SPV 430: Clinical Observation in Speech, Language, Pathology and Audiology
Writing in the Majors Guidelines
Professor Jacqueline Aquilino-Jirak
Role of Writing
This course will provide a basic foundation of knowledge regarding the clinical setting. Students will learn how to recognize the components of behavioral objectives and learn the intervention strategies used to reach them. Writing is an integral part of students’ performance in the classroom and in their future professions in the field. This course affords students the unique opportunity to develop their writing skills within the context of the Speech-Language Pathology and Audiology major. Students will be introduced to formal report writing procedures as well as other professional genres. They will write for varied audiences including occupational therapists, physical therapists, social workers, and other speech therapists, as well as parents, teachers and caregivers. One of the goals of this course is to guide student writing so that the clinical aspects of Speech-Language Pathology and Audiology are conveyed in the most clear, concise, constructive and professional manner possible. Learning to write for diverse audiences is a skill that takes a lot of work--this course will assist students in this process.
In this course students will gain facility with the following genres or types of writing:
- Professional writing: using professional and clinical terminology within professional genres such as clinical observations and reports.
- Research writing: reporting on research, including quantitative and qualitative data.
- Goal writing: formulating and writing goals and expectations for clients (conditions, criteria, and prompt execution).
- Assessment and diagnostic writing: describing behaviors and reporting scores.
- Expository writing: explaining diagnoses for various audiences, adjusting language and approach as appropriate.
Expectations of Students in a WIM Course
In this course students will:
- Write 25 brief observation reports using proper clinical and technical terminology.
- Write letters to various audiences regarding therapy summaries and progress.
- Demonstrate knowledge about the mechanics of writing.
- Accurately present and report clients’ performance in a succinct and concise manner.
- Adhere to ASHA guidelines. Each report must be signed by a licensed, ASHA certified SLP/A.
- Understand the ways in which becoming good observers will make students better writers and becoming good writers will make students better observers.
Expectations of Faculty in a WIM Course
In this course faculty will:
- Reinforce clinical and technical terminology.
- Reinforce mechanics of SLP writing across genres.
- Edit all writing assignments and provide students with the option to revise.
- Provide access to a writing lab to assist students with their writing assignments.
- Address writing guidelines in the first week of the semester and reinforce them throughout.
- Provide guidelines to students for the therapy sessions they are observing.
Criteria for Assessing Student Writing
Writing will be assessed using the following criteria:
- Demonstrates use of proper clinical and technical terminology.
- Adapts genre, style, and format for various audiences.
- Demonstrates attention to the mechanics of writing.
- Follows guidelines for assignments.
- Follows ethical protocols for clinical observations.
- Includes appropriate qualitative or quantitative evidence where required.
Last modified: Oct 3, 2012