Master of Science in Speech-Language Pathology

Susana Keller, CScD., CCC-SLP, Program Director
610.282.1100, ext. 2163
susana.keller@desales.edu
www.desales.edu/slp

The Speech-Language Pathology (SLP) program at DeSales aims to provide students an experiential learning curriculum utilizing the most advanced technologies. Throughout your learning experience and after graduation, students will use their knowledge and skills to integrate scientific inquiry and evidence-based clinical reasoning into everyday practice, addressing the prevention, diagnosis, and treatment of communication and swallowing disorders.

The Master of Science (M.S.) education program in speech-language pathology (residential) at DeSales University is a Candidate for Accreditation by the Council on Academic Accreditation in Audiology and Speech-Language Pathology (CAA) of the American Speech-Language-Hearing Association, 2200 Research Boulevard, #310, Rockville, MD 20850, +1 (800) 498-2071 or +1 (301) 296-5700. Candidacy is a “preaccreditation” status with the CAA, awarded to developing or emerging programs for a maximum period of 5 years. The program was awarded a candidacy accreditation status on February 19, 2022, by the CAA. This candidacy accreditation cycle is effective February 1, 2022 through January 1, 2027.

Vision and Mission Statements

The vision of the DeSales University Speech-Language Pathology program is to be recognized as a leader in the advancement and practice of speech language pathology through innovative teaching and research, mentored professional practice, and ethical preparation enabling students to construct new ideas and to lead lives of impact.

The mission of the DeSales University Speech-Language Pathology Program is to provide a transformative learning experience consistent with the University’s core values of gentleness, humility, gratitude, hospitality and wisdom.

Program Goals

Students and graduates of the SLP program will:

use their knowledge and skills to integrate scientific inquiry and evidence-based clinical reasoning into everyday practice, addressing the prevention, diagnosis, and treatment of communication and swallowing disorders
be prepared to adapt and lead in the complex and dynamic healthcare environment of today and tomorrow through inter-professional collaborations
advance innovations in clinical practice through implementation science and cross-disciplinary efforts to improve the quality and delivery of services.

Graduate Education Program Student Learning Outcomes

The program provides academic and clinical expertise that prepares the speech-pathology student for licensure, certification, and success in their professional role. Consistent with the University’s learning outcomes, the SLP program will enable its students to demonstrate:

specialized competence in speech pathology practice enabling graduates to provide leadership and make significant contributions to the profession
the knowledge and skills necessary to apply and contribute to research in speech pathology practice by engaging in scholarly activities through the implementation of evidence-based practice
Salesian values through ethical behavior and practice excellence in the areas of quality, safety, and professional accountability
a personal philosophy and professional development plan for future practice that acknowledges intentions for life-long learning

Core Functions (Council of Academic Programs in Communication Sciences and Disorders)

For the sake of this document, the term “core functions” refers to behavioral or cognitive functions that an individual must be able to perform with or without accommodations necessary to ensure equitable access. The document intentionally does not address how stated core functions are demonstrated, recognizing that there are multiple ways an individual can successfully meet the demands of clinical education and practice. The determination of possible accommodations exemplified in this document varies from institution to institution based on numerous factors not covered in the scope of this document. The degree to which accommodations are determined is under the governance of the Americans with Disabilities Act, Section 504 of the Rehabilitation Act of 1973. It is the responsibility of the institution and the individual to work together to identify possible services and accommodations.

To ensure the integrity of the messaging in this document, a glossary of terms is included at the end of the document.

Communication

Statements in this section acknowledge that audiologists and speech-language pathologists must communicate in a way that is understood by their clients/patients and others. It is recognized that linguistic, paralinguistic, stylistic, and pragmatic variations are part of every culture, and accent, dialects, idiolects, and communication styles can differ from general American English expectations. Communication may occur in different modalities depending on the joint needs of involved parties and may be supported through various accommodations as deemed reasonable and appropriate to client/patient needs. Some examples of these accommodations include augmentative and alternative communication (AAC) devices, written displays, voice amplification, attendant-supported communication, oral translators, assistive listening devices, sign interpreters, and other non-verbal communication modes.

Employ oral, written, auditory, and non-verbal communication at a level sufficient to meet academic and clinical competencies
Adapt communication style to effectively interact with colleagues, clients, patients, caregivers, and invested parties of diverse backgrounds in various modes such as in person, over the phone, and in electronic format.

Motor

Statements in this section acknowledge that clinical practice by audiologists and speech- language pathologists involves a variety of tasks that require manipulation of items and environments. It is recognized that this may be accomplished through a variety of means, including, but not limited to, independent motor movement, assistive technology, attendant support, or other accommodations/modifications as deemed reasonable to offer and appropriate to client/patient needs.

Engage in physical activities at a level required to accurately implement classroom and clinical responsibilities (e.g., manipulating testing and therapeutic equipment and technology, client/patient equipment, and practice management technology) while retaining the integrity of the process
Respond in a manner that ensures the safety of clients and others

Sensory

Statements in this section acknowledge that audiologists and speech-language pathologists use auditory, visual, tactile, and olfactory information to guide clinical practice. It is recognized that such information may be accessed through a variety of means, including direct sensory perception and /or adaptive strategies. Some examples of these strategies include visual translation displays, text readers, assistive listening devices, and perceptual descriptions by clinical assistants.

Access sensory information to differentiate functional and disordered auditory, oral, written, and visual communication
Access sensory information to correctly differentiate anatomical structures and diagnostic imaging findings
Access sensory information to correctly differentiate and discriminate text, numbers, tables, and graphs associated with diagnostic instruments and tests

Intellectual/Cognitive

Statements in this section acknowledge that audiologists and speech-language pathologists must engage in critical thinking, reasoning, and comprehension and retention of information required in clinical practice. It is recognized that such skills may be fostered through a variety of means, including assistive technology and /or accommodations/modifications as deemed reasonable and appropriate to client/patient needs.

Retain, analyze, synthesize, evaluate, and apply auditory, written, and oral information at a level sufficient to meet curricular and clinical competencies
Employ informed critical thinking and ethical reasoning to formulate a differential diagnosis and create, implement, and adjust evaluation and treatment plans as appropriate for the client/patient’s needs
Engage in ongoing self-reflection and evaluation of one’s existing knowledge and skills
Critically examine and apply evidence-based judgment in keeping with best practices for client/patient care

Interpersonal

Statements in this section acknowledge that audiologists and speech-language pathologists must interact with a diverse community of individuals in a manner that is safe, ethical, and supportive. It is recognized that personal interaction styles may vary by individuals and cultures and that good clinical practice honors such diversity while meeting this obligation.

Display compassion, respect, and concern for others during all academic and clinical interactions
Adhere to all aspects of relevant professional codes of ethics, privacy, and information management policies
Take personal responsibility for maintaining physical and mental health at a level that ensures safe, respectful, and successful participation in didactic and clinical activities

Cultural Responsiveness

Statements in this section acknowledge that audiologists and speech-language pathologists have an obligation to practice in a manner responsive to individuals from different cultures, linguistic communities, social identities, beliefs, values, and worldviews. This includes people representing a variety of abilities, ages, cultures, dialects, disabilities, ethnicities, genders, gender identities or expressions, languages, national/regional origins, races, religions, sexes, sexual orientations, socioeconomic statuses, and lived experiences.

Engage in ongoing learning about cultures and belief systems different from one’s own and the impacts of these on healthcare and educational disparities to foster effective provision of services.
Demonstrate the application of culturally responsive evidence-based decisions to guide clinical practice

This document should be considered a living document and therefore reviewed by CAPCSD at regular intervals to ensure that current terminology, practice, and ideas are reflected.

Glossary

Cultural responsivity involves “understanding and respecting the unique cultural and linguistic differences that clients bring to the clinical interaction” (ASHA, 2017) and includes “incorporating knowledge of and sensitivity to cultural and linguistic differences into clinical and educational practices”.
Evidence-based practice involves “integrating the best available research with clinical expertise in the context of patient characteristics, culture, and preferences” (Evidence- Based Practice in Psychology, n.d.).

American Speech-Language-Hearing Association. (n.d.). Cultural responsiveness [Practice Portal https://www.asha.org/Practice-Portal/Professional-Issues/Cultural-Responsiveness/]

Evidence-Based Practice in Psychology. (n.d.). https://www.apa.org. Retrieved March 3, 2023, from https://www.apa.org/practice/resources/evidence

This Document should be cited as: Council of Academic Programs in Communication Sciences and Disorders (2023). A guide for future practitioners in audiology and speech-language pathology: Core functions. https://www.capcsd.org/academic-and-clinical-resources/

Approved by the CAPCSD Board of Directors

April 3, 2023

Reference update April 25, 2023

Admission Requirements

The SLP program accepts applications through the Communication Sciences and Disorders Centralized Application Service (CSDCAS) from qualified post-baccalaureate candidates with degrees from accredited institutions. In addition to the University’s admission requirements, the following are additional SLP program requirements all of which must be completed and submitted by the published deadline:

A minimum of a baccalaureate degree from a regionally accredited institution in the United States or, for international students, the equivalent degree from a foreign institution.
Submission of official transcripts to CSDCAS from all colleges attended and two (2) letters of recommendation from non-relative professional individuals.
Recommended minimum GPA of 3.0 (on a 4.0 scale) overall and in the sciences.
For applicants who completed their baccalaureate degree in a country where English is not the primary language, an official copy of the TOEFL exam must be provided to CSDCAS or directly to DeSales University. A minimum score of 90 is required for admission.
Completion of prerequisite coursework with a course grade of “C” or better (C- is not accepted):
- Introduction to Biology or Biology I
- Statistics
- Introduction to Psychology
- A Chemistry or Physics course
- Introduction to Communication Sciences & Disorders Phonetics
- Audiology
- Speech and Hearing Science
- Introduction to Communication Sciences & Disorders
- Anatomy & Physiology of the Speech and Hearing Mechanism
- Language Development
Potentially qualified applicants will be granted a personal interview by invitation only, in order to evaluation interpersonal and oral communication skills.
Prior to matriculation into the SLP program, twenty-five observation hours.

International Admissions Requirements

Graduate Language Requirements

International applicants (regardless of citizenship) for whom English is a second language must submit English proficiency test scores as part of their application.

Please note that graduate admissions requires the following minimum scores on the TOEFL, IELTS, or the C1 Advanced (formerly known as Cambridge English: Advanced (CAE)):

TOEFL:               90
IELTS:                 6.5
C1 Advanced:   C1 or higher

Language skills assessment and other exceptions may be made on a case-by-case basis by the admissions committee. An official copy of test results must be sent by the testing agency directly to the Office of Graduate Admissions at DeSales University, 2755 Station Avenue, Center Valley, PA 18034.

Visit the following websites for up-to-date information:

The Test of English as a Foreign Language (TOEFL) Web site at www.ets.org/toefl
The International English Language Testing System (IELTS) https://www.ielts.org/
The Cambridge English Proficiency (CPE): http://www.cambridgeenglish.org/exams/proficiency/

Official Transcripts

All undergraduate and graduate transcripts must be evaluated by a member of the National Association of Credential Evaluation Services (NACES) and sent directly to the Office of Graduate Admissions, 2755 Station Avenue, Center Valley, PA 18034.

Proof of Finances

A statement of finances that covers the cost of the attendance and living expenses for at least one full year must be submitted to the Director of Graduate Admissions/Designated School Official (DSO) upon acceptance to a graduate program.

Obtaining an F-1 Student Visa

The Director of Graduate Admissions/DSO will advise international applicants and students on the steps to obtain an F-1 Student Visa.

Current F-1 Students Transferring to DeSales

Upon admission to a graduate program, the Director of Graduate Admissions/DSO will provide forms for the student to complete for their current institution, requesting the Form I-20 to be transferred to DeSales.

Maintaining F-1 Student Status

Each F-1 student will meet with the Director of Graduate Admissions/DSO upon acceptance into the program regarding maintaining F-1 student status.

Cost of Attendance

Costs are determined on a yearly basis by the University’s Board of Trustees. Students are notified of the yearly costs in writing.

Tuition and Fees

Tuition and fees are available at www.desales.edu.

Financial Aid

Degree candidates who receive no or less than 100% tuition reimbursement may be eligible for financial aid. All financial aid programs for graduate students are loans and depend on the candidate’s student status and financial need. Additional information can be obtained through the Financial Aid Office.

Refund Amount

Withdrawal during the add drop period: 100% of tuition refunded.

Withdrawal after the 1st class after the close of the add drop period: 80% of tuition refunded.

Withdrawal after the 2nd class after the close of the add drop period: 65% of tuition refunded.

Withdrawal after the 3rd class after the close of the add drop period: 50% of tuition refunded.

Withdrawal after the 4th class after the close of the add drop period: 25% of tuition refunded.

Withdrawal after the 5th class after the close of the add drop period: No refund.

Attendance

Prompt attendance at all lectures, labs, clinical affiliations, community outreach/service activities, and professional meetings is a program expectation for every student. Attendance and participation are mandatory in all SLP program activities.

Student Orientation

All accepted students will be required to participate in a non-credit student orientation session prior to the first full day of classes.

SLP Student Manuals

Policies related to advising, academic integrity, attendance, clinical education expectations, dress code, grievance/complaints, and other procedural guidelines are provided in the SLP Student Manual and the SLP Clinical Manuals. Each cohort will receive a copy of these during orientation before their first semester in the program.

Academic Standing

Grading Scale

A standard grading scale is applied in all SLP courses as follows:

Numeric Alpha Quality Points

93-100% A 4.0

90-92.99% A- 3.7

87-89.99% B+ 3.3

83-86.99% B 3.0

80-82.99% B- 2.7

77-79.99% C+ 2.3

73-76.99% C 2.0

70-72.99% C- 1.7

67-69.99% D+ 1.3

60-66.99% D 1.0

≤ 60% F 0

Other grades that do not carry quality point values, but may be awarded under special circumstances in the SLP curriculum include:

Incomplete (I) is given when a student is unable to complete the course requirements within the regular time in the semester. An incomplete is given only after a significant unforeseen event prevents a student from completing the course. An incomplete is given at the discretion of the instructor and with the approval of the Program Director. The professor and Program Director in consultation will approve the incomplete for a specified period of time not to exceed six months.

Progression Standards

Students are expected to take responsibility for their own learning. Adhering to University policy, all graduate students must maintain a GPA of 3.0 for acceptable academic standing in his or her graduate program. In our program, there is an additional standard that must be met. In the event that a student does not receive a “B-” (80 - 82.99%) or better in an academic course, a remediation plan must be implemented. Completion of a remediation plan will not result in a change of grade. Success in the remediation plan ensures that the student has met the standard of competency required by ASHA.

For Required/Elective Courses

Students must earn a grade within the B range (80 - 89.99%) or better to indicate that the student has met Course Competency, or the CAA Standard. Any grade of C (70 - 79.99%) will result in a remediation plan as defined below. A grade below a C- (70 - 72.99%) will result in the student being required to repeat the class. A plan for remediation or repetition of required courses must be in place before a student can continue with the clinical sequence. Students who do not earn a B- on the remediation plan must retake the course. Should a student be required to repeat a course, both grades will remain on the student’s academic record.

For Clinical Practica

Students must earn a grade within the B range (80 - 89.99%) or better to indicate that the student has met Course Competency, or the CAA Standard. Any grade of C (70 - 79.99%) will result in a remediation plan as defined below. Failure to maintain a passing grade (B range or above) in any two clinical practica experiences will result in automatic dismissal from the program.

Remediation of Academic Courses

Completion of a remediation plan provides an opportunity for students to demonstrate mastery of knowledge and skills that are required of an academic course. Should a remediation plan be required, it is up to the student to contact the professor no later than 1 week from the beginning of the semester following the course in need of remediation. The instructor, in consultation with the student, will design a written remediation plan with specific areas of concern, tasks, and timelines. This remediation plan may include, but is not limited to, redoing an assignment or exam, additional readings or assignments, completing a project, or faculty instruction on subject matter. The remediation plan will include a written contract between the student and professor that will be approved and signed by both, then placed in the student’s file. A copy will be given to the student. The student’s knowledge and/or skills will be reevaluated at the completion of the remediation plan by the instructor as needed. Students must earn a grade of B- (80 - 82.99%) or better on the remediation activity to indicate that the student has met Course Competency, Program Learning Outcome, or CAA Standard; however, the original grade will remain on the student’s academic transcript. Successful completion will be documented in the student’s file. Competencies in any area (as reported in the clinical management platform) will not be considered met until the remediation plan has been successfully completed. As noted above, students who do not earn a B- (80 - 82.99%) on the remediation plan must retake the course.

Should a student be required to repeat a course, both grades will remain on the student’s academic record. If the student elects not to complete the remediation plan after the contract document is signed, then the student may not be recommended for continuation in the program.

Clinical Support Plans

Clinical supervisors will rate each students’ clinical competencies at mid-semester and the end of the semester. The needs for student support are assessed throughout the clinical experience, but particularly during these midterm and final evaluation conferences. A support plan is typically designed at mid-semester to allow the student the opportunity for growth within that semester’s clinical practica but can be implemented at any time. The plan is developed by the clinical supervisor in coordination with the Director of Clinical Education and allows the program to communicate needs/expectations to the student in a formal manner.

Clinical Remediation Plans

Completion of a clinical remediation plan provides an opportunity for students to demonstrate mastery of clinical skills that are required to meet ASHA standards. Should a remediation plan be required, it is up to the student to contact the Director of Clinical Education (DCE) to schedule a meeting to be held no later than the first week of the semester following the clinic course in need of remediation. The DCE, in consultation with the student and their clinical instructor (CI), will design a written remediation plan to include specific areas of concern, tasks, and timelines. This remediation plan may include, but is not limited to, additional readings or assignments, completing a case study, conducting diagnostic or intervention services specific to the area of need, and conferencing with the CI for feedback. The remediation plan will include a written contract between the student and DCE that will be approved and signed by both, then placed in the student’s file. A copy will be given to the student. The student’s knowledge and clinical skills will be reevaluated by the DCE and CI at the completion of the remediation plan to ensure that the student has met the course competency. Successful completion of the remediation plan will be documented in the student’s file.

Probation

To remain in acceptable academic standing in the SLP Program, the student needs to achieve a 3.00 GPA each semester. The first occurrence in which the required 3.00 is not met in a semester will result in SLP Program Academic Probation. The student will meet with the Academic Success Committee (ASC) which will include the Program Director, Director of Clinical Education, and the student’s faculty advisor. The ASC will work with the student to formulate a written probation plan agreement that may include (list is not inclusive):

Mandatory class attendance
Completion of additional assignments
Tutoring sessions with faculty members outside of class time
Repeating written or laboratory competency examinations
Scheduled meetings with the faculty advisor
Any additional requirements as determined by the ASC

It is expected that students on probation will take personal responsibility to ensure that the terms of the probation plan agreement are being fully addressed. A student may be placed on probation only once.

After the probation plan is created, the student will:

Review, provide feedback and agree by signature to the terms of a probationary remediation plan within 5 days of receiving it. The signed agreement will be submitted to the Program Director and will remain in the student’s permanent academic record.
Adhere to all terms of the remediation plan within the timeframe designated. In the event that he/she may be unable to do so, it is the responsibility of the student to communicate with the faculty advisor as soon as any issues arise.

Dismissal from Program

Students may be dismissed from the program for any of the following reasons:

Having a GPA below 3.0 for multiple semesters
Earning a grade below the B range (80 - 89.99%) in 2 clinical practica (on and off campus)
Earning a grade in the C range (70 - 79.99%) in three courses (academic and/or clinical combined)
Earning a grade below the C range (70 - 79.99%) two times for the same course
Being asked to leave an externship site for reasons related to professional behaviors
Not demonstrating expectation of academic integrity, ethics or professional expectations according to DeSales University and ASHA
Cheating and/or plagiarism- Please refer to the University Academic Integrity policy in the graduate catalog.

Graduation Requirements

The SLP degree will be awarded to candidates that successfully satisfy the following requirements:

Complete all courses in the approved curriculum.
Complete all courses with no grade below the C range (70 - 79.99%).
Attain 400 clinical practicum hours.
Return all materials borrowed from the library and CSD Department.
Fulfill all financial obligations to the University.
Payment of the graduation fee.