02/02/2010 11:33:14 Page 23 of 32
Y = Year T1 = Term 1 T2 = Term 2 T3 = Term 3 T4 = Term 4
Individual Course Detail
Practicum in Audiology
CMSD 680
Touchette Deborah Ann , Miller Suzanne B
10
1.00
Course Title
Course Number
Instructor(s)
Number of Students Enrolled
Mode of Delivery
Number of Credits
How Offered
Term(s) Offered
:
:
:
:
:
:
:
:
Residential program only
Graduate requirement
Y3-T1, Y3-T2
Knowledge & Skills:
Contemporary Professional Issues
Standards of ethical conduct
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
Prevention, evaluation, and intervention of communication disorders and swallowing disorders
CAA (Re) Accreditation Application Confirmation File generated 02/02/2010 11:33:14 Page 24 of 32
Y = Year T1 = Term 1 T2 = Term 2 T3 = Term 3 T4 = Term 4
Individual Course Detail
Practicum in Speech-Language Pathology Diagnostics
CMSD 682
Kokal Paula J, Bonavito Sally A, Lee Amy S
10
1.00
Course Title
Course Number
Instructor(s)
Number of Students Enrolled
Mode of Delivery
Number of Credits
How Offered
Term(s) Offered
:
:
:
:
:
:
:
:
Residential program only
Graduate requirement
Y4-T1, Y4-T2
Knowledge & Skills:
Contemporary Professional Issues
Contemporary professional issues
Standards of ethical conduct
Clinical Skills and Processes
Application of the principles of evidence-based practice
Delivery of services to culturally and linguistically diverse populations
Effective interaction with patients, families, professionals, and other individuals, as appropriate
Interaction and personal qualities, including counseling, collaboration, ethical practice, and professional behavior
Oral and written or other forms of communication
Prevention, evaluation, and intervention of communication disorders and swallowing disorders
Self-evaluation of effectiveness of practice
CAA (Re) Accreditation Application Confirmation File generated 02/02/2010 11:33:14 Page 25 of 32
Y = Year T1 = Term 1 T2 = Term 2 T3 = Term 3 T4 = Term 4
Individual Course Detail
Professional Aspects
CMSD 633
Von Berg Shelley L
20
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
Y2-T2
Knowledge & Skills:
Basic Communication and Swallowing Processes
biological, neurological, acoustic, psychological, developmental, and linguistic and cultural basis
Speech, Language, Hearing, Communication, and Swallowing Disorders and Differences
Articulation (including etiologies, characteristics, and anatomical/Physiological, acoustic, psychological, developmental,
linguistic, and cultural correlates)
Cognitive aspects of communication (e.g., attention, memory, sequencing, problem solfing, executive functioning) (including
etiologies, characteristics, and anatomical/Physiological, acoustic, psychological, developmental, linguistic, and cultural
correlates)
Communication modalities (e.g., oral, manual, and augmentative and alternative communication techniques and assistive
technology) (including etiologies, characteristics, and anatomical/Physiological, acoustic, psychological, developmental,
linguistic, and cultural correlates)
Fluency (including etiologies, characteristics, and anatomical/Physiological, acoustic, psychological, developmental, linguistic,
and cultural correlates)
Hearing, including the impact on speech and language (including etiologies, characteristics, and anatomical/physiological,
acoustic, psychological, developmental, linguistic, and cultural correlates)
Receptive and expressive language (phonology, morphology, syntax, semantics, and pragmatics) in speaking, listening,
reading, writing, and manual modalities (including etiologies, characteristics, and anatomical/physiological, acoustic,
psychological, developmental, linguistic, and cultural correlates)
Social aspects of communication (e.g., behavioral and social skills affecting communication) (including etiologies,
characteristics, and anatomical/Physiological, acoustic, psychological, developmental, linguistic, and cultural correlates)
Swallowing (oral, pharyngeal, esophageal, and related functions, including oral function for feeding; orofacial myofunction)
(including etiologies, characteristics, and anatomical/physiological, acoustic, psychological, developmental, linguistic, and
cultural correlates)
Contemporary Professional Issues
Certification, specialty recognition, licensure, and other relevant professional credentials
Contemporary professional issues
Standards of ethical conduct
Principles and Methods of Prevention
Interaction and interdependence of speech, language, and hearing in the discipline of human communication sciences and
disorders
Principles and methods of prevention, assessment, and intervention for people with communication and swallowing disorders
across the life span, including consideration of anatomical/physiological, psychological, developmental, linguistic, and cultural
correlates of the disorders
CAA (Re) Accreditation Application Confirmation File generated 02/02/2010 11:33:14 Page 26 of 32
Y = Year T1 = Term 1 T2 = Term 2 T3 = Term 3 T4 = Term 4
Individual Course Detail
Clinical Skills and Processes
Application of the principles of evidence-based practice
Delivery of services to culturally and linguistically diverse populations
Effective interaction with patients, families, professionals, and other individuals, as appropriate
Interaction and personal qualities, including counseling, collaboration, ethical practice, and professional behavior
Oral and written or other forms of communication
Prevention, evaluation, and intervention of communication disorders and swallowing disorders
Self-evaluation of effectiveness of practice
CAA (Re) Accreditation Application Confirmation File generated 02/02/2010 11:33:14 Page 27 of 32
Y = Year T1 = Term 1 T2 = Term 2 T3 = Term 3 T4 = Term 4
Individual Course Detail
Research Methods
CMSD 610
Brasseur Judith A
20
3.00
Course Title
Course Number
Instructor(s)
Number of Students Enrolled
Mode of Delivery
Number of Credits
How Offered
Term(s) Offered
:
:
:
:
:
:
:
:
Residential program only
Graduate requirement
Y3-T1
Knowledge & Skills:
Research
Processes used in research and the integration of research principles into evidence-based clinical practice
Principles and Methods of Prevention
Principles and methods of prevention, assessment, and intervention for people with communication and swallowing disorders
across the life span, including consideration of anatomical/physiological, psychological, developmental, linguistic, and cultural
correlates of the disorders
Clinical Skills and Processes
Oral and written or other forms of communication
CAA (Re) Accreditation Application Confirmation File generated 02/02/2010 11:33:14 Page 28 of 32
Y = Year T1 = Term 1 T2 = Term 2 T3 = Term 3 T4 = Term 4
Individual Course Detail
Seminar in Communication Disorder and Sciences
CMSD 632
Brasseur Judith A, Miller Suzanne B
18
2.00
Course Title
Course Number
Instructor(s)
Number of Students Enrolled
Mode of Delivery
Number of Credits
How Offered
Term(s) Offered
:
:
:
:
:
:
:
:
Residential program only
Graduate requirement
Y3-T1, Y3-T2
Knowledge & Skills:
Speech, Language, Hearing, Communication, and Swallowing Disorders and Differences
Articulation (including etiologies, characteristics, and anatomical/Physiological, acoustic, psychological, developmental,
linguistic, and cultural correlates)
Cognitive aspects of communication (e.g., attention, memory, sequencing, problem solfing, executive functioning) (including
etiologies, characteristics, and anatomical/Physiological, acoustic, psychological, developmental, linguistic, and cultural
correlates)
Hearing, including the impact on speech and language (including etiologies, characteristics, and anatomical/physiological,
acoustic, psychological, developmental, linguistic, and cultural correlates)
Receptive and expressive language (phonology, morphology, syntax, semantics, and pragmatics) in speaking, listening,
reading, writing, and manual modalities (including etiologies, characteristics, and anatomical/physiological, acoustic,
psychological, developmental, linguistic, and cultural correlates)
Social aspects of communication (e.g., behavioral and social skills affecting communication) (including etiologies,
characteristics, and anatomical/Physiological, acoustic, psychological, developmental, linguistic, and cultural correlates)
Contemporary Professional Issues
Certification, specialty recognition, licensure, and other relevant professional credentials
Contemporary professional issues
Standards of ethical conduct
Principles and Methods of Prevention
Interaction and interdependence of speech, language, and hearing in the discipline of human communication sciences and
disorders
Principles and methods of prevention, assessment, and intervention for people with communication and swallowing disorders
across the life span, including consideration of anatomical/physiological, psychological, developmental, linguistic, and cultural
correlates of the disorders
CAA (Re) Accreditation Application Confirmation File generated 02/02/2010 11:33:14 Page 29 of 32
Y = Year T1 = Term 1 T2 = Term 2 T3 = Term 3 T4 = Term 4
Individual Course Detail
Seminar in Language Disorders
CMSD 652
Steffani Susan A
17
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
Y4-T1
Knowledge & Skills:
Speech, Language, Hearing, Communication, and Swallowing Disorders and Differences
Cognitive aspects of communication (e.g., attention, memory, sequencing, problem solfing, executive functioning) (including
etiologies, characteristics, and anatomical/Physiological, acoustic, psychological, developmental, linguistic, and cultural
correlates)
Receptive and expressive language (phonology, morphology, syntax, semantics, and pragmatics) in speaking, listening,
reading, writing, and manual modalities (including etiologies, characteristics, and anatomical/physiological, acoustic,
psychological, developmental, linguistic, and cultural correlates)
Social aspects of communication (e.g., behavioral and social skills affecting communication) (including etiologies,
characteristics, and anatomical/Physiological, acoustic, psychological, developmental, linguistic, and cultural correlates)
Principles and Methods of Prevention
Principles and methods of prevention, assessment, and intervention for people with communication and swallowing disorders
across the life span, including consideration of anatomical/physiological, psychological, developmental, linguistic, and cultural
correlates of the disorders
Clinical Skills and Processes
Oral and written or other forms of communication
Prevention, evaluation, and intervention of communication disorders and swallowing disorders
CAA (Re) Accreditation Application Confirmation File generated 02/02/2010 11:33:14 Page 30 of 32
Y = Year T1 = Term 1 T2 = Term 2 T3 = Term 3 T4 = Term 4
Individual Course Detail
Survey of Communication Disorders
CMSD 220
McColl Douglas A
50
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
Combined undergraduate/graduate requirement
Y1-T1
Knowledge & Skills:
Basic Communication and Swallowing Processes
biological, neurological, acoustic, psychological, developmental, and linguistic and cultural basis
Speech, Language, Hearing, Communication, and Swallowing Disorders and Differences
Articulation (including etiologies, characteristics, and anatomical/Physiological, acoustic, psychological, developmental,
linguistic, and cultural correlates)
Fluency (including etiologies, characteristics, and anatomical/Physiological, acoustic, psychological, developmental, linguistic,
and cultural correlates)
Hearing, including the impact on speech and language (including etiologies, characteristics, and anatomical/physiological,
acoustic, psychological, developmental, linguistic, and cultural correlates)
Receptive and expressive language (phonology, morphology, syntax, semantics, and pragmatics) in speaking, listening,
reading, writing, and manual modalities (including etiologies, characteristics, and anatomical/physiological, acoustic,
psychological, developmental, linguistic, and cultural correlates)
Social aspects of communication (e.g., behavioral and social skills affecting communication) (including etiologies,
characteristics, and anatomical/Physiological, acoustic, psychological, developmental, linguistic, and cultural correlates)
Voice and resonance, including respiration and phonation (including etiologies, characteristics, and anatomical/Physiological,
acoustic, psychological, developmental, linguistic, and cultural correlates)
Contemporary Professional Issues
Certification, specialty recognition, licensure, and other relevant professional credentials
Standards of ethical conduct
Principles and Methods of Prevention
Principles and methods of prevention, assessment, and intervention for people with communication and swallowing disorders
across the life span, including consideration of anatomical/physiological, psychological, developmental, linguistic, and cultural
correlates of the disorders
Clinical Skills and Processes
Prevention, evaluation, and intervention of communication disorders and swallowing disorders
CAA (Re) Accreditation Application Confirmation File generated 02/02/2010 11:33:14 Page 31 of 32
Y = Year T1 = Term 1 T2 = Term 2 T3 = Term 3 T4 = Term 4
Individual Course Detail
Voice and Resonance Disorders
CMSD 635
Von Berg Shelley L
44
3.00
Course Title
Course Number
Instructor(s)
Number of Students Enrolled
Mode of Delivery
Number of Credits
How Offered
Term(s) Offered
:
:
:
:
:
:
:
:
Residential program only
Graduate requirement
Y1-T2, Y2-T2
Knowledge & Skills:
Speech, Language, Hearing, Communication, and Swallowing Disorders and Differences
Voice and resonance, including respiration and phonation (including etiologies, characteristics, and anatomical/Physiological,
acoustic, psychological, developmental, linguistic, and cultural correlates)
Contemporary Professional Issues
Certification, specialty recognition, licensure, and other relevant professional credentials
Contemporary professional issues
Standards of ethical conduct
Research
Processes used in research and the integration of research principles into evidence-based clinical practice
Principles and Methods of Prevention
Interaction and interdependence of speech, language, and hearing in the discipline of human communication sciences and
disorders
Principles and methods of prevention, assessment, and intervention for people with communication and swallowing disorders
across the life span, including consideration of anatomical/physiological, psychological, developmental, linguistic, and cultural
correlates of the disorders
Clinical Skills and Processes
Application of the principles of evidence-based practice
Delivery of services to culturally and linguistically diverse populations
Effective interaction with patients, families, professionals, and other individuals, as appropriate
Interaction and personal qualities, including counseling, collaboration, ethical practice, and professional behavior
Oral and written or other forms of communication
Prevention, evaluation, and intervention of communication disorders and swallowing disorders
Self-evaluation of effectiveness of practice
CAA (Re) Accreditation Application Confirmation File generated 02/02/2010 11:33:14 Page 32 of 32
Y = Year T1 = Term 1 T2 = Term 2 T3 = Term 3 T4 = Term 4
Summary of Master's - SLP Knowledge & Skills within the
Curriculum
Course Number Academic Practicum Lab Research Other
Basic Communication and Swallowing Processes
biological, neurological, acoustic, psychological, developmental, and linguistic and cultural basis
CMSD 220 P
CMSD 290 P
CMSD 331 P
CMSD 351 P
CMSD 362 P
CMSD 363 P
CMSD 431 P
CMSD 435 P
CMSD 440 P
CMSD 470 P
CMSD 620 P
CMSD 631 P
CMSD 633 P
CMSD 636 P
CMSD 642 P
Speech, Language, Hearing, Communication, and Swallowing Disorders and Differences
Articulation (including etiologies, characteristics, and anatomical/Physiological, acoustic, psychological, developmental, linguistic,
and cultural correlates)
CMSD 220 P
CMSD 290 P
CMSD 331 P
CMSD 351 P
CMSD 362 P
CMSD 363 P
CMSD 431 P
CMSD 630 P
CMSD 632 P
CMSD 633 P
CMSD 642 P
Fluency (including etiologies, characteristics, and anatomical/Physiological, acoustic, psychological, developmental, linguistic,
and cultural correlates)
CMSD 220 P
CMSD 331 P
CMSD 631 P
CMSD 633 P
CAA (Re) Accreditation Application Confirmation File generated 02/02/2010 11:33:52 Page 1 of 10
Summary of Master's - SLP Knowledge & Skills within the
Curriculum
Course Number Academic Practicum Lab Research Other
Voice and resonance, including respiration and phonation (including etiologies, characteristics, and anatomical/Physiological,
acoustic, psychological, developmental, linguistic, and cultural correlates)
CMSD 220 P
CMSD 331 P
CMSD 362 P
CMSD 363 P
CMSD 431 P
CMSD 635 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)
CMSD 220 P
CMSD 256 P
CMSD 331 P
CMSD 351 P
CMSD 451 P
CMSD 630 P
CMSD 632 P
CMSD 633 P
CMSD 636 P
CMSD 652 P
Hearing, including the impact on speech and language (including etiologies, characteristics, and anatomical/physiological,
acoustic, psychological, developmental, linguistic, and cultural correlates)
CMSD 220 P
CMSD 256 P
CMSD 331 P
CMSD 362 P
CMSD 363 P
CMSD 440 P
CMSD 441 P
CMSD 630 P
CMSD 632 P
CMSD 633 P
CMSD 640 P
Swallowing (oral, pharyngeal, esophageal, and related functions, including oral function for feeding; orofacial myofunction)
(including etiologies, characteristics, and anatomical/physiological, acoustic, psychological, developmental, linguistic, and cultural
correlates)
CAA (Re) Accreditation Application Confirmation File generated 02/02/2010 11:33:52 Page 2 of 10
Summary of Master's - SLP Knowledge & Skills within the
Curriculum
Course Number Academic Practicum Lab Research Other
CMSD 431 P
CMSD 620 P
CMSD 633 P
CMSD 642 P
Cognitive aspects of communication (e.g., attention, memory, sequencing, problem solfing, executive functioning) (including
etiologies, characteristics, and anatomical/Physiological, acoustic, psychological, developmental, linguistic, and cultural
correlates)
CMSD 331 P
CMSD 431 P
CMSD 560 P
CMSD 620 P
CMSD 630 P
CMSD 632 P
CMSD 633 P
CMSD 636 P
CMSD 640 P
CMSD 652 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)
CMSD 220 P
CMSD 256 P
CMSD 331 P
CMSD 431 P
CMSD 451 P
CMSD 560 P
CMSD 630 P
CMSD 631 P
CMSD 632 P
CMSD 633 P
CMSD 636 P
CMSD 652 P
Communication modalities (e.g., oral, manual, and augmentative and alternative communication techniques and assistive
technology) (including etiologies, characteristics, and anatomical/Physiological, acoustic, psychological, developmental, linguistic,
and cultural correlates)
CAA (Re) Accreditation Application Confirmation File generated 02/02/2010 11:33:52 Page 3 of 10
Summary of Master's - SLP Knowledge & Skills within the
Curriculum
Course Number Academic Practicum Lab Research Other
CMSD 256 P
CMSD 331 P
CMSD 431 P
CMSD 441 P
CMSD 630 P
CMSD 633 P
CMSD 640 P
Contemporary Professional Issues
Standards of ethical conduct
CMSD 220 P
CMSD 331 P
CMSD 441 P
CMSD 630 P
CMSD 631 P
CMSD 632 P
CMSD 633 P
CMSD 635 P
CMSD 640 P
CMSD 675 P
CMSD 680 P
CMSD 682 P
CMSD 684 P
Contemporary professional issues
CMSD 441 P
CMSD 630 P
CMSD 631 P
CMSD 632 P
CMSD 633 P
CMSD 635 P
CMSD 675 P
CMSD 682 P
CMSD 684 P
Certification, specialty recognition, licensure, and other relevant professional credentials
CAA (Re) Accreditation Application Confirmation File generated 02/02/2010 11:33:52 Page 4 of 10
Summary of Master's - SLP Knowledge & Skills within the
Curriculum
Course Number Academic Practicum Lab Research Other
CMSD 220 P
CMSD 331 P
CMSD 630 P
CMSD 632 P
CMSD 633 P
CMSD 635 P
CMSD 675 P
Research
Processes used in research and the integration of research principles into evidence-based clinical practice
CMSD 431 P
CMSD 560 P
CMSD 610 P
CMSD 630 P
CMSD 631 P
CMSD 635 P
CMSD 675 P
Principles and Methods of Prevention
Principles and methods of prevention, assessment, and intervention for people with communication and swallowing disorders
across the life span, including consideration of anatomical/physiological, psychological, developmental, linguistic, and cultural
correlates of the disorders
CAA (Re) Accreditation Application Confirmation File generated 02/02/2010 11:33:52 Page 5 of 10
Summary of Master's - SLP Knowledge & Skills within the
Curriculum
Course Number Academic Practicum Lab Research Other
CMSD 220 P
CMSD 331 P
CMSD 431 P
CMSD 435 P
CMSD 440 P
CMSD 441 P
CMSD 451 P
CMSD 470 P
CMSD 560 P
CMSD 610 P
CMSD 630 P
CMSD 631 P
CMSD 632 P
CMSD 633 P
CMSD 635 P
CMSD 636 P
CMSD 640 P
CMSD 642 P
CMSD 652 P
CMSD 675 P
Interaction and interdependence of speech, language, and hearing in the discipline of human communication sciences and
disorders
CMSD 331 P
CMSD 351 P
CMSD 362 P
CMSD 363 P
CMSD 431 P
CMSD 440 P
CMSD 441 P
CMSD 451 P
CMSD 560 P
CMSD 630 P
CMSD 632 P
CMSD 633 P
CMSD 635 P
CMSD 640 P
CMSD 675 P
Clinical Skills and Processes
CAA (Re) Accreditation Application Confirmation File generated 02/02/2010 11:33:52 Page 6 of 10
Summary of Master's - SLP Knowledge & Skills within the
Curriculum
Course Number Academic Practicum Lab Research Other
Oral and written or other forms of communication
CMSD 256 P
CMSD 331 P
CMSD 362 P
CMSD 363 P
CMSD 435 P
CMSD 441 P
CMSD 451 P
CMSD 470 P
CMSD 560 P
CMSD 610 P
CMSD 630 P
CMSD 631 P
CMSD 633 P
CMSD 635 P
CMSD 640 P
CMSD 642 P
CMSD 652 P
CMSD 675 P
CMSD 682 P
CMSD 684 P
Prevention, evaluation, and intervention of communication disorders and swallowing disorders
CAA (Re) Accreditation Application Confirmation File generated 02/02/2010 11:33:52 Page 7 of 10
Summary of Master's - SLP Knowledge & Skills within the
Curriculum
Course Number Academic Practicum Lab Research Other
CMSD 220 P
CMSD 290 P
CMSD 331 P
CMSD 362 P
CMSD 431 P
CMSD 435 P
CMSD 441 P
CMSD 451 P
CMSD 470 P
CMSD 630 P
CMSD 631 P
CMSD 633 P
CMSD 635 P
CMSD 636 P
CMSD 640 P
CMSD 642 P
CMSD 652 P
CMSD 680 P
CMSD 682 P
CMSD 684 P
Interaction and personal qualities, including counseling, collaboration, ethical practice, and professional behavior
CMSD 431 P
CMSD 630 P
CMSD 633 P
CMSD 635 P
CMSD 640 P
CMSD 680 P
CMSD 682 P
CMSD 684 P
Effective interaction with patients, families, professionals, and other individuals, as appropriate
CAA (Re) Accreditation Application Confirmation File generated 02/02/2010 11:33:52 Page 8 of 10
Summary of Master's - SLP Knowledge & Skills within the
Curriculum
Course Number Academic Practicum Lab Research Other
CMSD 331 P
CMSD 435 P
CMSD 470 P
CMSD 630 P
CMSD 631 P
CMSD 633 P
CMSD 635 P
CMSD 636 P
CMSD 640 P
CMSD 680 P
CMSD 682 P
CMSD 684 P
Delivery of services to culturally and linguistically diverse populations
CMSD 331 P
CMSD 451 P
CMSD 470 P
CMSD 630 P
CMSD 633 P
CMSD 635 P
CMSD 680 P
CMSD 682 P
CMSD 684 P
Application of the principles of evidence-based practice
CMSD 362 P
CMSD 431 P
CMSD 451 P
CMSD 630 P
CMSD 633 P
CMSD 635 P
CMSD 642 P
CMSD 682 P
CMSD 684 P
Self-evaluation of effectiveness of practice
CAA (Re) Accreditation Application Confirmation File generated 02/02/2010 11:33:52 Page 9 of 10
Summary of Master's - SLP Knowledge & Skills within the
Curriculum
Course Number Academic Practicum Lab Research Other
CMSD 633 P
CMSD 635 P
CMSD 682 P
CMSD 684 P
CAA (Re) Accreditation Application Confirmation File generated 02/02/2010 11:33:52 Page 10 of 10
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 Park Rehabilitation 1-10 miles Residential Program 1 2 128
Enloe Medical Center 1-10 miles Residential Program 1 2 195
Enloe Outpatient 1-10 miles Residential Program 1 1 195
Feather River Hospital 21-30 miles Residential Program 1 3 130
Kaiser Permanente 400 Residential Program 1 1 196
Mercy Medical Center 90 Residential Program 1 1 132
Oakland Children's Hospital 200 Residential Program 1 1 110
Rancho Los Amigos
Rehabilitation Center
500 Residential Program 1 1 177
Rideout Hospital 41-50 miles Residential Program 2 1 153
School
Chapman Elementary Shcool 1-10 miles Residential Program 1 2 139
Early Childhood Language
Center
400 Residential Program 1 1 109
Hamilton Unified School District 11-20 miles Residential Program 1 2 182
Little Chico Creek Elementary
School
1-10 miles Residential Program 1 1 146
Loma Vista Elementary School 1-10 miles Residential Program 1 3 166
Marigold Elementary School 1-10 miles Residential Program 1 2 120
McMannis Elementary School 1-10 miles Residential Program 1 1 152
Mesa Vista Elementary School 21-30 miles Residential Program 1 1 54
Orland School District 21-30 miles Residential Program 2 2 144
Ponderosa Elementary School 11-20 miles Residential Program 1 1 101
Sonoma County Office of
Education
152 Residential Program 1 1 97
Stanford Avenue Elementary
School
21-30 miles Residential Program 1 1 103
Sycamore Middle School 21-30 miles Residential Program 1 1 10
Private practice
Chico Speech and Language
Center
1-10 miles Residential Program 1 3 171
Lee Speech and Language
Center
1-10 miles Residential Program 1 1 81
CAA (Re) Accreditation Application Confirmation File generated 02/02/2010 11:34:39 Page 1 of 2
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
Speech Language and Learning 1-10 miles Residential Program 1 1 3
Speech Therapy Center 90 Residential Program 1 2 132
College/university
Center for Communication
Disorders
1-10 miles Residential Program 6 2 110
Residential healthcare facility
Enloe Inpatient Rehabilitation
Center
1-10 miles Residential Program 2 3 221
Twin Oaks Health and
Rehabilitation Center
1-10 miles Residential Program 1 2 89
Windsor Chico Creek Care and
Rehabilitaiton
1-10 miles Residential Program 1 2 81
CAA (Re) Accreditation Application Confirmation File generated 02/02/2010 11:34:39 Page 2 of 2
Summary of Master's - SLP Clinical Population
Average Number of Clients Average Number of Clock Hours
Children Adults Children Adults
ARTICULATION
Evaluation 0 0 165 76
Intervention 0 0 532 160
VOICE & RESONANCE
Evaluation 0 0 15 25
Intervention 0 0 35 52
FLUENCY
Evaluation 0 0 29 13
Intervention 0 0 66 36
LANGUAGE DISORDERS (Receptive & Expressive)
Evaluation 0 0 243 207
Intervention 0 0 759 511
SWALLOWING DISORDERS
Evaluation 0 0 15 225
Intervention 0 0 64 334
COGNITIVE ASPECTS OF COMMUNICATION
Evaluation 0 0 0 0
Intervention 0 0 0 0
SOCIAL ASPECTS OF COMMUNICATION
Evaluation 0 0 0 0
Intervention 0 0 0 0
COMMUNICATION MODALITIES
Evaluation 0 0 0 0
Intervention 0 0 0 0
HEARING
Evaluation 0 0 43 33
Intervention 0 0 126 63
CAA (Re) Accreditation Application Confirmation File generated 02/02/2010 11:35:07 Page 1 of 1
Clinical Site Detail
California Park Rehabilitation
Hospital
1-10 miles
Residential Program
Clinical Site Name
Type
Miles
Mode of Delivery :
:
:
:
CMSD 220; 256; 290; 331; 351; 362; 363; 431; 435; 440; 441; 451; 470; 610; 520; 631; 632; 636; 640; 642; 645; 680; 684
Psych 355
CMSD 560 or Psych 354
Psych 456 or 457
Prerequisite(s)
Typical Number of Students per Supervisor per Academic Term
1
Type of Student Activities
Speech and language evaluation
Patient care conferences
Speech and language treatment
Swallow assessment/studies
Swallowing treatment
Report writing and progress notes
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?
18-100
What is the age range for children?
0
List the culturally and linguistically diverse populations served.
Asian, Hispanic, Arabic, African American
CAA (Re) Accreditation Application Confirmation File generated 02/02/2010 11:35:43 Page 1 of 60
Clinical Site Detail
Clinical Population Data:
Average number of clock hoursMethod of Reporting Clinical Population Data:
TotalAdultsChildrenCategory
ARTICULATION
Evaluation 0 2 2
Intervention 0 3 3
VOICE & RESONANCE
Evaluation 0 0 0
Intervention 0 0 0
FLUENCY
Evaluation 0 0 0
Intervention 0 0 0
LANGUAGE DISORDERS (Receptive & Expressive)
Evaluation 0 24 24
Intervention 0 27 27
SWALLOWING DISORDERS
Evaluation 0 26 26
Intervention 0 26 26
COGNITIVE ASPECTS OF COMMUNICATION
Evaluation 0 0 0
Intervention 0 0 0
SOCIAL ASPECTS OF COMMUNICATION
Evaluation 0 0 0
Intervention 0 0 0
COMMUNICATION MODALITIES
Evaluation 0 0 0
Intervention 0 0 0
HEARING
Evaluation 0 8 8
Intervention 0 12 12
128Sub Total:
CAA (Re) Accreditation Application Confirmation File generated 02/02/2010 11:35:43 Page 2 of 60
Clinical Site Detail
Center for Communication Disorders
College/university
1-10 miles
Residential Program
Clinical Site Name
Type
Miles
Mode of Delivery :
:
:
:
CMSD 220; 256; 290; 331; 351; 362; 363; 431; 435; 440; 441; 451; 470
Psych 355
CMSD 560 or Psych 354
Psych 456 or 457
Prerequisite(s)
Typical Number of Students per Supervisor per Academic Term
6
Type of Student Activities
Speech and language evaluation
Speech and language treatment
Report writing and progress notes
Conferences with supervisor
Number of terms your program has used this facility in the past year.
2
Is a written contract or agreement on file?
Yes
NoP
What is the age range for adults?
18-100
What is the age range for children?
2-17
List the culturally and linguistically diverse populations served.
Hispanic, African American, Asian, Ethiopian
CAA (Re) Accreditation Application Confirmation File generated 02/02/2010 11:35:43 Page 3 of 60
Clinical Site Detail
Clinical Population Data:
Average number of clock hoursMethod of Reporting Clinical Population Data:
TotalAdultsChildrenCategory
ARTICULATION
Evaluation 3 3 6
Intervention 13 5 18
VOICE & RESONANCE
Evaluation 1 1 2
Intervention 0 2 2
FLUENCY
Evaluation 5 2 7
Intervention 14 13 27
LANGUAGE DISORDERS (Receptive & Expressive)
Evaluation 4 3 7
Intervention 12 15 27
SWALLOWING DISORDERS
Evaluation 0 0 0
Intervention 0 0 0
COGNITIVE ASPECTS OF COMMUNICATION
Evaluation 0 0 0
Intervention 0 0 0
SOCIAL ASPECTS OF COMMUNICATION
Evaluation 0 0 0
Intervention 0 0 0
COMMUNICATION MODALITIES
Evaluation 0 0 0
Intervention 0 0 0
HEARING
Evaluation 7 7 14
Intervention 0 0 0
110Sub Total:
CAA (Re) Accreditation Application Confirmation File generated 02/02/2010 11:35:43 Page 4 of 60
Clinical Site Detail
Chapman Elementary Shcool
School
1-10 miles
Residential Program
Clinical Site Name
Type
Miles
Mode of Delivery :
:
:
:
CMSD 220; 256; 290; 331; 351; 362; 363; 431; 435; 440; 441; 451; 470; 610; 620; 631; 632; 636; 640; 642; 645; 680; 684
Psych 355
CMSD 560 or Psych 354
Psych 456 or 457
Prerequisite(s)
Typical Number of Students per Supervisor per Academic Term
1
Type of Student Activities
Speech and language evaluation
IEPs
Speech and language treatment; group therapy
Report writing and progress notes
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?
N/A
What is the age range for children?
3-13
List the culturally and linguistically diverse populations served.
Asian, Hispanic, Arabic, African American
CAA (Re) Accreditation Application Confirmation File generated 02/02/2010 11:35:43 Page 5 of 60
Clinical Site Detail
Clinical Population Data:
Average number of clock hoursMethod of Reporting Clinical Population Data:
TotalAdultsChildrenCategory
ARTICULATION
Evaluation 13 0 13
Intervention 32 0 32
VOICE & RESONANCE
Evaluation 0 0 0
Intervention 4 0 4
FLUENCY
Evaluation 0 0 0
Intervention 5 0 5
LANGUAGE DISORDERS (Receptive & Expressive)
Evaluation 19 0 19
Intervention 65 0 65
SWALLOWING DISORDERS
Evaluation 0 0 0
Intervention 0 0 0
COGNITIVE ASPECTS OF COMMUNICATION
Evaluation 0 0 0
Intervention 0 0 0
SOCIAL ASPECTS OF COMMUNICATION
Evaluation 0 0 0
Intervention 0 0 0
COMMUNICATION MODALITIES
Evaluation 0 0 0
Intervention 0 0 0
HEARING
Evaluation 0 0 0
Intervention 0 1 1
139Sub Total:
CAA (Re) Accreditation Application Confirmation File generated 02/02/2010 11:35:43 Page 6 of 60
Clinical Site Detail
Chico Speech and Language Center
Private practice
1-10 miles
Residential Program
Clinical Site Name
Type
Miles
Mode of Delivery :
:
:
:
CMSD 220; 256; 290; 331; 351; 362; 363; 431; 435; 440; 441; 451; 470; 610; 520; 631; 632; 636; 640; 642; 645; 680; 684
Psych 355
CMSD 560 or Psych 354
Psych 456 or 457
Prerequisite(s)
Typical Number of Students per Supervisor per Academic Term
1
Type of Student Activities
Diagnosis and remediation of speech and language disorders including articulation, apraxia, fluency, aural rehabilitation, voice,
aphasia, traumatic brain injury, autism, dysphagia, augmentative devices. Report writing and progress notes.
Number of terms your program has used this facility in the past year.
3
Is a written contract or agreement on file?
Yes
No
P
What is the age range for adults?
18-100
What is the age range for children?
18 months to 18 years
List the culturally and linguistically diverse populations served.
Hmong, Hispanic, Arabic, African Americcan, Chinese
CAA (Re) Accreditation Application Confirmation File generated 02/02/2010 11:35:43 Page 7 of 60
Clinical Site Detail
Clinical Population Data:
Average number of clock hoursMethod of Reporting Clinical Population Data:
TotalAdultsChildrenCategory
ARTICULATION
Evaluation 5 19 24
Intervention 27 8 35
VOICE & RESONANCE
Evaluation 0 0 0
Intervention 0 0 0
FLUENCY
Evaluation 1 1 2
Intervention 0 0 0
LANGUAGE DISORDERS (Receptive & Expressive)
Evaluation 14 8 22
Intervention 61 12 73
SWALLOWING DISORDERS
Evaluation 1 0 1
Intervention 4 1 5
COGNITIVE ASPECTS OF COMMUNICATION
Evaluation 0 0 0
Intervention 0 0 0
SOCIAL ASPECTS OF COMMUNICATION
Evaluation 0 0 0
Intervention 0 0 0
COMMUNICATION MODALITIES
Evaluation 0 0 0
Intervention 0 0 0
HEARING
Evaluation 1 1 2
Intervention 7 0 7
171Sub Total:
CAA (Re) Accreditation Application Confirmation File generated 02/02/2010 11:35:43 Page 8 of 60
Clinical Site Detail
Early Childhood Language Center
School
400
Residential Program
Clinical Site Name
Type
Miles
Mode of Delivery :
:
:
:
CMSD 220; 256; 290; 331; 351; 362; 363; 431; 435; 440; 441; 451; 470; 610; 520; 631; 632; 636; 640; 642; 645; 680; 684
Psych 355
CMSD 560 or Psych 354
Psych 456 or 457
Prerequisite(s)
Typical Number of Students per Supervisor per Academic Term
1
Type of Student Activities
Speech and language evaluation and treatment
Report writing and progress notes
Number of terms your program has used this facility in the past year.
1
Is a written contract or agreement on file?
Yes
No
P
What is the age range for adults?
N/A
What is the age range for children?
3+
List the culturally and linguistically diverse populations served.
Hispanic, African American, Asian, Arabic
CAA (Re) Accreditation Application Confirmation File generated 02/02/2010 11:35:43 Page 9 of 60
Clinical Site Detail
Clinical Population Data:
Average number of clock hoursMethod of Reporting Clinical Population Data:
TotalAdultsChildrenCategory
ARTICULATION
Evaluation 0 0 0
Intervention 54 0 54
VOICE & RESONANCE
Evaluation 0 0 0
Intervention 0 0 0
FLUENCY
Evaluation 0 0 0
Intervention 0 0 0
LANGUAGE DISORDERS (Receptive & Expressive)
Evaluation 0 0 0
Intervention 55 0 55
SWALLOWING DISORDERS
Evaluation 0 0 0
Intervention 0 0 0
COGNITIVE ASPECTS OF COMMUNICATION
Evaluation 0 0 0
Intervention 0 0 0
SOCIAL ASPECTS OF COMMUNICATION
Evaluation 0 0 0
Intervention 0 0 0
COMMUNICATION MODALITIES
Evaluation 0 0 0
Intervention 0 0 0
HEARING
Evaluation 0 0 0
Intervention 0 0 0
109Sub Total:
CAA (Re) Accreditation Application Confirmation File generated 02/02/2010 11:35:43 Page 10 of 60
Clinical Site Detail
Enloe Inpatient Rehabilitation Center
Residential healthcare facility
1-10 miles
Residential Program
Clinical Site Name
Type
Miles
Mode of Delivery :
:
:
:
CMSD 220; 256; 290; 331; 351; 362; 363; 431; 435; 440; 441; 451; 470; 610; 620; 631; 632; 636; 640; 642; 645; 680; 684
Psych 355
CMSD 560 or Psych 354
Psych 456 or 457
Prerequisite(s)
Typical Number of Students per Supervisor per Academic Term
2
Type of Student Activities
Speech and language evaluation
Patient care conferences
Speech and language treatment
Swallow assessment/studies
Swallowing treatment
Report writing and progress notes
Number of terms your program has used this facility in the past year.
3
Is a written contract or agreement on file?
Yes
No
P
What is the age range for adults?
18-100
What is the age range for children?
0
List the culturally and linguistically diverse populations served.
Asian, Hispanic, Arabic, African American
CAA (Re) Accreditation Application Confirmation File generated 02/02/2010 11:35:43 Page 11 of 60
Clinical Site Detail
Clinical Population Data:
Average number of clock hoursMethod of Reporting Clinical Population Data:
TotalAdultsChildrenCategory
ARTICULATION
Evaluation 0 8 8
Intervention 0 14 14
VOICE & RESONANCE
Evaluation 0 4 4
Intervention 0 11 11
FLUENCY
Evaluation 0 8 8
Intervention 0 4 4
LANGUAGE DISORDERS (Receptive & Expressive)
Evaluation 0 25 25
Intervention 0 96 96
SWALLOWING DISORDERS
Evaluation 0 14 14
Intervention 0 25 25
COGNITIVE ASPECTS OF COMMUNICATION
Evaluation 0 0 0
Intervention 0 0 0
SOCIAL ASPECTS OF COMMUNICATION
Evaluation 0 0 0
Intervention 0 0 0
COMMUNICATION MODALITIES
Evaluation 0 0 0
Intervention 0 0 0
HEARING
Evaluation 0 1 1
Intervention 0 11 11
221Sub Total:
CAA (Re) Accreditation Application Confirmation File generated 02/02/2010 11:35:43 Page 12 of 60
Clinical Site Detail
Enloe Medical Center
Hospital
1-10 miles
Residential Program
Clinical Site Name
Type
Miles
Mode of Delivery :
:
:
:
CMSD 220; 256; 290; 331; 351; 362; 363; 431; 435; 440; 441; 451; 470; 610; 620; 631; 632; 636; 640; 642; 645; 680; 684
Psych 355
CMSD 560 or Psych 354
Psych 456 or 457
Prerequisite(s)
Typical Number of Students per Supervisor per Academic Term
1
Type of Student Activities
Speech and language evaluation
Patient care conferences
Speech and language treatment
Swallow assessment/studies
Swallowing treatment
Report writing and progress notes
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?
18-100
What is the age range for children?
0
List the culturally and linguistically diverse populations served.
Asian, Hispanic, Arabic, African American
CAA (Re) Accreditation Application Confirmation File generated 02/02/2010 11:35:43 Page 13 of 60
Clinical Site Detail
Clinical Population Data:
Average number of clock hoursMethod of Reporting Clinical Population Data:
TotalAdultsChildrenCategory
ARTICULATION
Evaluation 0 12 12
Intervention 0 15 15
VOICE & RESONANCE
Evaluation 0 2 2
Intervention 0 2 2
FLUENCY
Evaluation 0 0 0
Intervention 0 0 0
LANGUAGE DISORDERS (Receptive & Expressive)
Evaluation 0 33 33
Intervention 0 41 41
SWALLOWING DISORDERS
Evaluation 0 40 40
Intervention 0 37 37
COGNITIVE ASPECTS OF COMMUNICATION
Evaluation 0 0 0
Intervention 0 0 0
SOCIAL ASPECTS OF COMMUNICATION
Evaluation 0 0 0
Intervention 0 0 0
COMMUNICATION MODALITIES
Evaluation 0 0 0
Intervention 0 0 0
HEARING
Evaluation 0 7 7
Intervention 0 6 6
195Sub Total:
CAA (Re) Accreditation Application Confirmation File generated 02/02/2010 11:35:43 Page 14 of 60
Clinical Site Detail
Enloe Outpatient
Hospital
1-10 miles
Residential Program
Clinical Site Name
Type
Miles
Mode of Delivery :
:
:
:
CMSD 220; 256; 290; 331; 351; 362; 363; 431; 435; 440; 441; 451; 470; 610; 620; 631; 632; 636; 640; 642; 645; 680; 684
Psych 355
CMSD 560 or Psych 354
Psych 456 or 457
Prerequisite(s)
Typical Number of Students per Supervisor per Academic Term
1
Type of Student Activities
Speech and language evaluation
Patient care conferences
Speech and language treatment
Swallow assessment/studies
Swallowing treatment
Report writing and progress notes
Number of terms your program has used this facility in the past year.
1
Is a written contract or agreement on file?
Yes
No
P
What is the age range for adults?
18+
What is the age range for children?
N/A
List the culturally and linguistically diverse populations served.
Asian, Hispanic, Arabic, African American
CAA (Re) Accreditation Application Confirmation File generated 02/02/2010 11:35:43 Page 15 of 60
Clinical Site Detail
Clinical Population Data:
Average number of clock hoursMethod of Reporting Clinical Population Data:
TotalAdultsChildrenCategory
ARTICULATION
Evaluation 0 2 2
Intervention 0 34 34
VOICE & RESONANCE
Evaluation 0 1 1
Intervention 0 7 7
FLUENCY
Evaluation 0 0 0
Intervention 0 0 0
LANGUAGE DISORDERS (Receptive & Expressive)
Evaluation 0 8 8
Intervention 0 78 78
SWALLOWING DISORDERS
Evaluation 0 9 9
Intervention 0 46 46
COGNITIVE ASPECTS OF COMMUNICATION
Evaluation 0 0 0
Intervention 0 0 0
SOCIAL ASPECTS OF COMMUNICATION
Evaluation 0 0 0
Intervention 0 0 0
COMMUNICATION MODALITIES
Evaluation 0 0 0
Intervention 0 0 0
HEARING
Evaluation 0 2 2
Intervention 0 8 8
195Sub Total:
CAA (Re) Accreditation Application Confirmation File generated 02/02/2010 11:35:43 Page 16 of 60
Clinical Site Detail
Feather River Hospital
Hospital
21-30 miles
Residential Program
Clinical Site Name
Type
Miles
Mode of Delivery :
:
:
:
CMSD 220; 256; 290; 331; 351; 362; 363; 431; 435; 440; 441; 451; 470; 610; 520; 631; 632; 636; 640; 642; 645; 680; 684
Psych 355
CMSD 560 or Psych 354
Psych 456 or 457
Prerequisite(s)
Typical Number of Students per Supervisor per Academic Term
1
Type of Student Activities
Speech and language evaluation
Patient care conferences
Speech and language treatment
Swallow assessment/studies
Swallowing treatment
Report writing and progress notes
Number of terms your program has used this facility in the past year.
3
Is a written contract or agreement on file?
Yes
No
P
What is the age range for adults?
18-100
What is the age range for children?
2-17
List the culturally and linguistically diverse populations served.
Asian, Hispanic, Arabic, African American
CAA (Re) Accreditation Application Confirmation File generated 02/02/2010 11:35:43 Page 17 of 60
Clinical Site Detail
Clinical Population Data:
Average number of clock hoursMethod of Reporting Clinical Population Data:
TotalAdultsChildrenCategory
ARTICULATION
Evaluation 4 1 5
Intervention 12 5 17
VOICE & RESONANCE
Evaluation 0 2 2
Intervention 0 9 9
FLUENCY
Evaluation 0 1 1
Intervention 0 13 13
LANGUAGE DISORDERS (Receptive & Expressive)
Evaluation 3 10 13
Intervention 10 26 36
SWALLOWING DISORDERS
Evaluation 0 14 14
Intervention 0 13 13
COGNITIVE ASPECTS OF COMMUNICATION
Evaluation 0 0 0
Intervention 0 0 0
SOCIAL ASPECTS OF COMMUNICATION
Evaluation 0 0 0
Intervention 0 0 0
COMMUNICATION MODALITIES
Evaluation 0 0 0
Intervention 0 0 0
HEARING
Evaluation 0 1 1
Intervention 0 6 6
130Sub Total:
CAA (Re) Accreditation Application Confirmation File generated 02/02/2010 11:35:43 Page 18 of 60
Clinical Site Detail
Hamilton Unified School District
School
11-20 miles
Residential Program
Clinical Site Name
Type
Miles
Mode of Delivery :
:
:
:
CMSD 220; 256; 290; 331; 351; 362; 363; 431; 435; 440; 441; 451; 470; 610; 620; 631; 632; 636; 640; 642; 645; 680; 684
Psych 355
CMSD 560 or Psych 354
Psych 456 or 457
Prerequisite(s)
Typical Number of Students per Supervisor per Academic Term
1
Type of Student Activities
Speech and language evaluation
IEPs
Speech and language treatment; group therapy
Report writing and progress notes
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?
N/A
What is the age range for children?
3-18
List the culturally and linguistically diverse populations served.
Asian, Hispanic, Arabic, African American
CAA (Re) Accreditation Application Confirmation File generated 02/02/2010 11:35:43 Page 19 of 60
Clinical Site Detail
Clinical Population Data:
Average number of clock hoursMethod of Reporting Clinical Population Data:
TotalAdultsChildrenCategory
ARTICULATION
Evaluation 18 0 18
Intervention 59 0 59
VOICE & RESONANCE
Evaluation 0 0 0
Intervention 8 0 8
FLUENCY
Evaluation 0 0 0
Intervention 6 0 6
LANGUAGE DISORDERS (Receptive & Expressive)
Evaluation 20 0 20
Intervention 52 0 52
SWALLOWING DISORDERS
Evaluation 0 0 0
Intervention 0 0 0
COGNITIVE ASPECTS OF COMMUNICATION
Evaluation 0 0 0
Intervention 0 0 0
SOCIAL ASPECTS OF COMMUNICATION
Evaluation 0 0 0
Intervention 0 0 0
COMMUNICATION MODALITIES
Evaluation 0 0 0
Intervention 0 0 0
HEARING
Evaluation 4 0 4
Intervention 15 0 15
182Sub Total:
CAA (Re) Accreditation Application Confirmation File generated 02/02/2010 11:35:43 Page 20 of 60
Clinical Site Detail
Kaiser Permanente
Hospital
400
Residential Program
Clinical Site Name
Type
Miles
Mode of Delivery :
:
:
:
CMSD 220; 256; 290; 331; 351; 362; 363; 431; 435; 440; 441; 451; 470; 610; 520; 631; 632; 636; 640; 642; 645; 680; 684
Psych 355
CMSD 560 or Psych 354
Psych 456 or 457
Prerequisite(s)
Typical Number of Students per Supervisor per Academic Term
1
Type of Student Activities
Speech and language evaluation
Patient care conferences
Speech and language treatment
Swallow assessment/studies
Swallowing treatment
Report writing and progress notes
Number of terms your program has used this facility in the past year.
1
Is a written contract or agreement on file?
Yes
No
P
What is the age range for adults?
18-100
What is the age range for children?
2-17
List the culturally and linguistically diverse populations served.
Asian, Hispanic, Arabic, African American
CAA (Re) Accreditation Application Confirmation File generated 02/02/2010 11:35:43 Page 21 of 60
Clinical Site Detail
Clinical Population Data:
Average number of clock hoursMethod of Reporting Clinical Population Data:
TotalAdultsChildrenCategory
ARTICULATION
Evaluation 12 1 13
Intervention 1 4 5
VOICE & RESONANCE
Evaluation 1 6 7
Intervention 0 6 6
FLUENCY
Evaluation 3 0 3
Intervention 0 1 1
LANGUAGE DISORDERS (Receptive & Expressive)
Evaluation 17 7 24
Intervention 0 23 23
SWALLOWING DISORDERS
Evaluation 1 51 52
Intervention 1 61 62
COGNITIVE ASPECTS OF COMMUNICATION
Evaluation 0 0 0
Intervention 0 0 0
SOCIAL ASPECTS OF COMMUNICATION
Evaluation 0 0 0
Intervention 0 0 0
COMMUNICATION MODALITIES
Evaluation 0 0 0
Intervention 0 0 0
HEARING
Evaluation 0 0 0
Intervention 0 0 0
196Sub Total:
CAA (Re) Accreditation Application Confirmation File generated 02/02/2010 11:35:43 Page 22 of 60
Clinical Site Detail
Lee Speech and Language Center
Private practice
1-10 miles
Residential Program
Clinical Site Name
Type
Miles
Mode of Delivery :
:
:
:
CMSD 220; 256; 290; 331; 351; 362; 363; 431; 435; 440; 441; 451; 470; 610; 620; 631; 632; 636; 640; 642; 645; 680; 684
Psych 355
CMSD 560 or Psych 354
Psych 456 or 457
Prerequisite(s)
Typical Number of Students per Supervisor per Academic Term
1
Type of Student Activities
Speech and language evaluation
Patient care conferences
Speech and language treatment; group therapy
Swallow assessment/studies
Swallowing treatment
Report writing and progress notes
IEPs
Number of terms your program has used this facility in the past year.
1
Is a written contract or agreement on file?
Yes
No
P
What is the age range for adults?
18-100
What is the age range for children?
2-17
List the culturally and linguistically diverse populations served.
Asian, Hispanic, Arabic, African American
CAA (Re) Accreditation Application Confirmation File generated 02/02/2010 11:35:43 Page 23 of 60
Clinical Site Detail
Clinical Population Data:
Average number of clock hoursMethod of Reporting Clinical Population Data:
TotalAdultsChildrenCategory
ARTICULATION
Evaluation 4 3 7
Intervention 6 8 14
VOICE & RESONANCE
Evaluation 0 0 0
Intervention 0 0 0
FLUENCY
Evaluation 1 0 1
Intervention 3 0 3
LANGUAGE DISORDERS (Receptive & Expressive)
Evaluation 5 10 15
Intervention 9 23 32
SWALLOWING DISORDERS
Evaluation 0 0 0
Intervention 0 0 0
COGNITIVE ASPECTS OF COMMUNICATION
Evaluation 0 0 0
Intervention 0 0 0
SOCIAL ASPECTS OF COMMUNICATION
Evaluation 0 0 0
Intervention 0 0 0
COMMUNICATION MODALITIES
Evaluation 0 0 0
Intervention 0 0 0
HEARING
Evaluation 0 0 0
Intervention 6 3 9
81Sub Total:
CAA (Re) Accreditation Application Confirmation File generated 02/02/2010 11:35:43 Page 24 of 60
Clinical Site Detail
Little Chico Creek Elementary School
School
1-10 miles
Residential Program
Clinical Site Name
Type
Miles
Mode of Delivery :
:
:
:
CMSD 220; 256; 290; 331; 351; 362; 363; 431; 435; 440; 441; 451; 470; 610; 520; 631; 632; 636; 640; 642; 645; 680; 684
Psych 355
CMSD 560 or Psych 354
Psych 456 or 457
Prerequisite(s)
Typical Number of Students per Supervisor per Academic Term
1
Type of Student Activities
Speech and language evaluation
IEPs
Speech and language treatment; group therapy
Report writing and progress notes
Number of terms your program has used this facility in the past year.
1
Is a written contract or agreement on file?
Yes
No
P
What is the age range for adults?
N/A
What is the age range for children?
3-13
List the culturally and linguistically diverse populations served.
Asian, Hispanic, Arabic, African American
CAA (Re) Accreditation Application Confirmation File generated 02/02/2010 11:35:43 Page 25 of 60
Clinical Site Detail
Clinical Population Data:
Average number of clock hoursMethod of Reporting Clinical Population Data:
TotalAdultsChildrenCategory
ARTICULATION
Evaluation 19 0 19
Intervention 48 0 48
VOICE & RESONANCE
Evaluation 1 0 1
Intervention 2 0 2
FLUENCY
Evaluation 1 0 1
Intervention 3 0 3
LANGUAGE DISORDERS (Receptive & Expressive)
Evaluation 16 0 16
Intervention 38 0 38
SWALLOWING DISORDERS
Evaluation 0 0 0
Intervention 0 0 0
COGNITIVE ASPECTS OF COMMUNICATION
Evaluation 0 0 0
Intervention 0 0 0
SOCIAL ASPECTS OF COMMUNICATION
Evaluation 0 0 0
Intervention 0 0 0
COMMUNICATION MODALITIES
Evaluation 0 0 0
Intervention 0 0 0
HEARING
Evaluation 7 0 7
Intervention 11 0 11
146Sub Total:
CAA (Re) Accreditation Application Confirmation File generated 02/02/2010 11:35:43 Page 26 of 60
Clinical Site Detail
Loma Vista Elementary School
School
1-10 miles
Residential Program
Clinical Site Name
Type
Miles
Mode of Delivery :
:
:
:
CMSD 220; 256; 290; 331; 351; 362; 363; 431; 435; 440; 441; 451; 470; 610; 520; 631; 632; 636; 640; 642; 645; 680; 684
Psych 355
CMSD 560 or Psych 354
Psych 456 or 457
Prerequisite(s)
Typical Number of Students per Supervisor per Academic Term
1
Type of Student Activities
Diagnosis and remediation of speech and language disorders including articulation, language, fluency, voice, auditory processing
disorder, autism, augmentative communication and dysphagia. Report writing and progress notes.
IEP meetings.
Number of terms your program has used this facility in the past year.
3
Is a written contract or agreement on file?
Yes
No
P
What is the age range for adults?
18-22
What is the age range for children?
3-17
List the culturally and linguistically diverse populations served.
Hispanic, African American, Asian, Arabic
CAA (Re) Accreditation Application Confirmation File generated 02/02/2010 11:35:43 Page 27 of 60
Clinical Site Detail
Clinical Population Data:
Average number of clock hoursMethod of Reporting Clinical Population Data:
TotalAdultsChildrenCategory
ARTICULATION
Evaluation 17 0 17
Intervention 26 0 26
VOICE & RESONANCE
Evaluation 5 0 5
Intervention 14 0 14
FLUENCY
Evaluation 5 0 5
Intervention 5 0 5
LANGUAGE DISORDERS (Receptive & Expressive)
Evaluation 15 0 15
Intervention 46 0 46
SWALLOWING DISORDERS
Evaluation 8 0 8
Intervention 9 0 9
COGNITIVE ASPECTS OF COMMUNICATION
Evaluation 0 0 0
Intervention 0 0 0
SOCIAL ASPECTS OF COMMUNICATION
Evaluation 0 0 0
Intervention 0 0 0
COMMUNICATION MODALITIES
Evaluation 0 0 0
Intervention 0 0 0
HEARING
Evaluation 7 0 7
Intervention 9 0 9
166Sub Total:
CAA (Re) Accreditation Application Confirmation File generated 02/02/2010 11:35:43 Page 28 of 60
Clinical Site Detail
Marigold Elementary School
School
1-10 miles
Residential Program
Clinical Site Name
Type
Miles
Mode of Delivery :
:
:
:
CMSD 220; 256; 290; 331; 351; 362; 363; 431; 435; 440; 441; 451; 470; 610; 520; 631; 632; 636; 640; 642; 645; 680; 684
Psych 355
CMSD 560 or Psych 354
Psych 456 or 457
Prerequisite(s)
Typical Number of Students per Supervisor per Academic Term
1
Type of Student Activities
Speech and language evaluation
IEPs
Speech and language treatment; group therapy
Report writing and progress notes
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?
N/A
What is the age range for children?
3-17
List the culturally and linguistically diverse populations served.
Asian, Hispanic, Arabic, African American
CAA (Re) Accreditation Application Confirmation File generated 02/02/2010 11:35:43 Page 29 of 60
Clinical Site Detail
Clinical Population Data:
Average number of clock hoursMethod of Reporting Clinical Population Data:
TotalAdultsChildrenCategory
ARTICULATION
Evaluation 12 0 12
Intervention 61 0 61
VOICE & RESONANCE
Evaluation 1 0 1
Intervention 2 0 2
FLUENCY
Evaluation 1 0 1
Intervention 3 0 3
LANGUAGE DISORDERS (Receptive & Expressive)
Evaluation 11 0 11
Intervention 23 0 23
SWALLOWING DISORDERS
Evaluation 0 0 0
Intervention 0 0 0
COGNITIVE ASPECTS OF COMMUNICATION
Evaluation 0 0 0
Intervention 0 0 0
SOCIAL ASPECTS OF COMMUNICATION
Evaluation 0 0 0
Intervention 0 0 0
COMMUNICATION MODALITIES
Evaluation 0 0 0
Intervention 0 0 0
HEARING
Evaluation 1 0 1
Intervention 5 0 5
120Sub Total:
CAA (Re) Accreditation Application Confirmation File generated 02/02/2010 11:35:43 Page 30 of 60
Clinical Site Detail
McMannis Elementary School
School
1-10 miles
Residential Program
Clinical Site Name
Type
Miles
Mode of Delivery :
:
:
:
CMSD 220; 256; 290; 331; 351; 362; 363; 431; 435; 440; 441; 451; 470; 610; 520; 631; 632; 636; 640; 642; 645; 680; 684
Psych 355
CMSD 560 or Psych 354
Psych 456 or 457
Prerequisite(s)
Typical Number of Students per Supervisor per Academic Term
1
Type of Student Activities
Speech and language evaluation
IEPs
Speech and language treatment; group therapy
Report writing and progress notes
Number of terms your program has used this facility in the past year.
1
Is a written contract or agreement on file?
Yes
No
P
What is the age range for adults?
N/A
What is the age range for children?
3-13
List the culturally and linguistically diverse populations served.
Asian, Hispanic, Arabic, African American
CAA (Re) Accreditation Application Confirmation File generated 02/02/2010 11:35:43 Page 31 of 60
Clinical Site Detail
Clinical Population Data:
Average number of clock hoursMethod of Reporting Clinical Population Data:
TotalAdultsChildrenCategory
ARTICULATION
Evaluation 13 0 13
Intervention 42 0 42
VOICE & RESONANCE
Evaluation 2 0 2
Intervention 2 0 2
FLUENCY
Evaluation 3 0 3
Intervention 3 0 3
LANGUAGE DISORDERS (Receptive & Expressive)
Evaluation 23 0 23
Intervention 49 0 49
SWALLOWING DISORDERS
Evaluation 1 0 1
Intervention 2 0 2
COGNITIVE ASPECTS OF COMMUNICATION
Evaluation 0 0 0
Intervention 0 0 0
SOCIAL ASPECTS OF COMMUNICATION
Evaluation 0 0 0
Intervention 0 0 0
COMMUNICATION MODALITIES
Evaluation 0 0 0
Intervention 0 0 0
HEARING
Evaluation 2 0 2
Intervention 10 0 10
152Sub Total:
CAA (Re) Accreditation Application Confirmation File generated 02/02/2010 11:35:43 Page 32 of 60
Clinical Site Detail
Mercy Medical Center
Hospital
90
Residential Program
Clinical Site Name
Type
Miles
Mode of Delivery :
:
:
:
CMSD 220; 256; 290; 331; 351; 362; 363; 431; 435; 440; 441; 451; 470; 610; 520; 631; 632; 636; 640; 642; 645; 680; 684
Psych 355
CMSD 560 or Psych 354
Psych 456 or 457
Prerequisite(s)
Typical Number of Students per Supervisor per Academic Term
1
Type of Student Activities
Speech and language evaluation
Patient care conferences
Speech and language treatment
Swallow assessment/studies
Swallowing treatment
Report writing and progress notes
Number of terms your program has used this facility in the past year.
1
Is a written contract or agreement on file?
Yes
No
P
What is the age range for adults?
18-100
What is the age range for children?
0
List the culturally and linguistically diverse populations served.
Asian, Hispanic, Arabic, African American
CAA (Re) Accreditation Application Confirmation File generated 02/02/2010 11:35:43 Page 33 of 60
Clinical Site Detail
Clinical Population Data:
Average number of clock hoursMethod of Reporting Clinical Population Data:
TotalAdultsChildrenCategory
ARTICULATION
Evaluation 0 1 1
Intervention 0 17 17
VOICE & RESONANCE
Evaluation 0 0 0
Intervention 0 0 0
FLUENCY
Evaluation 0 0 0
Intervention 0 0 0
LANGUAGE DISORDERS (Receptive & Expressive)
Evaluation 0 9 9
Intervention 0 8 8
SWALLOWING DISORDERS
Evaluation 0 20 20
Intervention 0 77 77
COGNITIVE ASPECTS OF COMMUNICATION
Evaluation 0 0 0
Intervention 0 0 0
SOCIAL ASPECTS OF COMMUNICATION
Evaluation 0 0 0
Intervention 0 0 0
COMMUNICATION MODALITIES
Evaluation 0 0 0
Intervention 0 0 0
HEARING
Evaluation 0 0 0
Intervention 0 0 0
132Sub Total:
CAA (Re) Accreditation Application Confirmation File generated 02/02/2010 11:35:43 Page 34 of 60
Clinical Site Detail
Mesa Vista Elementary School
School
21-30 miles
Residential Program
Clinical Site Name
Type
Miles
Mode of Delivery :
:
:
:
CMSD 220; 256; 290; 331; 351; 362; 363; 431; 435; 440; 441; 451; 470; 610; 520; 631; 632; 636; 640; 642; 645; 680; 684
Psych 355
CMSD 560 or Psych 354
Psych 456 or 457
Prerequisite(s)
Typical Number of Students per Supervisor per Academic Term
1
Type of Student Activities
Speech and language evaluation
IEPs
Speech and language treatment
Report writing and progress notes
Number of terms your program has used this facility in the past year.
1
Is a written contract or agreement on file?
Yes
No
P
What is the age range for adults?
N/A
What is the age range for children?
3-13
List the culturally and linguistically diverse populations served.
Asian, Hispanic, Arabic, African American
CAA (Re) Accreditation Application Confirmation File generated 02/02/2010 11:35:43 Page 35 of 60
Clinical Site Detail
Clinical Population Data:
Average number of clock hoursMethod of Reporting Clinical Population Data:
TotalAdultsChildrenCategory
ARTICULATION
Evaluation 0 1 1
Intervention 9 0 9
VOICE & RESONANCE
Evaluation 0 0 0
Intervention 0 0 0
FLUENCY
Evaluation 0 0 0
Intervention 0 0 0
LANGUAGE DISORDERS (Receptive & Expressive)
Evaluation 0 0 0
Intervention 29 0 29
SWALLOWING DISORDERS
Evaluation 0 0 0
Intervention 0 0 0
COGNITIVE ASPECTS OF COMMUNICATION
Evaluation 0 0 0
Intervention 0 0 0
SOCIAL ASPECTS OF COMMUNICATION
Evaluation 0 0 0
Intervention 0 0 0
COMMUNICATION MODALITIES
Evaluation 0 0 0
Intervention 0 0 0
HEARING
Evaluation 0 0 0
Intervention 15 0 15
54Sub Total:
CAA (Re) Accreditation Application Confirmation File generated 02/02/2010 11:35:43 Page 36 of 60
Clinical Site Detail
Oakland Children's Hospital
Hospital
200
Residential Program
Clinical Site Name
Type
Miles
Mode of Delivery :
:
:
:
CMSD 220; 256; 290; 331; 351; 362; 363; 431; 435; 440; 441; 451; 470; 610; 520; 631; 632; 636; 640; 642; 645; 680; 684
Psych 355
CMSD 560 or Psych 354
Psych 456 or 457
Prerequisite(s)
Typical Number of Students per Supervisor per Academic Term
1
Type of Student Activities
Speech and language evaluation
Patient care conferences
Speech and language treatment
Swallow assessment/studies
Swallowing treatment
Report writing and progress notes
Number of terms your program has used this facility in the past year.
1
Is a written contract or agreement on file?
Yes
No
P
What is the age range for adults?
N/A
What is the age range for children?
2-18
List the culturally and linguistically diverse populations served.
Asian, Hispanic, Arabic, African American
CAA (Re) Accreditation Application Confirmation File generated 02/02/2010 11:35:43 Page 37 of 60
Clinical Site Detail
Clinical Population Data:
Average number of clock hoursMethod of Reporting Clinical Population Data:
TotalAdultsChildrenCategory
ARTICULATION
Evaluation 3 0 3
Intervention 22 0 22
VOICE & RESONANCE
Evaluation 1 0 1
Intervention 0 0 0
FLUENCY
Evaluation 2 0 2
Intervention 1 0 1
LANGUAGE DISORDERS (Receptive & Expressive)
Evaluation 25 0 25
Intervention 56 0 56
SWALLOWING DISORDERS
Evaluation 0 0 0
Intervention 0 0 0
COGNITIVE ASPECTS OF COMMUNICATION
Evaluation 0 0 0
Intervention 0 0 0
SOCIAL ASPECTS OF COMMUNICATION
Evaluation 0 0 0
Intervention 0 0 0
COMMUNICATION MODALITIES
Evaluation 0 0 0
Intervention 0 0 0
HEARING
Evaluation 0 0 0
Intervention 0 0 0
110Sub Total:
CAA (Re) Accreditation Application Confirmation File generated 02/02/2010 11:35:43 Page 38 of 60
Clinical Site Detail
Orland School District
School
21-30 miles
Residential Program
Clinical Site Name
Type
Miles
Mode of Delivery :
:
:
:
CMSD 220; 256; 290; 331; 351; 362; 363; 431; 435; 440; 441; 451; 470; 610; 620; 631; 632; 636; 640; 642; 645; 680; 684
Psych 355
CMSD 560 or Psych 354
Psych 456 or 457
Prerequisite(s)
Typical Number of Students per Supervisor per Academic Term
2
Type of Student Activities
Speech and language evaluation
IEPs
Speech and language treatment; group therapy
Report writing and progress notes
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?
N/A
What is the age range for children?
3-18
List the culturally and linguistically diverse populations served.
Asian, Hispanic, Arabic, African American
CAA (Re) Accreditation Application Confirmation File generated 02/02/2010 11:35:43 Page 39 of 60
Clinical Site Detail
Clinical Population Data:
Average number of clock hoursMethod of Reporting Clinical Population Data:
TotalAdultsChildrenCategory
ARTICULATION
Evaluation 15 0 15
Intervention 6 0 6
VOICE & RESONANCE
Evaluation 1 0 1
Intervention 2 0 2
FLUENCY
Evaluation 2 0 2
Intervention 11 0 11
LANGUAGE DISORDERS (Receptive & Expressive)
Evaluation 23 0 23
Intervention 51 0 51
SWALLOWING DISORDERS
Evaluation 0 0 0
Intervention 11 0 11
COGNITIVE ASPECTS OF COMMUNICATION
Evaluation 0 0 0
Intervention 0 0 0
SOCIAL ASPECTS OF COMMUNICATION
Evaluation 0 0 0
Intervention 0 0 0
COMMUNICATION MODALITIES
Evaluation 0 0 0
Intervention 0 0 0
HEARING
Evaluation 4 0 4
Intervention 18 0 18
144Sub Total:
CAA (Re) Accreditation Application Confirmation File generated 02/02/2010 11:35:43 Page 40 of 60
Clinical Site Detail
Ponderosa Elementary School
School
11-20 miles
Residential Program
Clinical Site Name
Type
Miles
Mode of Delivery :
:
:
:
CMSD 220; 256; 290; 331; 351; 362; 363; 431; 435; 440; 441; 451; 470; 610; 620; 631; 632; 636; 640; 642; 645; 680; 684
Psych 355
CMSD 560 or Psych 354
Psych 456 or 457
Prerequisite(s)
Typical Number of Students per Supervisor per Academic Term
1
Type of Student Activities
Speech and language evaluation
IEPs
Speech and language treatment; group therapy
Report writing and progress notes
Number of terms your program has used this facility in the past year.
1
Is a written contract or agreement on file?
Yes
No
P
What is the age range for adults?
N/A
What is the age range for children?
3-18
List the culturally and linguistically diverse populations served.
Asian, Hispanic, Arabic, African American
CAA (Re) Accreditation Application Confirmation File generated 02/02/2010 11:35:43 Page 41 of 60
Clinical Site Detail
Clinical Population Data:
Average number of clock hoursMethod of Reporting Clinical Population Data:
TotalAdultsChildrenCategory
ARTICULATION
Evaluation 4 0 4
Intervention 25 0 25
VOICE & RESONANCE
Evaluation 0 0 0
Intervention 0 0 0
FLUENCY
Evaluation 2 0 2
Intervention 7 0 7
LANGUAGE DISORDERS (Receptive & Expressive)
Evaluation 15 0 15
Intervention 34 3 37
SWALLOWING DISORDERS
Evaluation 0 0 0
Intervention 0 0 0
COGNITIVE ASPECTS OF COMMUNICATION
Evaluation 0 0 0
Intervention 0 0 0
SOCIAL ASPECTS OF COMMUNICATION
Evaluation 0 0 0
Intervention 0 0 0
COMMUNICATION MODALITIES
Evaluation 0 0 0
Intervention 0 0 0
HEARING
Evaluation 2 0 2
Intervention 9 0 9
101Sub Total:
CAA (Re) Accreditation Application Confirmation File generated 02/02/2010 11:35:43 Page 42 of 60
Clinical Site Detail
Rancho Los Amigos Rehabilitation Center
Hospital
500
Residential Program
Clinical Site Name
Type
Miles
Mode of Delivery :
:
:
:
CMSD 220; 256; 290; 331; 351; 362; 363; 431; 435; 440; 441; 451; 470; 610; 520; 631; 632; 636; 640; 642; 645; 680; 684
Psych 355
CMSD 560 or Psych 354
Psych 456 or 457
Prerequisite(s)
Typical Number of Students per Supervisor per Academic Term
1
Type of Student Activities
Diagnosis and remediation of speech and language disorders including articulation, language, voice, fluency, dysphagia,
dysarthria, TBI, apraxia, central auditory processing
Patient care conferences
Speech and language treatment
Swallow assessment/studies
Swallowing treatment
Report writing and progress notes
Number of terms your program has used this facility in the past year.
1
Is a written contract or agreement on file?
Yes
No
P
What is the age range for adults?
25-75
What is the age range for children?
10-20
List the culturally and linguistically diverse populations served.
Middle Eastern, hispanic, African American, Asian, Korean, Chinese, Pacific Islander, Filipino, Samoan
CAA (Re) Accreditation Application Confirmation File generated 02/02/2010 11:35:43 Page 43 of 60
Clinical Site Detail
Clinical Population Data:
Average number of clock hoursMethod of Reporting Clinical Population Data:
TotalAdultsChildrenCategory
ARTICULATION
Evaluation 0 0 0
Intervention 2 15 17
VOICE & RESONANCE
Evaluation 0 0 0
Intervention 0 0 0
FLUENCY
Evaluation 0 0 0
Intervention 0 0 0
LANGUAGE DISORDERS (Receptive & Expressive)
Evaluation 4 23 27
Intervention 42 54 96
SWALLOWING DISORDERS
Evaluation 2 12 14
Intervention 23 0 23
COGNITIVE ASPECTS OF COMMUNICATION
Evaluation 0 0 0
Intervention 0 0 0
SOCIAL ASPECTS OF COMMUNICATION
Evaluation 0 0 0
Intervention 0 0 0
COMMUNICATION MODALITIES
Evaluation 0 0 0
Intervention 0 0 0
HEARING
Evaluation 0 0 0
Intervention 0 0 0
177Sub Total:
CAA (Re) Accreditation Application Confirmation File generated 02/02/2010 11:35:43 Page 44 of 60
Clinical Site Detail
Rideout Hospital
Hospital
41-50 miles
Residential Program
Clinical Site Name
Type
Miles
Mode of Delivery :
:
:
:
CMSD 220; 256; 290; 331; 351; 362; 363; 431; 435; 440; 441; 451; 470; 610; 520; 631; 632; 636; 640; 642; 645; 680; 684
Psych 355
CMSD 560 or Psych 354
Psych 456 or 457
Prerequisite(s)
Typical Number of Students per Supervisor per Academic Term
2
Type of Student Activities
Speech and language evaluation
Patient care conferences
Speech and language treatment
Swallow assessment/studies
Swallowing treatment
Report writing and progress notes
Number of terms your program has used this facility in the past year.
1
Is a written contract or agreement on file?
Yes
No
P
What is the age range for adults?
18-100
What is the age range for children?
2-17
List the culturally and linguistically diverse populations served.
Asian, Hispanic, Arabic, African American
CAA (Re) Accreditation Application Confirmation File generated 02/02/2010 11:35:43 Page 45 of 60
Clinical Site Detail
Clinical Population Data:
Average number of clock hoursMethod of Reporting Clinical Population Data:
TotalAdultsChildrenCategory
ARTICULATION
Evaluation 3 17 20
Intervention 0 13 13
VOICE & RESONANCE
Evaluation 0 1 1
Intervention 0 8 8
FLUENCY
Evaluation 0 1 1
Intervention 0 5 5
LANGUAGE DISORDERS (Receptive & Expressive)
Evaluation 9 11 20
Intervention 2 13 15
SWALLOWING DISORDERS
Evaluation 2 25 27
Intervention 12 20 32
COGNITIVE ASPECTS OF COMMUNICATION
Evaluation 0 0 0
Intervention 0 0 0
SOCIAL ASPECTS OF COMMUNICATION
Evaluation 0 0 0
Intervention 0 0 0
COMMUNICATION MODALITIES
Evaluation 0 0 0
Intervention 0 0 0
HEARING
Evaluation 0 3 3
Intervention 0 8 8
153Sub Total:
CAA (Re) Accreditation Application Confirmation File generated 02/02/2010 11:35:43 Page 46 of 60
Clinical Site Detail
Sonoma County Office of Education
School
152
Residential Program
Clinical Site Name
Type
Miles
Mode of Delivery :
:
:
:
CMSD 220; 256; 290; 331; 351; 362; 363; 431; 435; 440; 441; 451; 470; 610; 520; 631; 632; 636; 640; 642; 645; 680; 684
Psych 355
CMSD 560 or Psych 354
Psych 456 or 457
Prerequisite(s)
Typical Number of Students per Supervisor per Academic Term
1
Type of Student Activities
Speech and language evaluation and treatment: articulation, language, autism, voice, fluency, and AAC
IEPs
Report writing and progress notes
Number of terms your program has used this facility in the past year.
1
Is a written contract or agreement on file?
Yes
No
P
What is the age range for adults?
0
What is the age range for children?
3-12
List the culturally and linguistically diverse populations served.
Spanish
CAA (Re) Accreditation Application Confirmation File generated 02/02/2010 11:35:43 Page 47 of 60
Clinical Site Detail
Clinical Population Data:
Average number of clock hoursMethod of Reporting Clinical Population Data:
TotalAdultsChildrenCategory
ARTICULATION
Evaluation 0 0 0
Intervention 27 0 27
VOICE & RESONANCE
Evaluation 0 0 0
Intervention 0 0 0
FLUENCY
Evaluation 0 0 0
Intervention 0 0 0
LANGUAGE DISORDERS (Receptive & Expressive)
Evaluation 0 0 0
Intervention 70 0 70
SWALLOWING DISORDERS
Evaluation 0 0 0
Intervention 0 0 0
COGNITIVE ASPECTS OF COMMUNICATION
Evaluation 0 0 0
Intervention 0 0 0
SOCIAL ASPECTS OF COMMUNICATION
Evaluation 0 0 0
Intervention 0 0 0
COMMUNICATION MODALITIES
Evaluation 0 0 0
Intervention 0 0 0
HEARING
Evaluation 0 0 0
Intervention 0 0 0
97Sub Total:
CAA (Re) Accreditation Application Confirmation File generated 02/02/2010 11:35:43 Page 48 of 60
Clinical Site Detail
Speech Language and Learning
Private practice
1-10 miles
Residential Program
Clinical Site Name
Type
Miles
Mode of Delivery :
:
:
:
CMSD 220; 256; 290; 331; 351; 362; 363; 431; 435; 440; 441; 451; 470; 610; 520; 631; 632; 636; 640; 642; 645; 680; 684
Psych 355
CMSD 560 or Psych 354
Psych 456 or 457
Prerequisite(s)
Typical Number of Students per Supervisor per Academic Term
1
Type of Student Activities
Speech assessment
Number of terms your program has used this facility in the past year.
1
Is a written contract or agreement on file?
Yes
No
P
What is the age range for adults?
18-100
What is the age range for children?
0-17
List the culturally and linguistically diverse populations served.
None.
CAA (Re) Accreditation Application Confirmation File generated 02/02/2010 11:35:43 Page 49 of 60
Clinical Site Detail
Clinical Population Data:
Average number of clock hoursMethod of Reporting Clinical Population Data:
TotalAdultsChildrenCategory
ARTICULATION
Evaluation 3 0 3
Intervention 0 0 0
VOICE & RESONANCE
Evaluation 0 0 0
Intervention 0 0 0
FLUENCY
Evaluation 0 0 0
Intervention 0 0 0
LANGUAGE DISORDERS (Receptive & Expressive)
Evaluation 0 0 0
Intervention 0 0 0
SWALLOWING DISORDERS
Evaluation 0 0 0
Intervention 0 0 0
COGNITIVE ASPECTS OF COMMUNICATION
Evaluation 0 0 0
Intervention 0 0 0
SOCIAL ASPECTS OF COMMUNICATION
Evaluation 0 0 0
Intervention 0 0 0
COMMUNICATION MODALITIES
Evaluation 0 0 0
Intervention 0 0 0
HEARING
Evaluation 0 0 0
Intervention 0 0 0
3Sub Total:
CAA (Re) Accreditation Application Confirmation File generated 02/02/2010 11:35:43 Page 50 of 60
Clinical Site Detail
Speech Therapy Center
Private practice
90
Residential Program
Clinical Site Name
Type
Miles
Mode of Delivery :
:
:
:
CMSD 220; 256; 290; 331; 351; 362; 363; 431; 435; 440; 441; 451; 470; 610; 620; 631; 632; 636; 640; 642; 645; 680; 684
Psych 355
CMSD 560 or Psych 354
Psych 456 or 457
Prerequisite(s)
Typical Number of Students per Supervisor per Academic Term
1
Type of Student Activities
Speech and language evaluation
Patient care conferences
Speech and language treatment
Swallow assessment/studies
Swallowing treatment
Report writing and progress notes
IEPs
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?
18-100
What is the age range for children?
2-17
List the culturally and linguistically diverse populations served.
Asian, Hispanic, Arabic, African American
CAA (Re) Accreditation Application Confirmation File generated 02/02/2010 11:35:43 Page 51 of 60
Clinical Site Detail
Clinical Population Data:
Average number of clock hoursMethod of Reporting Clinical Population Data:
TotalAdultsChildrenCategory
ARTICULATION
Evaluation 5 4 9
Intervention 18 16 34
VOICE & RESONANCE
Evaluation 1 2 3
Intervention 0 5 5
FLUENCY
Evaluation 1 0 1
Intervention 0 0 0
LANGUAGE DISORDERS (Receptive & Expressive)
Evaluation 4 1 5
Intervention 43 20 63
SWALLOWING DISORDERS
Evaluation 0 1 1
Intervention 0 2 2
COGNITIVE ASPECTS OF COMMUNICATION
Evaluation 0 0 0
Intervention 0 0 0
SOCIAL ASPECTS OF COMMUNICATION
Evaluation 0 0 0
Intervention 0 0 0
COMMUNICATION MODALITIES
Evaluation 0 0 0
Intervention 0 0 0
HEARING
Evaluation 4 0 4
Intervention 5 0 5
132Sub Total:
CAA (Re) Accreditation Application Confirmation File generated 02/02/2010 11:35:43 Page 52 of 60
Clinical Site Detail
Stanford Avenue Elementary School
School
21-30 miles
Residential Program
Clinical Site Name
Type
Miles
Mode of Delivery :
:
:
:
CMSD 220; 256; 290; 331; 351; 362; 363; 431; 435; 440; 441; 451; 470; 610; 520; 631; 632; 636; 640; 642; 645; 680; 684
Psych 355
CMSD 560 or Psych 354
Psych 456 or 457
Prerequisite(s)
Typical Number of Students per Supervisor per Academic Term
1
Type of Student Activities
Speech and language evaluation
IEPs
Speech and language treatment
Report writing and progress notes
Number of terms your program has used this facility in the past year.
1
Is a written contract or agreement on file?
Yes
No
P
What is the age range for adults?
0
What is the age range for children?
5-18
List the culturally and linguistically diverse populations served.
Hispanic, Asian, Arabic, African American
CAA (Re) Accreditation Application Confirmation File generated 02/02/2010 11:35:43 Page 53 of 60
Clinical Site Detail
Clinical Population Data:
Average number of clock hoursMethod of Reporting Clinical Population Data:
TotalAdultsChildrenCategory
ARTICULATION
Evaluation 7 0 7
Intervention 42 0 42
VOICE & RESONANCE
Evaluation 1 0 1
Intervention 1 0 1
FLUENCY
Evaluation 2 0 2
Intervention 5 0 5
LANGUAGE DISORDERS (Receptive & Expressive)
Evaluation 14 0 14
Intervention 12 0 12
SWALLOWING DISORDERS
Evaluation 0 0 0
Intervention 2 0 2
COGNITIVE ASPECTS OF COMMUNICATION
Evaluation 0 0 0
Intervention 0 0 0
SOCIAL ASPECTS OF COMMUNICATION
Evaluation 0 0 0
Intervention 0 0 0
COMMUNICATION MODALITIES
Evaluation 0 0 0
Intervention 0 0 0
HEARING
Evaluation 1 0 1
Intervention 16 0 16
103Sub Total:
CAA (Re) Accreditation Application Confirmation File generated 02/02/2010 11:35:43 Page 54 of 60
Clinical Site Detail
Sycamore Middle School
School
21-30 miles
Residential Program
Clinical Site Name
Type
Miles
Mode of Delivery :
:
:
:
CMSD 220; 256; 290; 331; 351; 362; 363; 431; 435; 440; 441; 451; 470; 610; 620; 631; 632; 636; 640; 642; 645; 680; 684
Psych 355
CMSD 560 or Psych 354
Psych 456 or 457
Prerequisite(s)
Typical Number of Students per Supervisor per Academic Term
1
Type of Student Activities
Speech and language evaluation
IEPs
Speech and language treatment
Report writing and progress notes
Number of terms your program has used this facility in the past year.
1
Is a written contract or agreement on file?
Yes
No
P
What is the age range for adults?
N/A
What is the age range for children?
11-14
List the culturally and linguistically diverse populations served.
Hispanic, Asian, African American, Arabic
CAA (Re) Accreditation Application Confirmation File generated 02/02/2010 11:35:43 Page 55 of 60
Clinical Site Detail
Clinical Population Data:
Average number of clock hoursMethod of Reporting Clinical Population Data:
TotalAdultsChildrenCategory
ARTICULATION
Evaluation 5 0 5
Intervention 0 0 0
VOICE & RESONANCE
Evaluation 0 0 0
Intervention 0 0 0
FLUENCY
Evaluation 0 0 0
Intervention 0 0 0
LANGUAGE DISORDERS (Receptive & Expressive)
Evaluation 2 0 2
Intervention 0 0 0
SWALLOWING DISORDERS
Evaluation 0 0 0
Intervention 0 0 0
COGNITIVE ASPECTS OF COMMUNICATION
Evaluation 0 0 0
Intervention 0 0 0
SOCIAL ASPECTS OF COMMUNICATION
Evaluation 0 0 0
Intervention 0 0 0
COMMUNICATION MODALITIES
Evaluation 0 0 0
Intervention 0 0 0
HEARING
Evaluation 3 0 3
Intervention 0 0 0
10Sub Total:
CAA (Re) Accreditation Application Confirmation File generated 02/02/2010 11:35:43 Page 56 of 60
Clinical Site Detail
Twin Oaks Health and Rehabilitation Center
Residential healthcare facility
1-10 miles
Residential Program
Clinical Site Name
Type
Miles
Mode of Delivery :
:
:
:
CMSD 220; 256; 290; 331; 351; 362; 363; 431; 435; 440; 441; 451; 470; 610; 620; 631; 632; 636; 640; 642; 645; 680; 684
Psych 355
CMSD 560 or Psych 354
Psych 456 or 457
Prerequisite(s)
Typical Number of Students per Supervisor per Academic Term
1
Type of Student Activities
Speech and language evaluation
Patient care conferences
Speech and language treatment
Swallow assessment/studies
Swallowing treatment
Report writing and progress notes
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?
18-100
What is the age range for children?
N/A
List the culturally and linguistically diverse populations served.
Hispanic, Asian, African American, Arabic
CAA (Re) Accreditation Application Confirmation File generated 02/02/2010 11:35:43 Page 57 of 60
Clinical Site Detail
Clinical Population Data:
Average number of clock hoursMethod of Reporting Clinical Population Data:
TotalAdultsChildrenCategory
ARTICULATION
Evaluation 0 2 2
Intervention 0 3 3
VOICE & RESONANCE
Evaluation 0 3 3
Intervention 0 2 2
FLUENCY
Evaluation 0 0 0
Intervention 0 0 0
LANGUAGE DISORDERS (Receptive & Expressive)
Evaluation 0 15 15
Intervention 0 39 39
SWALLOWING DISORDERS
Evaluation 0 7 7
Intervention 0 14 14
COGNITIVE ASPECTS OF COMMUNICATION
Evaluation 0 0 0
Intervention 0 0 0
SOCIAL ASPECTS OF COMMUNICATION
Evaluation 0 0 0
Intervention 0 0 0
COMMUNICATION MODALITIES
Evaluation 0 0 0
Intervention 0 0 0
HEARING
Evaluation 0 0 0
Intervention 0 4 4
89Sub Total:
CAA (Re) Accreditation Application Confirmation File generated 02/02/2010 11:35:43 Page 58 of 60
Clinical Site Detail
Windsor Chico Creek Care and Rehabilitaiton
Residential healthcare facility
1-10 miles
Residential Program
Clinical Site Name
Type
Miles
Mode of Delivery :
:
:
:
CMSD 220; 256; 290; 331; 351; 362; 363; 431; 435; 440; 441; 451; 470; 610; 620; 631; 632; 636; 640; 642; 645; 680; 684
Psych 355
CMSD 560 or Psych 354
Psych 456 or 457
Prerequisite(s)
Typical Number of Students per Supervisor per Academic Term
1
Type of Student Activities
Speech and language evaluation
Patient care conferences
Speech and language treatment
Swallow assessment/studies
Swallowing treatment
Report writing and progress notes
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?
18-100
What is the age range for children?
N/A
List the culturally and linguistically diverse populations served.
Hispanic, Asian, African American, Arabic
CAA (Re) Accreditation Application Confirmation File generated 02/02/2010 11:35:43 Page 59 of 60
Clinical Site Detail
Clinical Population Data:
Average number of clock hoursMethod of Reporting Clinical Population Data:
TotalAdultsChildrenCategory
ARTICULATION
Evaluation 0 0 0
Intervention 0 0 0
VOICE & RESONANCE
Evaluation 0 3 3
Intervention 0 0 0
FLUENCY
Evaluation 0 0 0
Intervention 0 0 0
LANGUAGE DISORDERS (Receptive & Expressive)
Evaluation 0 20 20
Intervention 0 33 33
SWALLOWING DISORDERS
Evaluation 0 6 6
Intervention 0 12 12
COGNITIVE ASPECTS OF COMMUNICATION
Evaluation 0 0 0
Intervention 0 0 0
SOCIAL ASPECTS OF COMMUNICATION
Evaluation 0 0 0
Intervention 0 0 0
COMMUNICATION MODALITIES
Evaluation 0 0 0
Intervention 0 0 0
HEARING
Evaluation 0 3 3
Intervention 0 4 4
81Sub Total:
CAA (Re) Accreditation Application Confirmation File generated 02/02/2010 11:35:43 Page 60 of 60