SHS-564-emily.schreiner-2026-01-22-11-38-48
On-Campus Clinical Practicum
SHS 564
Fall 2025/Spring 2026/Summer 2026
1-4 Credits
Course Details
Instructor Contact Information
Emily Schreiner (she/her/hers) MA, CCC-SLP, Clinical Assistant Professor, Director of On-Site Clinical Programs
Office: Health Sciences Building, 125R
Email Address: emily.schreiner@wsu.edu
Phone: 509-368-6919
Office Hours: 1-3 Tuesdays
Clinical Educators:
• Dana Algeo-Nichols, Ph.D., CCC-SLP
• Jenn Kurtulus, M.A., CCC-SLP
• Mercedes DiMartini, M.A., CCC-SLP
• Amy Meredith, Ph.D., CCC-SLP
• Emily Schreiner, M.A., CCC-SLP
• Aimee Stormo, M.S., CCC-SLP
• Ashley Winkle, M.A., CCC-SLP
Course Description
Advanced clinical practice in evaluation and treatment of speech, language, and hearing disorders. This course provides students with practical clinical experience working with children and adults who present with various speech, language, hearing, and swallowing disorders.
Clinical practicum is comprised of:
1. Supervised clinical assignments for evaluating and/or treating adults and children with communication disorders, providing both in-person and tele practice assessment and treatment services
2. Professional practice competencies
Course Materials
Books: Treatment Resource Manual for Speech-Language Pathology, Seventh Edition by Froma P. Roth and Colleen K. Worthington $170
Other Materials: Clinic Handbook
Reading as assigned by clinical educators
Fees: $215 per semester
|
Course Learning Outcomes (students will be able to:) |
Activities Supporting the Learning Outcomes | Assessment of the Learning Outcomes |
|---|---|---|
| Evaluation: Students will conduct culturally responsive screening and evaluation procedures, collect and synthesize assessment data, and interpret findings to develop appropriate diagnoses, recommendations, documentation, and referrals. | • Client screening and assessment sessions • Case history interviews and record reviews • Administration and scoring of standardized and informal assessments • Supervisor-guided diagnostic discussions • Writing evaluation reports and referral documentation |
• CE evaluation of screening and assessment performance • Review of assessment protocols and written reports • Clinical competency ratings related to evaluation skills in midterm and final clinical evaluations |
| Intervention: Students will develop, implement, and modify evidence-based, client-centered intervention plans using appropriate materials, data collection, and documentation to support functional outcomes. | • Development of treatment plans and measurable goals • Direct therapy sessions with assigned clients • Selection and use of therapy materials and instrumentation • Ongoing data collection and analysis • Clinical supervision meetings and feedback implementation |
• CE observation and evaluation of therapy sessions • Review of treatment plans, goals, and data collection • Clinical competency ratings related to intervention skills in midterm and final clinical evaluations |
| Interaction and Professional Practice: Students will communicate effectively with clients, families, supervisors, and interprofessional team members, demonstrating ethical conduct, cultural responsiveness, and professional behavior consistent with ASHA standards. | • Client and family conferences • Interprofessional communication (as applicable) • Counseling and education related to communication and swallowing disorders • Adherence to clinic policies and procedures • Reflective discussions and self-evaluations |
• CE evaluation of professionalism, communication, and ethical behavior • Documentation review for timeliness and accuracy • Midterm and final clinical evaluations |
Course Schedule
FALL: 2 or more client/assignments per student for the Fall semester
Clinic Begins: September 2nd
Midterm: Week of October 13th
Veterans Day: Tuesday November 11th-Clinic Closed
Thanksgiving: November 24th- 28th Students are off
Clinic Ends: December 12th
SPRING 1: 4 or more client/assignments per student for the Spring semester
Clinic Begins: January 5th
MLK Day: January 19th Clinic Closed and Students are off
Midterm: Week of February 9-13
President's Day: February 16th Clinic is Open, but Students are off
Clinic Ends: March 13th
SPRING 2: 4 or more client/assignments per student for the Spring semester
Clinic Begins: March 23rd
Midterm: Week of April 27-May 1
Memorial Day: May 25th Clinic Closed and Students are off
Clinic Ends: June 5th
SUMMER Clinic: Variable options over three weeks from June 8th-June 26th
Expectations for Student Effort
In Fall semester, the goal is to have you spend a weekly average of 3-4 hours with clients, as well as 4 hours completing simulated cases through Simucase (from October-December), as well as a weekly debrief session for Simucase. You will likely have one meeting per week (30-60) minutes with each of your Clinical Educators. You will be responsible for taking the time to plan for sessions and complete the paperwork for sessions as well. The amount of time you spend on these tasks will start out high and decrease as your skills increase throughout the semester.
In Spring semester, the hope is that you have close to 5 hours a week in front of clients. The amount of time you spend on planning and paperwork will likely decrease/client compared to Fall semester.
As far as Effort goes, we are expecting that you put full effort into each of your clients and their sessions each week.
Grading
This Course is Pass/Fail. The Pass/Fail is determined by your assigned Clinical Educators’ assessment of your growing skills. Clinical practicum grading includes the development of knowledge and skills in supervisory and clinical processes, performance in clinical practicum meetings, and professional issues such as:
- Attendance at scheduled evaluation/ treatment sessions and CE meetings
- Timely and accurate completion of required paperwork (billing, documentation, etc.)
- Professional interactions with staff, faculty, students, patients and their families
- Strict adherence to the rules of confidentiality regarding all patient files
- Strict adherence to the ASHA Code of Ethics
- Adherence to the Dress Code
- Compliance with Policies and Procedures
- Violations of HIPAA and Code of Ethics may result in serious consequences, including an "F” for the course
- Students are required to meet with their CE/s at midterm (the week of October 13, 2025) and during finals week (week of December 8, 2025). They must be available until Friday, December 12th at 4pm to complete their final sessions and final meetings with their CE.
- Midterm meetings will give students a formative opportunity to review the status of their acquisition of clinical knowledge and skills. To teach students the essential clinical skill of evaluating the effectiveness of their evaluation abilities and treatment programming, they will submit a self-eval at midterm (and at final) meeting if asked by the clinical educators.
- Final meetings will assess that all clinical documentation (e.g., SOAP notes, progress notes, etc.) have been completed and approved, clock hours are correct and approved, all materials are returned, and to review their clinical performance. Grades will not be posted until all required work is completed.
Students may be placed on a Clinical and Professional Assistance Plan during the course of their graduate program if concerns regarding clinical progress are identified by their Clinical Educators. (see Clinic Handbook for more details)
|
MID-TERM SCORES |
SHS 575 Fall 1 |
SHS 575 Spring 1 |
SHS 575 Spring 2 |
|
Pass |
≥2.90 |
≥3.20 |
≥3.50 |
|
No more than 2 not-mets in the basic skills section |
NO not-mets |
NO not-mets |
|
|
Fail |
≤ 2.89 |
≤ 3.19 |
≤ 3.49 |
|
>2 not-mets |
NO not-mets |
NO not-mets |
|
FINAL SCORES |
SHS 575 Fall 1 |
SHS 575 Spring 1 |
SHS 575 Spring 2 |
|
Pass |
≥3.10 |
≥3.40 |
≥3.70 |
|
No more than 2 not-mets in the basic skills section |
NO not-mets |
NO not-mets |
|
|
Fail |
≤ 3.09 |
≤ 3.39 |
≤3.69 |
|
>2 not-mets |
NO not-mets |
NO not-mets |
General Academic Standards and Requirements
For off-campus placement: Students must meet General Academic Standards and Requirements, must have completed at least one semester in the Range Community Clinic, be recommended by faculty, and have a Pass in SHS 564 in order to advance to SHS 566/568 (off-site practicum) in the spring, summer, or fall semesters of 2026. Students must be in good standing (i.e., minimum of 3.0 in all courses in program of study).
Attendance and Make-Up Policy
Students should make all reasonable efforts to attend all scheduled evaluation and treatment sessions. Attendance at scheduled clinical sessions, timeliness in clinical assignments, and meetings with clinical educators are of utmost importance. In the event that a student is unable to attend and conduct a scheduled clinical session, it is the responsibility of the student to inform the CE, and in some cases the Director of On-Site Clinical Programs (Emily) as soon as possible, preferably before the workday has begun, explain the reason for the absence, and provide documentation if appropriate. The student also needs to contact the Director of On-Site Clinical Programs (Emily) if this is a planned absence. Missing excessive scheduled clinical sessions will impact your hours that you earn in order to graduate, and could result in a failing of the class or an extension of your time in the graduate program.
Make-up Sessions: Scheduled clinic sessions cannot typically be made up or rescheduled. If you know ahead of time that you have to be absent for a scheduled session, e.g., to a scheduled a medical procedure, or to attend a long planned family event, such as a wedding, you must ask your clinical educator and the Director of on-Site Clinical Programs. Use the Illness/ Absence Request Form (pink) for this purpose.
Clinic Behavior
Students are expected to behave professionally in all aspects of their clinical training, in interaction with their clients, with Range Community Clinic personnel, with clinical educators, with fellow students. During sessions, students are not permitted to use cell phone for any non-clinical purposes, such as answering phone calls or text messaging. Students are further expected to start and end sessions at the scheduled time, i.e., not show up late for their sessions, and be on time for other clinical commitments, e.g., meetings with clinical educators. (for more information, consult the Clinic Handbook)
Documentation
Requirements (late work policy): Clinical documentation will be completed on the electronic medical record: ClinicNote.
- Daily documentation of SOAP notes must occur on the day of service.
- If determined by your CE, you will meet with your CE after your diagnostic evaluation to reconcile your scoring of norm-referenced tests and interpret test results. The first draft of the evaluation reports is due within 48 of your second session (or as determined by your CE).
- The first draft of the semester treatment plans are due within 48 hours (or as determined by your CE) after the baseline semester session/s are completed.
- The first draft of a Discharge Report is due within 48 (or as determined by your CE) after discharge date.
- Clinical educators will correct drafts as soon as their schedule allows, usually withing 48 hrs of your submission. Second drafts are due within 48 hours of clinical educators' corrections.
- Final drafts are due within 10 working days of initial assignment.
- Further changes to the due dates of reports can be determined by your clinical educator.
- Submission of weekly clock hours to your CEs through Calipso are due Friday by 5:00pm of each week.
Expectations for Participation in Remote Therapy Settings
The following expectations pertain to both treatment sessions or class meetings.
Setting: Be sitting up and attentive. You will conduct telepractice clinic from a clinic treatment room. On the rare occasion, you may receive permission to conduct a session from home. Observe HIPAA regulations and be mindful of your background. If your background is messy, consider more neutral backgrounds.
Chat function: May be used and reviewed by the instructor during sessions to communicate with clinicians - so be attentive.
What will help you to be successful in this course?
Disability Accommodation and Inclusive Learning Statement
Your success in this class is important to me. We all learn differently and bring different strengths and needs to the class. If there are aspects of the course that prevent you from learning or make you feel excluded, please let me know as soon as possible. Together we’ll develop strategies to meet both your needs and the requirements of the course.
If you have a disability and require accommodations, please let me know as soon as possible. You will need to register with the Access Center. https://accesscenter.wsu.edu/
There are also a range of resources on campus, including:
The Writing Center https://writingprogram.wsu.edu/undergraduate-writing-center/
The Academic Succes and Career Center https://ascc.wsu.edu/
Cougar Health including Mental Health https://cougarhealth.wsu.edu/mental-health/
What you need to know about Academic Honesty and Plagiarism
We want our learning environment to be honest and fair. WSU has an academic integrity policy that included cheating and plagiarism as forms of dishonesty. Students are responsible for reading WSU’s Academic Integrity Policy, which is based on Washington State law. https://communitystandards.wsu.edu/policies-and-reporting/academic-integrity/ What is plagiarism? Generally speaking, it is any attempt to take credit for work done by another person. Yet, all scholars rely on the work of others to shape their own knowledge and interpretations.
This means: In your writing, you must acknowledge the importance of other works through footnotes and/or direct textual references to influential books, articles, media texts (yes, including Internet resources!), and ideas. When you…
use other people’s sentences, words, or concepts… summarize or paraphrase ideas or opinions… you need to use quotation marks and/or cite your source.
Working with a professor, tutor, or friend to clarify your ideas and organization for a paper or presentation is generally not plagiarism. Using an outline or thesis given to you by someone else without substantial modification is plagiarism.
If a student cheats in their clinical work in this course, they may:
- fail the assignment, and/or
- fail the course, and/or
- be reported to the Center for Community Standards
Students will
- have the right to appeal the decision of the instructor,
- not be able to drop the course or withdraw from the course until the appeals process is finished.
If a student has any questions about what they can and cannot do in this course, ask for clarification. If they want to ask for a change in the decision about academic integrity, they need to use the form at the Center for Community Standards website. This request must be submitted within 21 calendar days of the decision.
Artificial Intelligence
While generative AI has the potential to enhance clinical practice, it must be used responsibly and ethically, with a strong emphasis on evidence-based practice, patient confidentiality, and patient safety. Generative AI can indeed play a valuable role in clinical practice. However, its integration must be approached with caution to ensure that the highest standards of evidence-based practice, patient confidentiality, and patient safety are upheld. While AI tools can provide innovative solutions and support for clinical decision-making, their use must always be guided by robust scientific evidence and clinical expertise. It is essential to verify the accuracy and relevance of AI-generated information against established clinical guidelines and peer-reviewed research. Patient confidentiality is paramount. Any application of AI in clinical settings must comply with all relevant privacy laws and ethical standards to protect patient information. The use of AI should not compromise the trust and confidentiality inherent in the patient-provider relationship. Patient safety must always be our top priority.
AI Use only with acknowledgement
Students are allowed to use advanced automated tools (artificial intelligence or machine learning tools such as ChatGPT, Co-Pilot, or Dall-E) on assignments in this course if that use is properly documented and credited. You can use AI to refine and reorganize your own thoughts and work.
- Generate your own first draft of writing content for the assignment/project before using the AI software.
- With your assignment/project submission, you include all of your AI submission entries and its responses, from beginning to end.
- You make final edits/reword the project to apply your own voice to the writing.
You need to clearly cite all of your sources for creating the assignment, including the AI source used for editing.
For example, text generated using ChatGPT-3 should include a citation such as: “Chat-GPT-3. (YYYY, Month DD of query). “Text of your query.” Generated using OpenAI. https://chat.openai.com/” Material generated using other tools should follow a similar citation convention. Artificial Intelligence can be a helpful tool when used appropriately.
If you are thinking about using this tool at any time, but aren’t sure how to use it appropriately, make an appointment to see me so we can discuss this together and help you be successful in completing your work.