of Evaluation Therapy Skills
6/19/2006 Revision
Clinician: Sarah Benjamin Type of Case: Aphasia Supervisor: Mary Day Report Period: Spring 2008
Midterm Grade: Final Grade: Supervised Minutes:
95 96.46 73.20%
Skills may be rated with decimal values, if desired (e.g., 4.25) 5 Performance exceeds expectations. Independent and consistent identifying and problem-solving clinical issues. Clinician initiates discussion regarding issues with content approved by supervisor. 4 Performance usually above required standards. Often identifies and problem-solves clinical issues. Minimal supervisory guidance required at the request of the clinician. 3 Performance meets general required standards. Clinical skills and the identification of clinical problems and solutions are inconsistent. Moderate supervisory guidance required and often initiated by the supervisor. 2 Certain shortcomings in performance. Maximum supervisory guidance required to identify and solve clinical issues. Clinician responds to specific directions, practice, demonstration or role playing. 1 Clinical skills are inadequate even with maximum supervisory guidance. The clinician does not recognize the need for and/or follow through with supervisor's suggestions. NA Not applicable or insufficient opportunities to judge skill. *************************Highlighted Areas Reflect Higher-Level Thinking Skills********************* Goal 1: To Develop Oral & Written Communication Skills Sufficient for Entry into Professional Practice ASHA Std. IV-B, DPI 6 & 10 11.75 16.75 Communicates Information Effectively (Oral Communication) 4.00 4.25 Adjusts language use, speech rate, & volume to meet client/caregiver needs Explains therapy and evaluation results accurately, concisely, and clearly 0.00 4.25 Gives clear and concise task directions during therapy 4.00 4.25 Allows client adequate time to respond to questions and directions 3.75 4.00 Communicates Information Effectively in Written Therapy Reports Content of report is accurate and comprehensive; data is relevant 3.75 4.00 Sentences are concise and varied in length/type; clutter is avoided (excess 3.75 4.00 number of words to express ideas) Paragraph is organized; point is made and clearly developed and supported 4.25 4.25 4.00 4.25 Essay - each sentence presents specific idea; report is clear and flowing; ideas are not repeated Target audience is kept in mind throughout 4.25 4.25 Vocabulary - terms are used correctly; professional jargon is explained 4.25 4.25 Mechanics and organizational format are correct; no errors in spelling, punctuation, grammar 3.75 4.00 Proofreading and editing are evident by correction of errors; clinician initials 0.00 0.00 Communicates Effectively in Therapy Plans and Progress Reports Writes behavioral objectives that are measurable and complete (task, skill level, criteria) 4.00 4.25 Writes comprehensive therapy plans (all target are represented; motivation, 4.00 4.25 reinforcement & progress sharing plans are specified) 4.25 4.25 4.25 Specifies appropriate teaching techniques Reports objective data that is backed up with accurate, clear data sheets 4.00 4.25 Writes clear progress notes that correspond to each short-term objective 4.00 4.25 Mechanics are correct; no errors in spelling, punctuation, grammar 3.75 4.25
25% Of Grade
28.00
29.00
24.00
29.75
Goal 2: To Develop Clinical Skill in the Evaluation of Clients with Communication and/or Swallowing Disorders ASHA Std. IV-G-1, DPI 8 0.00 0.00
15% of Grade
Plans Assessment Activities Thoroughly Obtains and uses pertinent information from file (case history, IEP, Audiol. Report, Medical Report, etc.) 0.00 0.00 Identifies that additional testing is needed; determines appropriate areas to assess 0.00 0.00 Selects appropriate evaluation procedures (formal and/or informal, instrumental) 0.00 0.00 Completes Assessment and Scoring Activities Efficiently and Accurately 0.00 0.00 Completes evaluation skillfully, adapting procedures as necessary to meet client needs, yet adhering to standardized protocol 0.00 0.00 Scores tests accurately; records significant behavioral observations on test protocols Interprets Assessment Results Accurately 0.00 0.00 Integrates client history with evaluation results and interprets accurately Formulates impressions and specifies prognostic factors 0.00 4.00 Recommends appropriate intervention strategies for speech, language, swallowing intervention 0.00 4.00
0.00
0.00
0.00
8.00
Goal 3: To Develop Skill in Providing Intervention for Communication and Swallowing Disorders ASHA Std. IV-G-2, DPI 1, 2, 3, 4, 5, 6, & 7 To Participate in Formative Assessment for the Purpose of Improving Student Learning ASHA Std. V-A, DPI 9 11.75 12.25
45% of Grade
Plans Therapy Elements Thoroughly (Considering Elements of "Good Teaching") 3.75 4.00 Demonstrates skill in task analysis by establishing and/or modifying short-term objectives Applies academic knowledge to plan activities, teaching/cueing/management/motivational strategies 3.75 4.00 Uses supervisor suggestions and self-evaluations to make timely changes 4.25 4.25 Uses Effective Teaching Techniques 4.25 4.25 Informs client of the purpose/expected outcome of the task Models the task and response; checks for understanding 4.00 4.25 Defines and evaluates correct and incorrect client responses 4.25 4.25 4.00 4.25 Provides behavior-specific feedback and appropriate correction/cueing techniques, modifying as necessary 3.75 4.00 Encourages client self-evaluation Capitalizes on spontaneous communication opportunities that arise 3.75 4.00 Adjusts on the spot to client's performance level (task analysis) 3.75 4.00 Obtains and Interprets Data Skillfully 4.00 4.25 Obtains baseline data; probes for skill level Collects data efficiently and accurately to measure client performance 4.25 4.25 Refers client for other services as appropriate (audiological/medical evaluation) 0.00 0.00 Manages Client Behavior Appropriately 4.00 4.25 Clearly defines behavioral/therapy expectations 4.25 4.25 Reinforces desired behaviors Deals appropriately with unacceptable 0.00 behaviors 0.00 Evaluates Therapy Plan and Session 4.00 4.25 Writes/discusses insightful session evaluations related to the clinical skills specified above 4.25 Completes insightful videotape self-evaluation(s) Is a partner in generating clinician goals 0.00 0.00
27.75
29.00
8.25
8.50
8.25
8.50
8.25
4.25
Goal 4: To Develop Interaction and Personal Qualities for Effective Professional Relationships ASHA Std. IV-G-3, DPI 10 12.75 12.75
10% of Grade
Interacts Professionally with Client/Caregiver 4.25 4.25 Establishes appropriate tone of session: professional demeanor, enthusiasm, body language, proximity Demonstrates genuine concern and respect for the client/caregiver 4.25 4.25 Demonstrates active listening; accepts and utilizes suggestions of client/caregiver 4.25 4.25 Provides counseling and/or home program regarding the communication/swallowing disorder 0.00 0.00 Interacts Professionally with Peers and Supervisor 4.25 4.25 Collaborates with supervisor and other professionals in case management Prepares for supervisory conference by reviewing supervisor's feedback and 4.25 4.25 progress data and developing questions and topics for discussion Demonstrates initiative, problem-solving skills, and effort to function independently 4.00 4.25 Responds in an appropriate manner to constructive criticism 4.25 4.25 Appropriately expresses concerns regarding any aspect of practicum to assigned supervisor 4.25 4.25 Exhibits professional enthusiasm 4.25 4.25 Displays appropriate grooming, attire 4.25 4.25
29.50
29.75
Goal 5: To Adhere to the ASHA Code of Ethics and Behave Professionally ASHA Std. IV-G-3-d, DPI 10
5% of Grade
NOTE: All clinicians are expected to adhere to the ASHA Code of Ethics and to exhibit professional behavior. Recurrent and/or serious infractions (confidentiality, punctuality, attendance, etc.) may result in lowering of the practicum grade.
8.50
8.50
Ethic I: Is responsible to hold paramount the welfare of persons they serve professionally Ethic II: Honors responsibility to achieve and maintain the highest level of professional competence 4.25 4.25 Is responsible for all aspects of practicum and for timely completion of clinical assignments 4.25 4.25 Maintains the confidentiality of all matters related to client/caregiver
PROCEDURE FOR DETERMINING MID-TERM THERAPY GRADE 1. For each goal area 1-5, rate the applicable items according to the rating scale of 1-5. 2. Determine weighted points for each goal area using the following chart. 3. If it is not appropriate to rate a particular goal area, increase the weight of other sections that most reflect the student's clinical experience, so that the weight total is 1.0. Total Points 63.75 0.00 64.25 42.25 8.50 No. Items Rated 16 0 16 10 2 Mean Score 3.98 0.00 4.02 4.23 4.25 Section Weight 0.35 0.00 0.50 0.10 0.05 Total Weighted Points = 4. Determine the percentage and letter grade as follows: Divide the student's Total Weighted Points by the number below that reflects the student's experience level. Total weighted points Total weighted points Total weighted points 4.04 4.04 4.04 divided by 4.5 (2nd yr. grads) = divided by 4.25 (1st yr. grads) = divided by 4.0 (Undergrads) = 89.72% Maximum is 100% " 95.00% " 100.93% Weighted Points 1.39 0.00 2.01 0.42 0.21 4.04
Goals 1 2 3 4 5
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5. Letter grade: Identify the letter grade below that corresponds to the percentage obtained above. Second Year Graduate Students (100+ Clock Hours) 4.30-4.50 4.09-4.29 3.96-4.08 3.78-3.95 3.65-3.77 3.51-3.64 3.33-3.50 3.20-3.32 2.99-3.19 2.75-2.98 below 2.75 First Year Graduate Students (40-100 Clock Hours) 4.06-4.25 3.87-4.05 3...