Graduate SLP Academic Program Manual | Department of Speech-Language Pathology

Revised: 2/2023

Welcome to the School of Education at Monmouth University. The Master of Education in Speech-Language Pathology is a 60-credit program designed to provide you with state-of-the-art academic and clinical training. You will receive a comprehensive curriculum with specific, specialized courses that deliver a strong focus on evidence-based practice, allowing you to immerse yourself in an area of study and make a true impact in the field. Our on-campus Center for Speech and Language Disorders will provide you with critical hands-on experience diagnosing and treating communication disorders in children and adults, under the close professional supervision of a licensed speech-language pathologist. Our wide range of community partners will give you access to experiential learning opportunities at highly competitive educational and healthcare settings. With the guidance of faculty, clinical supervisors, professional speech-language pathologists, and allied health professionals, you will emerge from this program with the rigorous educational and experiential foundation needed for a fulfilling career.

The Speech-Language Pathology Graduate Program Manual is designed as a referral source to help you become familiar with common policies and procedures. We look forward to guiding you through your program. Thank you for choosing Monmouth University.

Why the Department of Speech-Language Pathology “does what it does.”
We believe that every person deserves to be treated by competent, compassionate, and creative clinicians who embody a deep appreciation for communication.

Departmental Vision:
We seek to be New Jersey’s premiere graduate program in Speech-Language Pathology where today’s students grow into tomorrow’s practitioners through meaningful and evidence-based educational, clinical, and scholarly opportunities.

Introduction
Program Guidelines and Policies
ASHA Standards
Licensure and Certification
ASHA/CAA Resources

Introduction

Statement on Accreditation

The Master of Science in Education (M.S.Ed.) education program in speech-language pathology (residential) at Monmouth University is accredited by the Council on Academic Accreditation in Audiology and Speech-Language Pathology of the American Speech-Language-Hearing Association, 2200 Research Boulevard, #310, Rockville, MD 20850, 800-498-2071 or 301-296-5700.

Mission Statements

Monmouth University’s Mission Statement

Monmouth University is an independent, comprehensive institution of higher education committed to excellence and integrity in teaching, scholarship, and service. Through its offerings in liberal arts, science, and professional programs, Monmouth University educates and prepares students to realize their potential as leaders and to become engaged citizens in a diverse and increasingly interdependent world.

Mission Statement of the School of Education

The School of Education’s mission is to be a leader in the preparation and professional development of highly competent, reflective teachers, speech-language pathologists, school counselors and administrators. We are committed to social justice initiatives that better all students and other persons from diverse backgrounds in terms of abilities, age, gender, culture, race, ethnicity, family, and socioeconomic status. Our candidates learn the exigencies of their profession by practicing and demonstrating their skills through clinical experiences in a wide range of local school and community settings. Our accredited programs link theory and practice, foster lifelong learning and reflection, and improve the quality of life for students and clients through innovation, research, and scholarship. School of Education graduates have the practical skills, the commitment to service, and the theoretical knowledge necessary to enhance living and learning in academic and professional settings.

Mission Statement of the Speech-Language Pathology Program

Monmouth University’s M.S.Ed. in Speech-Language Pathology program’s mission is to create a student experience that exposes all learners to rigorous academics, a wide range of clinical opportunities, and active participation in scholarship guided by proven thought leaders in the Communication Sciences and Disorders fields.

Research Laboratories and Work Rooms

Center for Speech and Language Disorders, Monmouth Graduate Center, Clinic, 732-923-4547
The Program for Research and Support for Rett Syndrome, Monmouth Graduate Center, Room 168, 732-923-4667
Speech-Language Pathology Student Laboratory (Work Room), Monmouth Graduate Center, Room 171, 732-263-5971
Instrumentation Laboratory, Monmouth Graduate Center, Room 177
Voice Lab, Patrick R. Walden, Ph.D., Monmouth Graduate Center, Room 170
Fluency Disorders Research Lab, Erik Raj, Ph.D., Monmouth Graduate Center, Room 169

Faculty & Staff

Faculty & Staff Speech-Language Pathology Department

Patrick R. Walden, Ph.D., CCC-SLP, Associate Professor, Program Director, & Department Chair
pwalden@monmouth.edu
732-923-4622

Erik Raj, Ph.D., CCC-SLP, Associate Professor
eraj@monmouth.edu
732-923-4638

Becka Harker, Ph.D., CCC-SLP, Assistant Professor
bharker@monmouth.edu
732-263-5452

Susan Pattay, Ed.D., CCC-SLP, Assistant Professor
spattay@monmouth.edu
732-923-4635

Ashley McCarthy, M.S., CCC-SLP, Specialist Professor & Externship Coordinator
amccarth@monmouth.edu
732-263-5763

Brittany L. Khan, M.S., CCC-SLP, Director of the Center for Speech and Language Disorders
bbonner@monmouth.edu
732-263-5974

Trish Bartlett, Department Secretary
tbartlet@monmouth.edu
732-263-5487

Office of the Dean

Wendy Harriott, Ph.D., Interim Dean, School of Education
wharriot@monmouth.edu
732-571-4484

Alex Romagnoli, Ph.D., Interim Associate Dean, School of Education
aromagno@monmouth.edu
732-263-5541

Anthony Marchetta, Credentialing Officer
amarchet@monmouth.edu
732-571-7558

University Resources

Bookstore

The Monmouth University bookstore is located in the OceanFirst Bank Center on our main campus. Textbooks and supplies can be purchased at the bookstore. You may call the bookstore directly with any questions at 732-571-3453.

Health Services

The Department of Health Services provides ambulatory healthcare for all Monmouth University students and eligible employees. Services range from interventional, therapeutic care for acute episodic illnesses to preventative health screening and education. Services are by walk-in and appointment, call: 732-571-3464 for an appointment – There is no cost to be medically seen by a healthcare provider.

Visit the Department of Health Services webpage

Counseling and Prevention Services (CPS)

Counseling and Prevention Services (CPS) is one component of the University’s integrative team of health professionals providing holistic care for students’ well-being. CPS offers brief, episodic counseling to reduce symptoms and support students in addressing mild to moderate general mental health and substance use concerns.

Students can schedule individual appointments by calling 732-571-7517.

Visit the Counseling and Prevention Services (CPS) Website

Center for Student Success

Monmouth University has a comprehensive Center for Student Success, which houses all student support services. Information on this center and its services will be made available to all new and continuing students through information provided in the program handbook as well as through the program’s new student orientation. Students who are struggling in aspects of coursework will be encouraged by individual professors or advisors to seek out the services offered at the Center for Student Success.

Students demonstrating difficulty reaching or maintaining the academic standards of Monmouth University will be referred to appropriate support services within the University community.

Support services are available to students with physical, medical, learning, and psychiatric/psychological disabilities. Students with documented disabilities may request reasonable modifications, accommodations, or auxiliary aids that will enable them to fully participate in programs and activities at Monmouth University.

Visit the Center for Student Success website

Disability Support Services

Support services are available to students with learning, medical/health, psychiatric/psychological, and physical disabilities through the Department of Disability Services for Students. Students with documented disabilities may request accommodations or auxiliary aids that will enable them to fully participate in programs and activities at Monmouth University.

Reasonable accommodations are granted on a case-by-case basis in consultation with academic personnel and in consideration of the University’s policy.

In order to be eligible for accommodations and services, adequate documentation must be submitted to the Department of Disability Services for Students. Students must follow the University procedure for self-disclosure which is stated in the University Guide to Services and Accommodations for Students with Disabilities. The documentation must include a specific diagnosis of a disability and support the reasonable accommodations being requested. Students will not be afforded any special accommodations for academic work completed prior to disclosure of the disability. The department is located in the Student Center and can be reached by phone at 732-571-3460.

Visit the Disability Services website

Emergency Closing

In cases when the university is closed due to weather or other emergency circumstances, announcements will be made over radio stations WJLK 94.3 FM, 98.5 FM, 107.1 FM The Breeze, 1010 WINS AM, 1310 Am, WCTC 1450 AM, WMCX 88.9 FM, WRAT 95.9, WOBM 92.7, and 101.5 WKXW. Information will also be on television on News 12 New Jersey and on WNBC, channel 4.

Monmouth University has established a Weather Emergency Information Line, 732-263-5900. During times of severe weather and when it is possible the University may close, this line will have a prerecorded message with pertinent information for students and staff. If the university must close or cancel classes, a message will be sent to all employees and resident students via the campus email system. In addition, this information will be posted on the Monmouth University main webpage.

In addition, Monmouth University will notify you according to your preference via Connect-ED Emergency Notification System. You are urged to enroll in this system by logging into http://notify.monmouth.edu/ to register. You will be required to enter your Monmouth University User ID and password. This program is offered at no cost to you. Students are automatically enrolled in Connect ED if they provide a cell phone number.

Please remember that in cases of severe weather or other emergencies, Monmouth University will only notify students and staff if the university is closed. If a student is scheduled to be at an external practicum site, it is the student’s responsibility to determine if the facility is open, and if the student is expected to be there.

Library

The Monmouth University Library has professional databases, peer-reviewed journals, textbooks, and other resources available. It is also beautiful. Go and see it.

Access Library Resources

University Calendar

View academic calendars for the current and upcoming semesters

Please note, Monmouth follows a 14-week semester calendar. Times and dates for final exams are posted later during the semester. Please plan accordingly. Ending your semester early for any reason is against the program’s policies. Trips, vacations, weddings, celebrations, and/or any other non-program events (other than religious observances) that require you to be away/miss any aspect of the academic/clinical program must be scheduled during breaks between semesters and/or during scheduled university holiday observances.

View the most recent Academic Calendar

University Map

View the University Map

Program Guidelines and Policies

Communication Skills Policy

All students enrolled in the Speech-Language Pathology program at Monmouth University must demonstrate communication competence consistent with ASHA’s Standard IV-B for Certification in Speech-Language Pathology. Specifically, the student “must demonstrate communication skills sufficient to achieve effective clinical and professional interaction with clients and relevant others.” For oral communication, students must “demonstrate speech and language skills in English, which, at minimum, are consistent with ASHA’s most current position statement on students and professionals who speak English with accents and nonstandard dialects.”

(https://www.asha.org/policy/ps1998-00117/)

In addition to issues with spoken English proficiency, this policy applies to all types of communication differences and disorders with the potential to affect clinical competence. For written documentation, students must “be able to write and comprehend technical reports, diagnostic and treatment reports, treatment plans and professional correspondence in English.” The student must be capable of responsive, empathic listening to establish rapport that promotes openness on issues of concern and sensitivity, including potential cultural differences. Further, the student must express ideas clearly and demonstrate a willingness and ability to give and receive feedback.

Non-native English speakers. Students who are non-native speakers of English are required to submit TOEFL scores to the university.

The Monmouth University requirements for students taking the TOEFL are:

550 – Paper based test
213 – Computer based test
79 – Internet based test

Monmouth University also accepts students who take the IELTS test, and they must score a 6.0 or better.

Course of Study

Prerequisite Courses

Students may hold a baccalaureate degree in any field but are required to complete 18 credits of prerequisite coursework in speech-language pathology. These courses must be completed prior to beginning graduate-level coursework. The prerequisite courses required by Monmouth University include the following (or their equivalents as determined by the Program Director):

SLP 201 Introduction to Communication Sciences and Disorders (3 credits)

SLP 202 Introduction to Language Development (3 credits)

SLP 301 Introduction to Phonetics (3 credits)

SLP 302 Anatomy and Physiology of Speech and Hearing (3 credits)

SLP 401 Speech and Hearing Science (3 credits)

SLP 402 Introduction to Audiology (3)

In addition, students must complete the following courses required for the 2020 ASHA Clinical Certification standards:

Evidence of courses completed with a grade of “C” or better in biological sciences, physical sciences (physics or chemistry only), statistics, and social/behavioral sciences is required.

Graduate Courses

The Program follows a cohort model to ensure a smaller student-faculty ratio in the classroom. Often, more than one section of a course must be offered in order to achieve the smaller student-faculty teaching ratio. This could result in a student having classes on different days than some of their peers. While the Program’s leadership strives to streamline scheduling to provide a better learning experience, student carpooling preferences are not considered when scheduling courses and assigning students to these courses.

View the Curriculum Chart and Course Descriptions

Course Sequence

Semester	Course
Summer E-1	SLP 604 Clinical Methods in SLP SLP 680 Research Methods
Fall-1	SLP 610 Neurological Language Disorders and Aphasia SLP 645 Speech Sound Disorders SLP 655 Disorders of Voice and Resonance SLP 660 Motor Speech Disorders SLP 681 Clinical Practicum I
Spring-1	SLP 614 Assessment and Treatment of Dysphagia SLP 630 Pediatric Language Disorders SLP 650 Fluency Disorders SLP 682 Clinical Practicum II
Summer B-2	SLP 625 Assessment Procedures in SLP SLP 664 Audiology and Aural Rehabilitation
Summer E-2	SLP 679 Diagnostic Practicum in SLP
Fall-2	SLP 665 Augmentative and Alternative Communication SLP 666 Literacy and SLP in the Schools SLP 683 External Clinical Practicum I
Spring-2	SLP 605 Geriatric Communication Disorders SLP 678 Pediatric Feeding and Swallowing Disorders SLP 684 External Clinical Practicum II SLP CPE Comprehensive Portfolio Evaluation

Table of Course Sequence for the M.S.Ed. in SLP Program at Monmouth University

Academic Honesty

Monmouth University encourages its students to grow intellectually as well as to become responsible citizens in our complex society. In order to develop their skills and talents, students are asked to do research, perform experiments, write research papers, work individually, and cooperate in group activities. Academic dishonesty subverts the University’s mission and undermines the student’s intellectual growth. Therefore, Monmouth University will not tolerate violations of the code of academic honesty. The penalties for such violations include suspension or dismissal.

The University has an obligation as an institution to be certain that each student’s work is his/ her own. Dishonesty in such academic practices as assignments, examinations, or other academic work cannot be condoned. A student who submits work that is not original violates the purpose of Monmouth University and may forfeit his/ her right and opportunity to continue at the University. Academic dishonesty also includes helping others in the completion and/or submission of work that is not wholly their own. Cheating of any kind will not be tolerated. The university’s disciplinary policies can be found in the university’s student handbook (a separate document from this M.S.Ed. in Speech-Language Pathology Program Handbook).

Advisement

Every student is assigned an academic advisor when they begin the program. Students should meet with their advisors regularly in order to assist you as you move forward in the program. It is the student’s responsibility to schedule meetings and conferences with their advisor, although every academic advisor will send reminders and provide opportunities to meet each semester.

Forms and Documents

All program forms and documents are found on our Forms and Documents page.

Grade Disputes and Student Complaints

Grade Disputes

A student who wishes to file a complaint about a course grade should attempt to first resolve the matter through a discussion with the faculty member who taught the course in question. If the faculty member is unable to resolve the matter, the student may contact the Department Chair in writing, stating the basis of the complaint. Such complaints should be sent to the appropriate Department Chair within six weeks following receipt of final grades. A student who is not satisfied with the decision of the Department Chair may appeal the decision in writing to the Dean of the School housing the course. The decision of the Academic Dean is final.

Student Complaints

The School of Education has a formal process for dealing with student or faculty concerns regarding individual professional behaviors and performance (see “Grade Disputes” for issues related to grades). We encourage students to resolve complaints related to individual courses or clinical experiences with the instructor/supervisor in question. If this step fails or is not possible due to the nature of the complaint, the student must notify the Program Director, in writing, regarding the nature of the complaint. The student will also meet with the Program Director to discuss the details of the complaint. The Program Director will work with the student to resolve the complaint. If the student and Program Director resolve the issue, the resolution of the issue is documented in writing and stored with the Program Director (and/or Chairperson). If the student and Program Director are unable to resolve the issue (or the issue includes the Program Director and, thus, cannot be addressed in this manner), the complaint is made directly with the Dean of the School of Education. If the Dean is able to resolve the issue, then the resolution is documented and kept in the Dean’s office to be entered into a tracking database. If a student’s appeal is not resolved at the Dean’s level, the student should move the complaint forward to the Provost’s office. In terms of Monmouth University’s ability to resolve any issues, the Provost’s decision is final.

All complaints will be kept confidential. Only the dean, department chair, and, if required, Provost and those involved with the complaint will be made aware of the complaint and its resolution. Complaints and their resolutions are stored in a confidential file in the Dean’s office and the Chairperson’s office and are not shared or disclosed unless required by law to do so.

If a student believes a complaint involves the program’s adherence to the minimum standards for academic accreditation, they can contact the Council on Academic Accreditation (CAA) directly with any complaints or concerns they may have regarding the program’s compliance with accreditation standards. To contact the CAA, you can write to the Accreditation Office at ASHA, 2200 Research Boulevard #310, Rockville, Maryland 20850; call ASHA’s Action Center at 800-498-2071; or e-mail to: accreditation@asha.org.

GPA Policy & Academic Standing

Graduate students must maintain an overall grade point average of 3.0 during the program. If a student fails to maintain of 3.0 or better average or accumulates as many as three credits of B-, C, C-, or F, the Graduate School’s Academic Standards and Review Committee reviews his/her academic record. Students who accumulate as many as nine credits of C+, C, or C-grades or two F’s will be subject to dismissal by the Academic Standards and Review Committee. Under no circumstances will more than six credits of C+, C and C- grades accumulate toward degree credit. Students will not receive their degrees until the policies on the number of C grades and GPA are met. Students who have maintained an average of 3.0 or better and who have met the grade requirements as stated above are considered to be in good academic standing.

Guidelines for Remediation

Students who fail to meet minimal standards in any area of academic/clinical competencies, skills, or overall academic performance in the classroom or at a clinical placement will be required to complete a remediation plan. The remediation plan will be developed by the faculty member (in conjunction with any direct clinical supervisors when applicable). More specific information about remediation will be provided by your course instructor. For academic courses, the remediation criteria and procedures are found on the course syllabus. Remediation policies specific to clinical experiences are found in the Center for Speech and Language Disorders Policy & Procedures (for in-house clinic) and the External Clinical Practicum Policy & Procedures (for external placements).

Students at Monmouth University who are candidates to become professional speech-language pathologists must demonstrate high standards in communication skills and the ability to demonstrate professional behavior. They must also accept personal accountability for their actions, ethical thought, and practice. As students progress toward completion of their professional education programs, they must demonstrate evidence of consistent professional growth in these areas through coursework, field and clinical experiences, and interpersonal interactions. The program considers these professional qualities to be as important as academic performance since they are related to one’s success as a professional.

When concerns regarding professional behaviors are observed, the program will refer their concern to the appropriate administrative faculty within the School of Education to review their performance.

Students who are found to not meet the minimum requirement for English proficiency as outlined by ASHA will be counseled individually by program faculty. If deemed necessary by the faculty, remediation may be required in order to increase English proficiency to a level consistent with ASHA’s current position statement.

Dismissal from Program

In addition to Monmouth University’s general policies outlined in the Graduate Catalog, three additional policy areas may lead to dismissal from Monmouth University’s M.S.Ed. in Speech-Language Pathology (SLP) Program: (1) poor academic/clinical performance, (2) inability to demonstrate the essential skills for a career in SLP, and (3) unprofessional or unethical conduct.

Poor Academic or Clinical Performance:

Satisfactory progress through the SLP program requires a minimum passing grade of ‘C’ (73%) in each course and a minimum 3.0 cumulative GPA. Failing to receive a grade of ‘C’ or better in any course will automatically result in dismissal from the program. Starting in the Fall 2025 semester, no failed course may be repeated for credit toward the degree. Failing to achieve a 3.0 semester GPA for the first time will automatically result in a student being placed on Academic Warning. Failing to achieve a 3.0 semester GPA for the second time, will automatically result in a student being placed on Academic Probation. Failing to achieve a 3.0 semester GPA for the third time will automatically result in a student being dismissed. Students cannot continue in clinical training if on Academic Warning or Probation, potentially changing the program completion date (i.e., students must have a cumulative 3.0 GPA to continue with their clinical phase of training). Students can have a maximum of one academic probation during the program (i.e., a second academic probation will result in automatic dismissal from the program).

Inability to Demonstrate the Core Functions for a Career in SLP:

A student who cannot successfully demonstrate the CORE FUNCTIONS for clinical practice, cannot be endorsed for American Speech-Language-Hearing Association (ASHA) clinical certification. Upon application to the M.S.Ed. Program in speech-language pathology, students provide endorsement of their own ability to fulfill the essential skills and functions for clinical practice via signature.

For each student, the faculty, clinical supervisors, and Program Director will monitor for signs of poor demonstration of core functions beginning immediately upon enrollment in the Program and will continue throughout the completion of the Program. The faculty/supervisor identifying a sign of struggle, the Program Director, and the student in question will meet to explore any concerns with demonstration of core functions. As indicated by circumstances, the team will (a) counsel the student, (b) prescribe a remediation plan, (c) implement the plan, and (d) monitor the outcome. The intent of the first and follow-up meetings will be (1) to support and facilitate growth/progress in developing the student’s skills and functions (2) to apprise the student of his/her status as determined by the faculty, supervisor, and/or Program Director, and (3) to counsel the student regarding possible and likely dispositions. When the outcomes of the remediation plan do not indicate demonstrable growth in core functions, the Program must fulfill the ethical responsibility of recommending to the School of Education’s Academic and Professional Dispositions Review Committee (APDRC) terminating a matriculation plan (dismissing the student) that is not leading to clinical competence sufficient for meeting the American Speech-Language-Hearing Association’s Council for Clinical Certification (CFCC) certification standards. With APDRC’s recommendation, a student is dismissed from the Program and counseled regarding career alternatives. No more than two formal clinical remediations are permitted across the entire program. Any student requiring a third formal clinical remediation will be dismissed per this policy.

Unprofessional or Unethical Conduct:

When signs of unprofessional or unethical conduct are detected, faculty members/clinical supervisors intervene for the purposes of (a) educating/counseling a student, (b) identifying and invoking appropriate student support services, (c) formulating a remediation plan, (d) setting explicit expectations on outcomes, and (e) monitoring progress. The faculty/supervisor identifying a sign of struggle, the Program Director, and the student in question will meet as necessary to review progress and likely dispositions. Once a student is determined to be at risk based upon a demonstrated deficiency in professionalism and/or ethics, the student’s standing is moved from ‘good standing’ to ‘probation.’ If the remediation plan is successful, a student’s standing in the Program is returned to ‘good standing.’ When the outcomes of counseling interventions and the remediation plan do not indicate acceptable growth, as determined by the Program’s leadership, in professionalism and/or ethics, the Program must fulfill the ethical responsibility of recommending to the School of Education’s Academic and Professional Dispositions Review Committee (APDRC) terminating a matriculation plan (dismissing the student) that is not leading to clinical competence sufficient for meeting the American Speech-Language-Hearing Association’s Council for Clinical Certification (CFCC) certification standards. With APDRC’s recommendation, a student is dismissed from the Program and counseled regarding career alternatives. Please note that any violation that places a client/patient/coworker/peer student/supervisor/instructor in any level of physical, psychological, or emotional danger is grounds for immediate dismissal without remediation. All Federal, State, and local laws must be followed at all times when participating in any aspect of the M.S.Ed. in Speech-Language Pathology Program. Failure to uphold applicable laws will result in immediate dismissal from the Program without intervention.

Fair and Equitable Treatment

The M.S.Ed. in SLP fully will treat each and every student in a fair and equitable manner. Monmouth University’s Office of Equity and Diversity provides you with a wealth of resources in understanding what fair and equitable treatment looks like in higher education as well as mechanisms to file a complaint if you feel you were discriminated against or harrassed. Students are urged to speak with the SLP Program’s Chair, Faculty, and Staff if they believe they are not being treated in a fair and equitable manner. However, every student has the right to contact the Office of Equity and Diversity directly without SLP Program Faculty/Staff knowledge.

National Student Speech-Language-Hearing Association (NSSLHA) Information

National NSSLHA membership provides benefits that help students stay current on advancements in the field, enhance their academic knowledge, find internships and employment, network with other students with similar interests, and save money on products and services. If you are interested in joining the chapter at Monmouth University, please contact Erik Raj, Ph.D. at eraj@monmouth.edu

NSSLHA Contact Information

National Student Speech Language Hearing Association 2200 Research Boulevard #322
Rockville, MD 20850-3289 USA
E-mail: nsslha@asha.org
http://www.asha.org/nsslha/

Research

ASHA certification guidelines require that graduate students in speech-language pathology demonstrate knowledge of the principles of basic and applied research and research design. In addition, the applicant must have demonstrated knowledge of how to access sources of research information and must have demonstrated the ability to relate research to clinical practice.

To meet these requirements, the program requires all students to take SLP 680: Research Methods. This course teaches students the skills to develop a clinical research question, review the literature on the research topics, and design a clinical research project. Students will be given the opportunity to display their proposed research on campus during the School of Education Interprofessional Research Symposium. Students are also encouraged to present their proposed research ideas in the form of a poster presentation at the New Jersey Speech-Language-Hearing Convention held each spring.

Additionally, students are encouraged to assist in faculty research. Each full-time academic faculty member in SLP has an active research agenda and welcomes student involvement.

Finally, students may opt to complete an independent research project. This project will be developed and carried out by the student under the advisement of a faculty member. Students choosing to engage in independent research must discuss this option with their advisor. Your professor will then meet with you individually to discuss the requirements and timeline for an independent research project. The independent research project is not in lieu of SLP 680.

Student Professional Behavior

The School of Education has developed a policy on “Professionalism and Student Involvement”. This policy outlines the Student Professional Behavior Policy and review process. All students will be reviewed under the program’s professional behavior policy. This policy can be found on the program’s portal page. This policy includes but is not limited to external clinical practicum requirements for behavior.

Record Retention Policy

Monmouth University’s Record Retention Policy for Student Academic Records can be found on the University’s Record Retention webpage (under Appendix C). Most aspects of the student’s academic record are kept permanently. Admission records are only kept for 3 years after graduation or last attendance.

The Department of Speech-Language Pathology’s policy is in transition from paper copies of student clinical records to electronic only copies of student clinical records. Current student files are kept in Calipso. These files are available in Calipso in perpetuity (and always available to the student and alumnus). Paper copies of clinical record files for students who attended before the program’s use of Calipso are kept for seven years and then scanned for permanent digital storage. It is the student’s responsibility to maintain access to Calipso after graduation. The program will also maintain access to Calipso for their own documentation needs. Students should independently retain all records beyond graduation. If a student who attended prior to the program’s implementation of Calipso wishes to obtain a copy of their clinical record, they should contact the Program Director in writing. Any non-clinical records (i.e., official academic, such as transcripts) can be obtained by contacting the Monmouth University Registrar.

Monmouth University’s COVID-19 Policy

For the most up-to-date information about Monmouth University’s COVID-19 policies, please visit the University’s dedicated site for updates. If anyone tests positive – even through a home test – they are required to report their test results to health@monmouth.edu. The Health Center will continue to maintain records of new COVID-19 cases. Any information on the University’s dedicated site for updates on COVID-19 policies overrides any policy outlined in this handbook.

Masking on Campus

Effective May 16, 2022, the University moved to a campus-wide mask-optional policy for all indoor spaces, including classrooms. Employees may request, but not require, masking in their respective classrooms and office spaces. It is essential that we respect and support the decisions made by our colleagues with respect to masking.

ASHA Standards

The American Speech-Language-Hearing Association (ASHA) and the Council for Clinical Certification (CFCC) established standards for obtaining the Certificate of Clinical Competence (CCC). These standards are outlined below:

Standard I—Degree

The applicant for certification must have a master’s, doctoral, or other recognized post-baccalaureate degree.

Standard II—Education Program

All graduate coursework and graduate clinical experience required in speech-language pathology must have been initiated and completed in a CAA-accredited program or in a program with CAA candidacy status.

Standard III—Program of Study

The applicant must have completed a program of study (a minimum of 36 semester credit hours at the graduate level) that includes academic coursework and supervised clinical experiences sufficient in depth and breadth to achieve the specified knowledge and skills outcomes stipulated in Standards IV-A through IV-G and Standards V-A through V-C.

Standard IV—Knowledge Outcomes

Standard IV-A—The applicant must have demonstrated knowledge of statistics as well as the biological, physical, and social/behavioral sciences.
Standard IV-B—The applicant must have demonstrated knowledge of basic human communication and swallowing processes, including the appropriate biological, neurological, acoustic, psychological, developmental, and linguistic and cultural bases. The applicant must have demonstrated the ability to integrate information pertaining to normal and abnormal human development across the life span.
Standard IV-C—The applicant must have demonstrated knowledge of communication and swallowing disorders and differences, including the appropriate etiologies, characteristics, anatomical/physiological, acoustic, psychological, developmental, and linguistic and cultural correlates in the following areas:
- Speech sound production, to encompass articulation, motor planning and execution, phonology, and accent modification
- Fluency and fluency disorders
- Voice and resonance, including respiration and phonation
- Receptive and expressive language, including phonology, morphology, syntax, semantics, pragmatics (language use and social aspects of communication), prelinguistic communication, paralinguistic communication (e.g., gestures, signs, body language), and literacy in speaking, listening, reading, and writing
- Hearing, including the impact on speech and language
- Swallowing/feeding, including (a) structure and function of orofacial myology and (b) oral, pharyngeal, laryngeal, pulmonary, esophageal, gastrointestinal, and related functions across the life span
- Cognitive aspects of communication, including attention, memory, sequencing, problem-solving, and executive functioning
- Social aspects of communication, including challenging behavior, ineffective social skills, and lack of communication opportunities
- Augmentative and alternative communication modalities

Standard IV-D—For each of the areas specified in Standard IV-C, the applicant must have demonstrated current 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.

Standard IV-E—The applicant must have demonstrated knowledge of ethical conduct. This includes the principles and rules of the current ASHA Code of Ethics.

Standard IV- F—The applicant must have demonstrated knowledge of processes used in research and of the integration of research principles into evidence-based clinical practice

Standard IV-G—The applicant must have demonstrated knowledge of contemporary professional issues.

Standard IV-H—The applicant must have demonstrated knowledge of entry level and advanced certifications, licensure, and other relevant professional credentials, as well as local, state, and national regulations and policies relevant to professional practice.

Standard V—Skills Outcomes

Standard V-A—The applicant must have demonstrated skills in oral and written or other forms of communication sufficient for entry into professional practice.

Standard V-B—The applicant must have completed a program of study that included experiences sufficient in breadth and depth to achieve the following skills outcomes:
1. Evaluation
  - Conduct screening and prevention procedures, including prevention activities.
  - Collect case history information and integrate information from clients/patients, family, caregivers, teachers, and relevant others, including other professionals.
  - Select and administer appropriate evaluation procedures, such as behavioral observations, nonstandardized and standardized tests, and instrumental procedures.
  - Adapt evaluation procedures to meet the needs of individual receiving services.
  - Interpret, integrate, and synthesize all information to develop diagnoses and make appropriate recommendations for intervention.
  - Complete administrative and reporting functions necessary to support evaluation.
  - Refer clients/patients for appropriate services.
2. Intervention
  - Develop setting-appropriate intervention plans with measurable and achievable goals that meet clients/patients needs. Collaborate with clients/patients and relevant others in the planning process.
  - Implement intervention plans that involve clients/patients and relevant others in the intervention process.
  - Select or develop and use appropriate materials and instrumentation for prevention and intervention.
  - Measure and evaluate clients/patients performance and progress.
  - Modify intervention plans, strategies, materials, or instrumentation as appropriate to meet the needs of clients/patients.
  - Complete administrative and reporting functions necessary to support intervention.
  - Identify and refer clients/patients for services, as appropriate.
3. Interactions and Personal Qualities
  - Communicate effectively, recognizing the needs, values, preferred mode of communication, and cultural/linguistic background of the individual(s) receiving services, family, caregivers, and relevant others.
  - Managing the care of individuals receiving services to ensure an interprofessional, team-based collaborative practice.
  - Provide counseling regarding communication and swallowing disorders to clients/patients, family, caregivers, and relevant others.
  - Adhere to the ASHA Code of Ethics, and behave professionally
Standard V-C—The applicant must complete a minimum of 400 clock hours of supervised clinical experience in the practice of speech-language pathology. Twenty-five hours must be spent in guided clinical observation, and 375 hours must be spent in direct client/patient contact. A minimum of 250 hours of supervised clinical practicum within the graduate program must be acquired through on-site and in-person direct contact hours. At the discretion of the graduate program, up to 75 direct contact hours may be obtained through clinical simulation. Given specific circumstances (including appropriateness for client as well as student clinician readiness among other considerations), telepractice may be used to acquire up to 125 contact hours, in addition to those earned through guided clinical observations (25 hours) or on-site and in-person direct contact hours (250 hour minimum).
Standard V-D—At least 325 of the 400 clock hours of supervised clinical experience must be completed while the applicant is enrolled in graduate study in a program accredited in speech-language pathology by the CAA.
Standard V-E—Supervision of students must be provided by a clinical educator who holds ASHA certification in the appropriate profession and who, after earning the CCC-A or CCC-SLP, has completed (1) a minimum of 9 months of full-time clinical experience (or its part-time equivalent), and (2) a minimum of 2 hours of professional development in clinical instruction/supervision.

The amount of direct supervision must be commensurate with the student’s knowledge, skills, and experience; must not be less than 25% of the student’s total contact with each client/patient and must take place periodically throughout the practicum. Supervision must be sufficient to ensure the welfare of the individual receiving services.
Standard V-F—Supervised practicum must include experience with individuals across the life span and from culturally/linguistically diverse backgrounds. Practicum must include experience with individuals with various types and severities of communication and/or related disorders, differences, and disabilities.

Standard VI—Assessment

The applicant must have passed the national examination adopted by ASHA for purposes of certification in speech-language pathology: https://www.ets.org/praxis/asha

Standard VII—Speech-Language Pathology Clinical Fellowship

The applicant must successfully complete a Speech-Language Pathology Clinical Fellowship (CF).
Standard VII-A—Clinical Fellowship Experience—The CF must consist of clinical service activities that foster continued growth and integration of knowledge, skills, and tasks of clinical practice in speech-language pathology consistent with ASHA’s current Scope of Practice in Speech-Language Pathology. The CR must consist of no less than 36 weeks of full-time professional experience or its part-time equivalent.
Standard VII-B—Clinical Fellowship Mentorship—The Clinical Fellow must receive ongoing mentoring and formal evaluations by the CF mentor. Mentorship must be provided by a clinician who holds the CCC-SLP and who, after earning the CCC-SLP, has completed (1) a minimum of 9 months of full-time clinical experience (or its part-time equivalent), and (2) a minimum of 2 hours of professional development/continuing education in clinical instruction/supervision.
Standard VII-C—Clinical Fellowship Outcomes—The Clinical Fellow must demonstrate knowledge and skills consistent with the ability to practice independently.

Standard VIII—Maintenance of Certification

Certificate holders must demonstrate continued professional development for maintenance of the CCC-SLP.

CAA 2017 Standards for Curriculum (Academic and Clinical Education) in Speech-Language Pathology (Partial Accreditation Standards for the Program’s Curriculum)

3.1.1B Professional Practice Competencies

The program must provide content and opportunities for students to learn so that each student can demonstrate the following attributes and abilities and demonstrate those attributes and abilities in the manners identified.

Accountability

Practice in a manner that is consistent with the professional code of ethics and the scope of practice documents for the profession of speech-language pathology.
Adhere to federal, state, and institutional regulations and policies that are related to services provided by speech-language pathologists.
Understand the fiduciary responsibility for each individual served. Understand the various models of delivery of speech-language pathology services (e.g., hospital, private practice, education, etc.).
Use self-reflection to understand the effects of his or her actions and make changes accordingly.
Understand the health care and education landscape and how to facilitate access to services.
Understand how to work on interprofessional teams to maintain a climate of mutual respect and shared values.

Integrity

Use the highest level of clinical integrity with each individual served, family members, caregivers, other service providers, students, other consumers, and payers; and
Understand and use best professional practices related to maintenance of confidentiality for all individuals in accordance with HIPAA and FERPA requirements.

Effective Communication Skills

Use all forms of expressive communication—including written, spoken, and non-verbal communication—with individuals served, family members, caregivers, and any others involved in the interaction to ensure the highest quality of care that is delivered in a culturally competent manner.
Communicate—with patients, families, communities, and interprofessional team colleagues and other professionals caring for individuals in a responsive and responsible manner that supports a team approach to maximize care outcomes.

Clinical Reasoning

Use valid scientific and clinical evidence in decision-making regarding assessment and intervention.
Apply current knowledge, theory, and sound professional judgment in approaches to intervention and management of individuals served.
Use clinical judgment and self-reflection to enhance clinical reasoning.

Evidence-Based Practice

Access sources of information to support clinical decisions regarding assessment and intervention/management,
Critically evaluate information sources and applies that information to appropriate populations, and
Integrate evidence in provision of speech-language pathology services.

Concern for Individuals Served

Show evidence of care, compassion, and appropriate empathy during interactions with each individual served, family members, caregivers, and any others involved in care; and
Encourage active involvement of the individual served in his or her own care.

Cultural Competence

Understand the impact of his or her own set of cultural and linguistic variables on delivery of effective care. These include, but are not limited to, variables such as age, ethnicity, linguistic background, national origin, race, religion, gender, and sexual orientation.
Understand the impact of the cultural and linguistic variables of the individuals served on delivery of care. These include but are not limited to variables such as age, ethnicity, linguistic background, national origin, race, religion, gender, and sexual orientation.
Understand the interaction of cultural and linguistic variables between the caregivers and the individuals served in order to maximize service delivery.
Understand the characteristics of the individuals served (e.g., age, demographics, cultural and linguistic diversity, educational history and status, medical history and status, cognitive status, and physical and sensory abilities) and how these characteristics relate to clinical services.

Professional Duty

Engage in self-assessment to improve his or her effectiveness in the delivery of services.
Understand the roles and importance of professional organizations in advocating for rights to access to speech-language pathology services.
Understand the role of clinical teaching and clinical modeling as well as supervision of students and other support personnel.
Understand the roles and importance of interdisciplinary/interprofessional assessment and intervention and be able to interact and coordinate care effectively with other disciplines and community resources.
Understand and practice the principles of universal precautions to prevent the spread of infectious and contagious diseases.
Understand and use the knowledge of one’s own role and those of other professions to appropriately assess and address the needs of the individuals and populations served.

Collaborative Practice

Understand how to apply values and principles of interprofessional team dynamics.
Understand how to perform effectively in different interprofessional team roles to plan and deliver care centered on the individual served that is safe, timely, efficient, effective, and equitable.

3.1.2B Foundations of Speech-Language Pathology Practice

The program must include content and opportunities to learn so that each student can demonstrate knowledge of the:

discipline of human communication sciences and disorders;
- basic human communication and swallowing processes, including the appropriate biological, neurological, acoustic, psychological, developmental, and linguistic and cultural bases; ability to integrate information pertaining to normal and abnormal human development across the life span;
  - nature of communication and swallowing processes
    - elements
      - articulation;
      - fluency;
      - voice and resonance, including respiration and phonation;
      - receptive and expressive language (phonology, morphology, syntax, semantics, pragmatics, prelinguistic communication, and paralinguistic communication) 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 myology);
      - cognitive aspects of communication (e.g., attention, memory, sequencing, problem solving, executive functioning);
      - social aspects of communication (e.g., behavioral and social skills affecting communication);
      - augmentative and alternative communication.
    - knowledge of the above elements includes each of the following:
      - etiology of the disorders or differences,
      - characteristics of the disorders or differences,
      - underlying anatomical and physiological characteristics of the disorders or differences,
      - acoustic characteristics of the disorders or differences (where applicable),
      - psychological characteristics associated with the disorders or differences,
      - developmental nature of the disorders or differences,
      - linguistic characteristics of the disorders or differences (where applicable),
      - cultural characteristics of the disorders or differences.

3.1.3B Identification and Prevention of Speech, Language, and Swallowing Disorders and Differences

The program must include content and opportunities to learn so that each student can demonstrate knowledge of:

principles and methods of identification of communication and swallowing disorders and differences,
principles and methods of prevention of communication and swallowing disorders.

3.1.4B Evaluation of Speech, Language, and Swallowing Disorders and Differences

The program must include content and opportunities to learn so that each student can demonstrate knowledge and skills in assessment across the lifespan for disorders and differences associated with:

articulation;
fluency;
voice and resonance, including respiration and phonation;
receptive and expressive language (phonology, morphology, syntax, semantics, pragmatics, prelinguistic communication, and paralinguistic communication) 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 myology);
cognitive aspects of communication (e.g., attention, memory, sequencing, problem solving, executive functioning);
social aspects of communication (e.g., behavioral and social skills affecting communication); and
augmentative and alternative communication needs.

3.1.5B Intervention to Minimize the Effects of Changes in the Speech, Language, and Swallowing Mechanisms

The program must include content and opportunities to learn so that each student can demonstrate knowledge and skills in:

intervention for communication and swallowing differences with individuals across the lifespan to minimize the effect of those disorders and differences on the ability to participate as fully as possible in the environment.

intervention for disorders and differences of
- articulation;
- fluency;
- voice and resonance, including respiration and phonation;
- receptive and expressive language (phonology, morphology, syntax, semantics, pragmatics, prelinguistic communication, and paralinguistic communication) 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 myology);
- cognitive aspects of communication (e.g., attention, memory, sequencing, problem solving, executive functioning);
- social aspects of communication (e.g., behavioral and social skills affecting communication);
- augmentative and alternative communication needs.

3.1.6B General Knowledge and Skills Applicable to Professional Practice

The program must include content and opportunities to learn so that each student acquires knowledge and skills in working with individuals with the aforementioned communication and swallowing disorders across the lifespan and by demonstration of:

ethical conduct;
integration and application of knowledge of the interdependence of speech, language, and hearing;
engagement in contemporary professional issues and advocacy;
processes of clinical education and supervision;
professionalism and professional behavior in keeping with the expectations for a speech- language pathologist;
interaction skills and personal qualities, including counseling and collaboration;
self-evaluation of effectiveness of practice.

Graduate students in speech-language pathology will be expected to meet all knowledge and skills competencies required for certification by the American Speech-Language-Hearing Association.

For more information on the standards listed above visit the American Speech-Language-Hearing Association website: www.asha.org

Licensure and Certification

The program prepares the students to meet the requirements for licensure in Speech-Language Pathology from the State of New Jersey and certification as a Speech-Language Specialist from the Department of Education, State of New Jersey. A credentialing officer from the School of Education will be available to help with the process for applying for the certification as a Speech-Language Specialist.

For more information from the New Jersey Audiology and Speech-Language Pathology Advisory Committee visit http://www.njconsumeraffairs.gov/aud/

For more information on the Speech-Language Specialist Standard Certificate visit http://www.state.nj.us/education/educators/license/endorsements/3462S.pdf

ASHA/CAA Resources

ASHA Code of Ethics

Preamble

The American Speech-Language-Hearing Association (ASHA; hereafter, also known as “The Association”) has been committed to a framework of common principles and standards of practice since ASHA’s inception in 1925. This commitment was formalized in 1952 as the Association’s first Code of Ethics. This Code has been modified and adapted as society and the professions have changed. The Code of Ethics reflects what we value as professionals and establishes expectations for our scientific and clinical practice based on principles of duty, accountability, fairness, and responsibility. The ASHA Code of Ethics is intended to ensure the welfare of the consumer and to protect the reputation and integrity of the professions.

The ASHA Code of Ethics is a framework and focused guide for professionals in support of day-to-day decision making related to professional conduct. The Code is partly obligatory and disciplinary and partly aspirational and descriptive in that it defines the professional’s role. The Code educates professionals in the discipline, as well as students, other professionals, and the public, regarding ethical principles and standards that direct professional conduct.

The preservation of the highest standards of integrity and ethical principles is vital to the responsible discharge of obligations by audiologists, speech-language pathologists, and speech, language, and hearing scientists who serve as clinicians, educators, mentors, researchers, supervisors, and administrators. This Code of Ethics sets forth the fundamental principles and rules considered essential to this purpose and is applicable to the following individuals:

a member of the American Speech-Language-Hearing Association holding the Certificate of Clinical Competence (CCC)
a member of the Association not holding the Certificate of Clinical Competence (CCC)
a nonmember of the Association holding the Certificate of Clinical Competence (CCC)
an applicant for certification, or for membership and certification

By holding ASHA certification or membership, or through application for such, all individuals are automatically subject to the jurisdiction of the Board of Ethics for ethics complaint adjudication.

Individuals who provide clinical services and who also desire membership in the Association must hold the CCC.

The fundamentals of ethical conduct are described by Principles of Ethics and by Rules of Ethics. The four Principles of Ethics form the underlying philosophical basis for the Code of Ethics and are reflected in the following areas: (I) responsibility to persons served professionally and to research participants, both human and animal; (II) responsibility for one’s professional competence; (III) responsibility to the public; and (IV) responsibility for professional relationships. Individuals shall honor and abide by these Principles as affirmative obligations under all conditions of applicable professional activity. Rules of Ethics are specific statements of minimally acceptable as well as unacceptable professional conduct.

The Code is designed to provide guidance to members, applicants, and certified individuals as they make professional decisions. Because the Code is not intended to address specific situations and is not inclusive of all possible ethical dilemmas, professionals are expected to follow the written provisions and to uphold the spirit and purpose of the Code. Adherence to the Code of Ethics and its enforcement results in respect for the professions and positive outcomes for individuals who benefit from the work of audiologists, speech-language pathologists, and speech, language, and hearing scientists.

Code of Ethics of the American Speech-Language-Hearing Association: http://www.asha.org/policy/ET2016-00342/

Additional ethics resources provided by the American Speech-Language-Hearing Association can be found on the ASHA website: http://www.asha.org/practice/ethics:

Scope of Practice for Speech-Language Pathology

The Scope of Practice in Speech-Language Pathology includes a statement of purpose, a framework for research and clinical practice, qualifications of the speech-language pathologist, professional roles and activities, and practice settings. The speech-language pathologist is the professional who engages in clinical services, prevention, advocacy, education, administration, and research in the areas of communication and swallowing across the life span from infancy through geriatrics. Given the diversity of the client population, ASHA policy requires that these activities are conducted in a manner that takes into consideration the impact of culture and linguistic exposure/acquisition and uses the best available evidence for practice to ensure optimal outcomes for persons with communication and/or swallowing disorders or differences.

This scope of practice document is an official policy of the American Speech-Language-Hearing Association (ASHA) defining the breadth of practice within the profession of speech-language pathology. The Scope of Practice in Speech-Language document can be found on the ASHA website: http://www.asha.org/uploadedFiles/SP2016-00343.pdf

Preferred Practice Patterns for the Profession of Speech-Language Pathology

The American Speech-Language-Hearing Association (ASHA) established the Preferred Practice Patterns for the Profession of Speech-Language Pathology to enhance the quality of professional services. These statements were developed as a guide for ASHA-certified speech-language pathologists and as an educational tool for other professionals, members of the general public, consumers, administrators, regulators, and third-party payers. The practice patterns apply across all settings in which the procedure is performed and are to be used with sensitivity to and knowledge of cultural and linguistic differences and the individual preferences and needs of clients/patients and their families. In publishing these statements, ASHA does not intend to exclude members of other professions or related fields from rendering services within their scope of practice for which they are competent by virtue of education and training.

ASHA Contact Information

The ASHA Action Center welcomes questions and requests for information from members and non-members. ASHA members should include their ASHA ID number in the e-mail.

Available 8:30 a.m.–5:00 p.m. EST, Monday–Friday

Members: 800-498-2071

Non-Member: 800-638-8255

Fax: 301-296-8580

TTY (Text Telephone Communication Device): 301-296-5650

ASHA Website

ASHA National Office

2200 Research Boulevard

Rockville, MD 20850-3289 USA

Local: 301-296-5700

Complaints Regarding Accreditation

Students can contact the Council on Academic Accreditation (CAA) directly with any complaints or concerns they may have regarding the program’s compliance with accreditation standards. To contact the CAA, you can write to the Accreditation Office at ASHA, 2200 Research Boulevard #310, Rockville, Maryland 20850; call ASHA’s Action Center at 800-498-2071; or e-mail to: accreditation@asha.org.

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