PSU is proud to offer a diverse array of clinical opportunities to our graduate students throughout your first year in the program! Each term you will participate in a different clinic with a different supervisor and population. Each graduate student will gain experience across the life-span and meet their competencies in their first year of clinical rotations. Your clinical growth will be closely guided by your clinical supervisors during your first year to prepare you for your externships in your second year. Below you will find a brief description of each clinic and links or emails for more information. We will seek your input in planning your clinical program and welcome any questions you may have about each of these unique clinical rotations.
THERE ARE NO GUARANTEES WITH EVEN THE BEST LAID PLANS
WE DO OUR BEST TO ENSURE YOU GET WHAT YOU NEED TO BE PREPARED TO BE A PROFESSIONAL
YOU ARE PART OF A COHORT AND IT IS OUR JOB TO TAKE CARE OF EACH OF YOU AS EQUITABLY AS POSSIBLE. THIS SOMETIMES MEANS THAT YOU WILL MAY HAVE TO TOLERATE UNEXPECTED CHANGES
THIS IS YOUR OPPORTUNITY TO PUT INTO PRACTICE THE PROFESSIONALISM AND FLEXIBILITY THAT ARE REQUIRED IN THIS FIELD. IF YOU DEMONSTRATE FLEXIBILITY, YOU CAN DISCUSS THIS AS A STRENGTH IN AN INTERVIEW!
The SPHR graduate program at PSU is a consecutive, eight term program. Your first four to five terms you will enroll in clinical practica that will be conducted at the Oregon Scottish Rite Clinic and in the community under the guidance of PSU clinical faculty. During your second year of the graduate program you will complete two terms of externships at off campus sites.
On campus clinic sessions with clients are typically 50 minutes twice a week on Tuesdays and Thursdays. In addition, you are required to attend weekly clinic seminars as well as individual meetings with your supervisor. Community based clinic schedules vary and may require availability Monday-Friday 9:00-6:00. Typically students dedicate 4-6 hours per week towards client contact time and an additional hour for clinic seminar. The Clinical program at PSU follows the PSU calendar for the fall, winter and spring terms. The summer terms and the 2nd year of graduate school varies from the PSU academic calendar.
You will be assigned to a range of clinics with clients across the life span in your first 4-5 terms. These experiences will allow you to meet your competencies as required by the American Speech-Language-Hearing Association (ASHA). All services you provide to clients will be supervised by an ASHA certified speech language pathologist. Clinic assignments are made to primarily ensure that you get a variety of experiences across the life-span as required for your certification post-graduation. Clinic assignments are decided based on student's general interests, clinic availability, and externship preparation. Students can request specific clinics, but we do not guarantee placements and we work with you in advising to ensure that you get the placements you need to be prepared for a variety of professional pathways.
You will participate in two off-campus externships during your last three to four terms of the program. These externships are typically full time, requiring 4 to 5 days per week commitment. Hours will vary depending on the site. It is possible that externships may be part-time. You may also be required to attend a seminar. Within these externships, the focus will be for you to gain experience in a variety of settings (either educational, medical or both). The Externship Committee will guide you through a procedure to ensure that each student’s interests and skills are considered in order to make the most appropriate placement. Some students prefer to do two educational placements and this preference can be accommodated. Some students also prefer two medical placements, however, this accommodation is not always possible due to the specific requirements, application processes and availability of medical sites. The site coordinators can guide you in seeking this type of clinical program, taking into consideration the limitations of sites and the application process required by many medical sites. Many of the medical placements require students to submit applications and interview for positions. More specific information about this will be provided to you during the winter term of your first year.
By the time you reach graduation, you will have obtained over 375 clinic hours in a variety of settings with a variety of disorder areas. This will help complete your 400 hours required by ASHA, 25 of which are observation hours you completed prior to the start of your graduate program (and/or simultaneous with your first term). ASHA’s Standards focus on gaining knowledge and skills in nine disorder areas. Your coursework and clinical experiences will focus on meeting these standards.
Many students obtain clinical hours during their undergraduate or post-baccalaureate education. ASHA allows 50 of your total hours to be obtained as an undergraduate (not including the 25 observation hours). If you participated in a registered clinical experience with an ASHA accredited program, be sure to inform the Clinic Director.
Clinic rotations are on Tuesdays and Thursdays. The exact schedules of each clinic vary depending on the needs of the population, the type of service and the distribution of direct client contact and other tasks like report writing. View Clinic Descriptions
Each student will be assigned to 3-4 speciality clinics that meet the following criteria for a depth and breadth of experience:
Each of you will gain experience across the lifespan in your first 3-4 clinical rotations
You can requests clinics, but we do not make guarantees
Our focus is to prepare you for externships and your CF
During the year, clinic assignments are typically made between the 6th - 7th week of the term
You must be registered in a practicum (SPHR 509) in order to receive clock hours for the clinic experience. You must receive a course grade of B- or above in order to earn clock hours, and meet clinical skills competencies. If you do not earn a B- or above in the practicum course, you will be required to repeat the practicum or an equivalent experience.
Always register for the 509 outlined in your curriculum map
Always clear changes in your program with the graduate advisor
509 Clinic Practicum Rules of Thumb:
Be sure to have 18 credits of 509 by the time you graduate
Register for at least 1 credit of 509 in the terms when you DO plan to obtain clock hours through a clinic, an externship, simulation, research or lab experience.
Do not register for 509 credits in the terms when you DO NOT plan to obtain clock hours through a clinic, an externship, simulation, research or lab experience.
This calendar contains all meetings, clinic times, orientations and classes. Sometimes we have to make updates to this calendar due to schedule changes or unforeseen circumstances. When this happens, we will send out an email alerting you that there have been changes made.
Each of you will meet with the Clinic Director individually in the summer and winter terms of your first year to discuss your goals for your clinical program and ask any questions you may have. Clinic assignments are made by the Clinic Director at the start of your graduate program with your input. Placements cannot be guaranteed, but we do everything we can to provide you with the clinical program that will give you experience across the lifespan and set you up for success. You may have to wait to find out specific details, including which clinic you will be in, until the start of each term. The calendar links for meetings will be sent out via email. You are also encouraged to reach out at anytime to the Clinic Director or schedule an appointment during office hours as posted on the department website.
All students are evaluated using an clinic evaluation tool in CALIPSO. The content of that evaluation can be found at the link below.
Students are rated using a five-point rating scale across different skill domains. Please skip (leave blank) any domains that do not apply to your site or clinical work.
1: Not Evident
Skill not evident most of the time (less than 25%). Student is unaware of the need to change. Supervisor must repeatedly model the skill required for the client to receive optimal care. Student does not change behavior despite support from the supervisor.
2: Emerging
Skill is inconsistent or inadequate, but emerging to 25-40% of the time. Student shows awareness of need to change behavior with supervisor input and modeling. Supervisor frequently provides instructions and support for all aspects of the skill.
3: Developing
Skill needs further development, refinement or consistency, but is present 40-70% of the time. Student is aware of the need to modify the behavior, but does not do this independently. Supervisor provides on-going monitoring and feedback; focuses on increasing student’s critical thinking and how/when to improve skill.
4: Adequate
Skill needs continued refinement or consistency, but is implemented most of the time (70-80%). Student is aware and can modify behavior in-session and can self-evaluate. Problem solving is independent. Supervisor acts as a collaborator to plan and suggest possible alternatives.
5: Consistent
Skill is consistent and well developed and is present 80-100% of the time. Student can modify own behavior as needed and is an independent problem solver. Student can maintain skills with other clients, and in other settings when appropriate. Supervisor serves as a consultant in areas where student has less experience. Supervisor provides guidance on ideas initiated by the student.
Every student will typically have 6 clinical experiences (4 at PSU and 2 off campus). Students can have up to 7 clinical experiences. Students must go on a support plan if they receive a grade of B- or below. Students need to repeat the clinic if they receive a grade of C or below. CALIPSO will automatically calculate a letter grade based on the ratings that are entered.
Clinical experience 1-2
3.50-5.00
A
2.90-3.49
A-
2.40-2.89
B+
2.00-2.39
B
1.80-1.99
B-
1.50-1.79
C
1.20-1.49
D
1.00-1.19
F
Clinical experience 3-4
3.80-5.00
A
3.10-3.79
A-
2.60-3.09
B+
2.20-2.59
B
2.00-2.19
B-
1.60-1.99
C
1.30-1.59
D
1.00-1.29
F
Clinical experience 5-7
4.00-5.00
A
3.4-3.99
A-
3.00-3.49
B+
2.60-2.99
B
2.20-2.59
B-
1.80-2.19
C
1.50-1.79
D
1.00-1.49
F
Students who are experiencing difficulty acquiring and/or demonstrating satisfactory clinical skills will have the opportunity to have a structured and individualized clinical support plan with intensive input from clinical faculty. The process for a clinic support plan is as follows:
The need for a clinical support plan will be identified as soon as possible in the term and will be implemented until the objectives outlined in the plan are met.
Student clinicians whose clinical performance is in need of additional supports or are below expectations will be identified for support as soon as possible. Exceptions may occur due to decreased performance after the midterm evaluation or frequent cancellations by the client early in the term. A support plan will be recommended for any student earning a B- or below for their midterm grade.
A meeting will be scheduled with the student clinician, the Clinic Director and the supervising faculty member to review the midterm evaluation and to discuss the need for a clinic support plan. The process for support will be reviewed.
Support plans may require that the student register for additional clinic credits, slow down their clinical program, delay the start of off-campus practica or seek outside resources as decided by the support plan committee and the agreed upon objectives in the support plan. Any of the above can affect whether a student will graduate on their original anticipated schedule.
The support plan procedure is as follows:
The student and the Clinic Director will set up a planning meeting. The student may invite another student, friend or faculty member to the meeting. These individuals become the clinical support team.
A formal support plan will be developed to address each area of concern and will include specific goals and objectives and an indication of the means and methods to be used. A time frame for meeting the goals and objectives may be included in the plan, but specific time frames do not determine the completion of the plan. Successful completion of the goals outlined in the plan determine the duration of the plan. The plan will be signed and dated by the members of the clinical support team.
The clinical faculty member and student will establish how frequently they will meet. The meeting should include at least one other member of the support team. The purpose of the support meeting is to facilitate and monitor progress toward the stated goals and objectives. Other members of the support team may be requested to observe sessions and provide other assistance as requested by the primary clinical faculty member and/or the student.
If a student receives an overall final grade of below a B-, the student will be required to retake that particular clinic course or an equivalent experience in a subsequent term. Students may not receive clock hours if they do not receive a grade of B- or above.
Students who need to retake a clinical experience will meet with the supervising clinical faculty member(s) and the Clinic Director at the start of the term. At that meeting, the expectations for performance and performance evaluation, along with roles and responsibilities for the student and the clinical faculty members will be determined and documented. A written summary will be signed and dated by all parties.
If a student does not successfully complete activities or meet criteria outlined in the support plan, the faculty will meet in order to determine next steps, which may include a delay in graduation or dismissal from the graduate program.
International students have a unique and important contribution to the field of speech-language pathology. At PSU, we are fortunate to have a diverse array or perspectives represented in our graduate students and community professionals. International students may need support in navigating cultural differences or modifying accent differences. For more information on ASHA's position statement on accents see: The Clinical Education of Students with Accents. For information on supports for international students at PSU see: International Student Services at PSU
In some cases, a student may disagree with a faculty member or clinical supervisor to the extent that the situation warrants communication and action to reach an optimal resolution. Students are encouraged to follow the University's recommended sequence for addressing problems and complaints. The student is advised to consult with individuals in the order listed below;
1. Class Instructor or Direct Clinical Supervisor
Students are encouraged to meet with the specific clinical faculty member who is directly involved in the situation. Both parties will discuss the concern and attempt to come to an agreement of the appropriate way to handle the situation. The student and/or clinical faculty member may invite the Clinic Director to this meeting.
If the issues cannot be addressed at this level, the student should meet with the Clinic Director to share the concerns. The Clinic Director and student can then discuss the situation and attempt to come to an agreement on the appropriate way to handle the situation. If the Clinic Director is the student’s clinic supervisor, the student should meet with the Graduate Program Director or the Department Chair to share concerns.
2. Graduate Program Director/Clinic Director
3. Chair of the Department of Speech and Hearing Sciences
4. Dean of the College of Liberal Arts and Sciences, or his/her representative
For information on complaints at the University level go to: PSU Student Complaint Process
In addition, graduate students in the SPHR Department have the right to submit a complaint to the Council on Academic Accreditation (CAA) relating to CAA standards and standard compliance. Contact the CAA
You must be registered in a practicum (SPHR 509) in order to receive clock hours for a clinical experience. You must receive a course grade of B- or above in order to earn clock hours, and meet clinical skills competencies. If you do not earn a B- or above in the practicum course, you will be required to repeat the practicum or an equivalent experience. Graduate students are provided the opportunity to meet the ASHA Certification of Clinical Competence clock hour requirements:
25 clock hours of supervised observation is required for ASHA certification
375 clock hours of supervised practicum. Of the 375 hours, 50 hours are permitted at the undergraduate level and 75 are permitted through alternative clinical education methods (simulation or actor portrayal) with approval from the Clinic Director.
325 hours - Speech-Language Pathology at the graduate level
Clock hours across the life span are required in each of the following areas:
Evaluation and/or Treatment: Speech and Language disorders in children
Evaluation and/or Treatment: Speech and Language disorders in adults
Hearing (screening and/or habilitation/rehabilitation)
Standards will be met through coursework and clinic in the following areas:
Articulation
Fluency
Voice and resonance, including respiration and phonation
Receptive and expressive language (phonology, morphology, syntax, semantics,
and pragmatics) in speaking, listening, reading, writing, and manual modalities
Hearing, including the impact on speech and language
Swallowing (oral, pharyngeal, esophageal, and related functions, including oral function for feeding; orofacial myofunction)
Cognitive aspects of communication (attention, memory, sequencing, problem-solving, executive functioning)
Social aspects of communication (including challenging behavior, ineffective social skills, lack of communication opportunities)
Communication modalities (including oral, manual, augmentative, and alternative communication techniques and assistive technologies)
ASHA requires that students be directly observed by an ASHA certified Speech-Language Pathologist or Audiologist for a minimum of 25% of client contact time over the course of the term.
The minimum percent of direct supervision required by ASHA and The Oregon Scottish Rite Speech and Language Clinic at PSU is 25% for evaluation and treatment. The level of supervision is commensurate with the student’s abilities and experience. The supervisor will adjust the level needed as you progress through each practicum. You and your supervisor are jointly responsible for compliance with this requirement. You MAY NOT engage in therapy or diagnostics if your supervisor is not present unless you have received approval in advance from your supervisor. Clinical supervisors will inform students of the time observed for each clinic session. It is your responsibility to:
Keep a record of your supervisor’s observation time of each session.
Calculate observation percentages on a weekly basis, recording this on the appropriate form that is kept in the lesson plan file.
Inform your clinical supervisor if percentages are falling below the required 25%.
You will register for CALIPSO upon entry into the graduate program. Student evaluations, clock hours and competencies are all tracked in CALIPSO.
ENTERING HOURS IN CALIPSO
In your PSU clinics, you will be instructed on how often to submit clock hours from your clinical supervisors. Typically supervisors and students submit clock hours at the end of the term with the total number of hours for the term. It is your responsibility to track the total number of clock hours for the term. You can enter hours in CALIPSO to track hours as the term progresses and submit the hours for approval at the end of the term. Supervision percentages will be tracked on the lesson plans and entered by the supervisor into CALIPSO.
ENTERING EXTERNSHIP HOURS IN CALIPSO
For off-campus practica, students will submit clo ck hours for approval from their supervisor. You are responsible for checking in with your supervisor to see if they prefer to approve clock hours on a weekly/monthly basis or less frequently. Most supervisors prefer to approve clock hours once at the end of the term. Each supervisor will have their own preference.
CALIPSO instructions for students and supervisors can be found on the CALIPSO website.
TRACKING CLOCKHOURS
It is your responsibility to ensure that you are accruing clock hours appropriately. You are encouraged to check in with the Clinic Director with questions about what specifically counts towards clock hours.
ASHA states that “only direct contact with a client and/or client’s family in assessment, management, or counseling count toward the student’s required clock hours.” Examples of activities that meet this requirement include, but are not limited to:
Assessment-What counts:
The student administers a standardized or non-standardized assessment to the client
The clinician administers an assessment while the student scores the assessment
The clinician administers an assessment while the student takes a history from the family
The clinician and the student each administer portions of an assessment (note that the student may count hours for the entire assessment session even if the supervisor administered some of the assessment tasks)
The clinician administers an assessment while the student takes qualitative data regarding the client’s responses, regardless of whether that data contributes to the scoring of the assessment
The student works with a client’s sibling to help determine what the client’s home communication environment includes, while the clinician conducts an assessment task with the client
The student participates in delivering assessment results to the client or the client’s family after an assessment has been completed
What does not count:
The clinician administers the entire assessment while the student has no clinically relevant task to perform at any time during the session.
Management- What counts:
The student takes data while the clinician administers an assessment or provides treatment
The student problem-solves or demonstrates critical thinking regarding next steps for plan of care, and/or collaborates with family to devise the plan of care
The student and supervisor co-treat
The student and supervisor take turns leading treatment or assessment activities
The student contributes to a conversation with the client/family members about the chart review, assessment or treatment process
The student participates in family care conferences
Counseling- What counts:
The student participates in a discussion about next steps with the client/family members (e.g. quality of life, palliative care, and hospice decisions)
The student participates in active listening to client’s/family members’ responses to diagnosis or treatment
The student supports/co-supports the client’s/family members’ responses to treatment plans or changes to treatment plans
The student supports/co-supports clients/family members in taking responsibility in their treatment plan
The student participates in the referral of clients to counseling professionals when issues are outside the scope of practice of the SLP
The student provides/co-provides new information or resources to clients or families
The student validates/co-validates the emotional responses of clients or families
Contact hours can be any time that the student, supervisor, client and/or family member are present and actively participating in a session.
What is the difference between observation hours and clinical clock hours?
Clinical interactions are limited to only “observation hours” if:
The student is on the other side of a wall/mirror (i.e. not in the same room as the client and/or family member) and is therefore unable to interact with the client and/or clinician during the session.
The student is charting on client A, while clinician is treating client B, even if both student and clinician are in the same room (i.e. the student must be involved in the clinical work being done with the client/family who is currently present in the room)
For more information about clock hours:
Clinical supervisors use evidence based methodologies to guide your clinical growth. We refer to this as the "continuum of supervision". All supervisors will provide you with feedback, scaffolding and support as you learn new skills each term. In your first term of clinic, supervisors will use a "direct-active" supervisory style and by your last term of clinic, your supervisors will use a more "collaborative" and "consultative" model. An important aspect of your learning will be to learn how to problem solve independently regarding clinical decisions. The process below is a summary of how supervisors will move along a continuum of very supportive and directive at first to a more consultative role towards the end of each term. As you move along in your clinical rotations, supervisors will purposefully try to give you the space to engage in problem solving. You will engage in a similar supervisory process when you have a Directed Clinical Assistant.
Supervision Process:
At first the supervisor controls the learning situation, provides ample input, and models.
The student’s role in planning and problem solving may be quite minimal.
Over time, the supervisor gradually yields control; guides the student to successfully complete the pieces of the task, providing support when needed.
As the student gains skill and independence, the supervisor provides less and less support
STAGES OF SUPERVISION
Evaluation Feedback Stage
Supervisor is dominant and directive
Needed when student is new or dealing with new disorder category, new intervention or assessment
Supervisor helps the student to understand clinical decisions
Feedback is specific
Some students will move out of this phase quickly, others will stay here longer
Transitional Stage
Student is a participant in all aspects of client management
Supervisor provides feedback, but tone becomes more collaborative
Student is moving toward independence
Student is learning to analyze sessions and the methods they used
Student’s and supervisor’s anxiety may go up during this phase
Self-Supervision Stage
Student becomes more of an independent problem solver
Relationship shifts to more of a collegial interaction rather than teacher/student
Supervisor gives more collaborative feedback
Student takes on the caseload
Not everyone will get here in a 10 week term
STYLES OF SUPERVISION
Direct-Active
Directing, suggesting and modeling
Collaborative
Assist the student’s problem solving and critical thinking
Involve the student in decision making
Supervisor provides feedback, but also encourages input
Consultative
Student seeks assistance when appropriate
Cooperative interaction between supervisor and student
Student can identify strengths and weaknesses and make modifications