IN JANUARY 2020 The University of Rhode Island - SPEECH-LANGUAGE PATHOLOGY
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MANUAL FOR GRADUATE STUDENTS
IN
SPEECH-LANGUAGE PATHOLOGY
JANUARY 2020
Prepared by the Faculty
Department of Communication Disorders
The University of Rhode Island
1SECTION 1.0 INTRODUCTION ............................................................................................................ 4
1.01 Religious Observations ......................................................................................................................... 5
SECTION 2.0 ORIGINS AND SCOPE ................................................................................................... 6
SECTION 3.0 ADMISSION ..................................................................................................................... 7
3.10 Eligibility for Enrollment in Graduate Courses ............................................................................ 7
3.20 Candidates for Admission .................................................................................................................... 7
3.21 Undergraduate Requirements ....................................................................................................................... 7
3.22 Acceptance Criteria for Admission .............................................................................................................. 8
3.23 Pre-requisite Courses for Admission .......................................................................................................... 9
3.24 Faculty Advisor Assignment and Orientation ......................................................................................... 9
3.25 Location of Faculty ........................................................................................................................................... 10
SECTION 4.0 MINIMUM DEGREE REQUIREMENTS AND PROGRAM OF STUDY ............... 11
4.01 Master of Science in Speech-Language Pathology: Thesis Option ...................................... 11
4.02 Master of Science in Speech-Language Pathology: Non-Thesis Option ............................ 11
4.03 Requirements for the “Master of Science in Speech-Language Pathology Five Year
Bachelors/Masters Degree” ....................................................................................................................... 11
4.10 Non-thesis Options .............................................................................................................................. 12
4.11 Comprehensive Examination ....................................................................................................................... 12
4.12 Directed Essay .................................................................................................................................................... 13
4.20 Transfer Credit Policy ........................................................................................................................ 14
4.30 Explanation of Program Length ...................................................................................................... 15
4.31 Time Limit ............................................................................................................................................................ 16
4.32 Eligibility for Commencement ..................................................................................................................... 16
4.40 Planning a Total Program and Submitting an Original Program of Study ...................... 17
4.41 Advisor Meetings .............................................................................................................................................. 18
4.50 Course Planning.................................................................................................................................... 18
4.51.1 Two-Year Course Sequence in Speech-Language Pathology....................................................... 19
4.51.2 2 Year Sequence in Speech-Language Pathology ............................................................................. 21
4.51.2 3-Year Sequence in Speech-Language Pathology ............................................................................ 22
4.51.2 4-Year Sequence in Speech-Language Pathology ............................................................................ 23
4.52 List of Required and Elective Courses in Speech-Language Pathology ...................................... 24
4.60 Program of Study.................................................................................................................................. 25
4.61 Total Program Planning Sheet ..................................................................................................................... 26
4.70 Knowledge and Skills Assessment (KASA).................................................................................. 27
4.71 Explanatory Notes of KASA Procedure: ................................................................................................... 27
4.72 Flow Chart of KASA Procedure.................................................................................................................... 30
SECTION 5.0 OBSERVATION AND CLINICAL PRACTICUM ...................................................... 31
5.01 Transfer of Clinical Hours ................................................................................................................. 31
5.01.1 Undergraduate Clinic Hours ..................................................................................................................... 31
5.01.2 Graduate Clinic Hours ................................................................................................................................. 31
5.02 Observation Hours............................................................................................................................... 31
5.03 Clinical Clock Hours ............................................................................................................................ 32
5.03.1 Policy Regarding Unprofessional Clinic Behavior ........................................................................... 34
5.03.2 Recording of Clinical Hours....................................................................................................................... 35
5.04 On Campus Clinic - URI Speech and Hearing Center ................................................................ 36
5.05 Off Campus Placement Sites ............................................................................................................. 39
5.06 Clinic Policies and Procedures ........................................................................................................ 44
25.06.1 Ethical Responsibility/HIPAA .................................................................................................................. 44
5.06.2 Laptops .............................................................................................................................................................. 45
5.06.3 Professional Responsibilities ................................................................................................................... 45
5.06.4 Clinic Schedule................................................................................................................................................ 46
5.06.5 Clinic Registration......................................................................................................................................... 46
5.06.6 Testing, Therapy and Observation Rooms.......................................................................................... 47
5.06.7 Diagnostic and Therapy Materials ......................................................................................................... 47
5.06.8 Client Files ........................................................................................................................................................ 48
5.06.9 Release Forms................................................................................................................................................. 49
5.06.10 Client Parking ............................................................................................................................................... 49
5.06.11 Absences - Client/Clinician..................................................................................................................... 50
5.06.12 Client Reports............................................................................................................................................... 51
5.06.13 Client/Clinician Scheduling .................................................................................................................... 51
5.06.14 Student Observers ...................................................................................................................................... 51
5.06.15 Student Evaluations ................................................................................................................................... 52
5.06.16 Re-entry into Clinical Practicum Following a Failing Grade ..................................................... 53
5.06.17 Supervisor Evaluations ............................................................................................................................ 53
5.06.18 Clinic Fees ...................................................................................................................................................... 54
SECTION 6.0 CERTIFICATION AND LICENSURE ......................................................................... 55
6.1 State Department of Education Certification................................................................................ 55
6.11 Teacher Certification in Other States........................................................................................................ 55
6.2 R.I. Provisional Licensure by the State Department of Professional Regulations .......... 55
6.3 R.I. Licensure by the State Department of Professional Regulations .................................. 56
6.4 Certificate of Clinical Competence by the American Speech-Language-Hearing
Association ....................................................................................................................................................... 56
6.41 The ASHA National Examination in Speech-Language Pathology ................................................ 56
6.42 Clinical Fellowship Year (CFY) in Speech-Language Pathology .................................................... 57
SECTION 7.0 EVALUATION OF STUDENT PROGRESS AND ETHICS ..................................... 58
7.10 Criteria for Student Review .............................................................................................................. 58
7.20 Academic Review ................................................................................................................................. 58
7.30 Clinical Review ...................................................................................................................................... 58
7.40 Student Review of Program and Feedback ................................................................................. 59
7.50 Recommendations in Writing to Student .................................................................................... 59
7.60 Graduate School and Professional Ethics Standards............................................................... 59
7.70 Academic Integrity .............................................................................................................................. 59
7.80 Confidentiality of Clients and Professional Behavior & Code of Ethics of ASHA ........... 59
7.90 Essential Functions of a Speech-Language Pathology Education ....................................... 60
SECTION 8.0 PROFESSIONAL ORGANIZATIONS AND OTHER MATTERS ........................... 61
8.1 The University of Rhode Island Student Speech-Language-Hearing Association. .......... 61
8.2 National Student Speech-Language-Hearing Association ........................................................ 61
8.3 Rhode Island Speech-Language-Hearing Association ............................................................... 62
APPENDIX A ........................................................................................................................................... 63
Policy on Use of Social Networking & Social Media ........................................................................... 63
APPENDIX B ........................................................................................................................................... 65
Knowledge And Skills Acquisition (KASA) Form For Certification in Speech-Language
Pathology .......................................................................................................................................................... 65
3Revised 8/19
SECTION 1.0 INTRODUCTION
This Manual presents specific information relevant to a graduate student's progress
through the course of academic study and clinical practicum leading to the M.S. Speech-
Language Pathology degree in the Department of Communicative Disorders at the
University of Rhode Island and includes further information concerning procedures for
achieving professional licensure and certification by ASHA and Rhode Island’s State
Department of Education. This manual is updated each year. Each student is responsible for
knowing the policies and regulations presented in this manual and encouraged to discuss
any questions or reservations concerning items with an advisor, the department’ s
chairperson, Dr. Dana Kovarsky, or the graduate program coordinator (hereafter, GPC), Dr.
Mikyong Kim.
Important additional information is to be found in the URI Graduate Student Manual
available for review on the URI Graduate School website (http://web.uri.edu/graduate-
school/ ) (See https://web.uri.edu/graduate-manual/ ). It covers such topics as the
Academic Appeals Board, Tuition Scholarships and Other Financial Aid, policies re:
Plagiarism, the University Library, Protection of Human Subjects, and Withdrawal from
Graduate Study. Relevant deadlines and information about the Graduate School’s academic
schedule for AY 2019-2020 can be found at: https://web.uri.edu/graduate-
school/academics/academic-calendar/ . It is recommended that students “bookmark”
these web pages to expedite access to this information.
In addition to the competencies delineated in the Knowledge and Skills Assessment (KASA)
requirements, all students must meet the related competencies listed in the “Essential
Functions of a Speech-Language Pathology Education” document that can be found in
Appendix B of this manual. Students will be introduced to the “Essential Functions”
document during their first orientation meeting. These functions will be discussed as a
necessary enumeration of the program’s professional doctrine that all students are
expected to meet within all academic and clinical work without exception. Failure to do
so can lead to dismissal from the graduate program. To demonstrate the importance of
4this document, students will be asked to follow their careful reading of the document by
signing an agreement each year to demonstrate recognition that these standards will
govern their maintenance of good standing in the program.
Information regarding the Speech-Language Pathology program and individual course
descriptions are found in the URI Catalog on the Graduate School website and also on the
CMD department website (http://web.uri.edu/cmd/ ). If a graduate student finds any
inconsistencies between requirements as stated in the URI Catalog and in this manual,
prompt resolution should be sought by contacting either Dr. Kovarsky or Dr. Kim. The
following is a quote from the Graduate School Manual: "If a change in program
requirements occurs after a student has matriculated, the student may complete the
requirements as specified in the catalog when he or she matriculated, or may shift entirely
to the new requirements, but may not utilize a combination of both."
Added 8/10
1.01 Religious Observations
No student shall be discriminated against because of religious beliefs or practices. Students
who plan to be absent from classes or examinations for religious holy days that
traditionally preclude secular activity shall discuss this with the appropriate instructor(s)
in advance of the holy day(s). The instructor(s) shall then make one of the following
options available:
1. the same quiz, test, or examination to be administered either before or after the
normally scheduled time;
2. a comparable alternative quiz, test, or examination to be administered either before
or after the normally scheduled time
3. an alternative weighting of the remaining evaluative components of the course
which is mutually acceptable to the student and the instructor(s).
5SECTION 2.0 ORIGINS AND SCOPE
Supported by a mandate from the Rhode Island Legislature, the graduate program in
speech-language pathology was instituted at The University of Rhode Island in AY 1968-69.
The degree program leading to a Masters of Arts in speech-language pathology was
formally approved. The Communicative Disorders became a separate Department in the
College of Human Sciences and Services at the University of Rhode Island in 1984. In 1985
the Audiology and Speech-Language Pathology programs were first accredited by the
American Speech-Language-Hearing Association. More recently the Master of Science
degree replaced the Masters of Arts degree in speech-language pathology but preserved the
student’s option to engage in research. Note that the University of Rhode Island no longer
has a Doctorate of Audiology degree program. The last graduated of this program
completed their degree in 2006.
Following a successful site visit conducted in spring, 2014, the Department of
Communicative Disorder’s M.S. program in speech-language pathology was re-accredited
by the Council on Academic Accreditation in Audiology and Speech-Language Pathology
from December 1, 2013 through November 30, 2021.
6Revised 8/19
SECTION 3.0 ADMISSION
3.10 Eligibility for Enrollment in Graduate Courses
An individual holding a baccalaureate degree or its overall equipment may take graduate
level courses in Communicative Disorders through admission to the Graduate School as a
degree candidate or, with very specific restrictions, by enrolling as a non-matriculating
student with the instructor permission. General application deadlines are February 15th
for fall admission, and October 15th for spring admission. As of July 2019, applications are
submitted directly to CSDCAS, The Centralized Application Service for Communication
Sciences and Disorders Programs (http://csdcas.liaisoncas.org ) and in turn this
information will be made available to CMD. Faculty members of the Department of
Communicative Disorders examine the applications and credentials and subsequently
forward recommendations concerning admission to the Dean of the Graduate School. Final
admission decisions rest with the Dean of the Graduate School.
3.20 Candidates for Admission
Revised 1/20
3.21 Undergraduate Requirements
Individuals wishing to be admitted for work towards the master’s degree in speech-
language pathology must hold the baccalaureate degree from an accredited institution by
the time they begin their graduate studies at URI. Students are requested to submit an
unofficial transcript of their completed baccalaureate degree that indicates their
completion of that degree. URI undergraduates who qualify for the Accelerated Five Year
B.S./M.S. program in Speech-Language Pathology and are encouraged to apply by their
advisor are an exception. Students accepted to this program begin taking graduate courses
in their seventh undergraduate semester. Specific information about the Accelerated
B.S./M.S. 5-year program is provided on the CMD website
(https://web.uri.edu/cmd/academics/accelerated-b-s-to-m-s-program/ ). Note that the
7Graduate School Manual specifies details regarding all entrance and degree requirements
(http://web.uri.edu/graduate-school/graduate-degree-requirements/ ).
3.22 Acceptance Criteria for Admission
Acceptance as a graduate degree candidate generally indicates that the applicant has
maintained at the very least a B (3.00 on a 4.00 scale) average in undergraduate study,
satisfactory performance on standardized tests such as the MAT (50th percentile or better)
or GRE (50th percentile or better), and letters of recommendation supportive of relevant
knowledge, skills, and professional potential. Admission to the M.S. program has become
more competitive each year and there are many more applicants than available places in
the program. This appears to be a nation-wide phenomenon and not a pattern specific to
URI. Realistically, students with GPAs below 3.5 may find it difficult, but not impossible, to
be accepted into a graduate program in CMD specifically and communication disorders
more generally.
Note that acceptance to the M.S. program does not guarantee that the student will
complete the program. Successful achievement of the knowledge and skills delineated by
the American Speech-Language-Hearing Association in both their classroom and clinical
work, as well as passing of the comprehensive examination or its equivalent are the criteria
for completion of the speech-language pathology program. Similarly, acceptance to the
graduate program does not assure a student of completing the program within a
specific time frame although the program has been devised to require at least two fall-
spring academic years + one summer (five semesters). The majority of students
complete the program within that time frame, however it is not at all unusual for a student
to either elect to complete his or her program more slowly or for that increased time span
to be dictated by a student’s difficulties meeting the competencies required to move ahead
in the program at the usual pace.
8Revised 8/19
3.23 Pre-requisite Courses for Admission
An undergraduate major or concentration in Communicative Disorders is not required for
admission to the graduate program, but the applicant must have completed or be prepared
to complete course equivalents of the undergraduate courses CMD 272, 273, 274, 276, 375,
377, 460 and 465, as described in the URI Undergraduate Bulletin and on the department
website (http://web.uri.edu/cmd/academics/m-s-program/curriculum/ ). These
"background" courses should be completed before graduate coursework when they serve
as prerequisites for graduate courses. However, this does not mean that these courses must
be completed prior to admission to the graduate program. In some instances additional
undergraduate coursework may be prescribed to meet certification or licensure
requirements.
Revised 8/16
3.24 Faculty Advisor Assignment and Orientation
Upon notification of admission by the Graduate School, the student should notify the
Department Chairperson of acceptance or decline of acceptance as soon as possible. The
student will be assigned a faculty advisor and contacted by letter over the summer or prior
to the start of the spring semester if beginning the program in the spring, with a tentative
“best guess” for the student’s first semester of graduate study provided by the clinic
director and the GPC. An orientation seminar is scheduled for all graduate students before
the start of the fall semester and for new students only prior to the start of the spring
semester. Students are notified by email concerning the date and time of mandatory
orientation sessions. Following the general orientation meeting, students always have an
opportunity to meet with their individual advisors and other faculty to discuss their
schedules and make changes when these are recommended.
9Revised 1/20
3.25 Location of Faculty
The clinic and clinical faculty have offices located in Independence Square, Suite “I”. An
additional graduate student work area and graduate student mailboxes are located in Suite
“H” directly across the hall from Suite “I”.
Suite “H” is made up of two rooms. One, on the right as you enter the suite, is configured as
a conference room. With few exceptions, it is available to students for study and working
on confidential clinic-sensitive documents and other work and is meant for quiet study.
This room also houses video monitors where students may observe live or taped sessions
conducted in the clinic. Headphones must be used to preserve the quiet study area. The
room on the left, as you enter the suite, is configured more like an informal living room
space. Within reason, the furniture can be moved to accommodate small group work. Both
rooms are equipped with URI wifi; as a student you should be able to access URI Secure but
if you have difficulty doing so, please contact the IT Service Desk (See:
https://web.uri.edu/itservicedesk/ ). It is understood that these rooms are meant for study
and that students will respect the needs of their student colleagues for quiet when using
these two spaces. The graduate student mailboxes are located in the short hallway between
the two rooms. It is advised that graduate students check their mailboxes at least a couple
of times a week for important notifications or returned course or clinic work that cannot be
conveyed via e-mail
10Revised 8/17
SECTION 4.0 MINIMUM DEGREE REQUIREMENTS AND PROGRAM OF STUDY
4.01 Master of Science in Speech-Language Pathology: Thesis Option
4. 54 credits*
5. Required courses are: CMD 493, 504, 550, 560, 561, 564, 565, 569, 570, 581, 582,
583, 584, 585, and 592.
6. Elective credits are selected from: CMD 492, 494, 563, 571, 580, 594 and 598.
7. 6 credits of CMD 599, registered under the mentor’s section.
4.02 Master of Science in Speech-Language Pathology: Non-Thesis Option
1. 54 credits*
2. Required courses are: CMD 493, 504, 550, 560, 561, 564, 565, 569, 570, 581, 582,
583, 584, 585, and 592.
3. Elective credits selected from: CMD 492, 494, 563, 571, 580, 594, and 598.
*Some students may be required to take more than 54 credits depending on the
coursework they have when entering the program. For example, if CMD 493 (“Cultural and
Linguistic Diversity”) was taken while a student was registered as an undergraduate
student at URI, those three credit hours will have to be replaced by three additional
graduate-level course credits; that is, the three credit hours for CMD 493 cannot be counted
toward the 54 graduate credits needed for graduation. Similarly, the required ASHA pre-
requisite courses in statistics, biological sciences and physical sciences cannot count
toward the 54 required graduate hours.
Revised 8/19
4.03 Requirements for the “Master of Science in Speech-Language Pathology
Five Year Bachelors/Masters Degree”
Requirements are as noted in 4.01 and 4.02 except that:
24 semester hours at the 500 level are taken in the senior undergraduate year to complete
the undergraduate degree (B .S .). The remaining 30 semester hours at the 500 level are
completed in the first post baccalaureate year.
11See the Graduate Catalog or consult the department’s website for specific information
about the suggested scheduling of courses for students who have been accepted into the
Accelerated Program (http://web.uri.edu/cmd/academics/accelerated-b-s-to-m-s-
program/ ).
NOTE: All students in the M.S. program in speech/language pathology, must complete 25
hours of directed observations and a minimum of 375 supervised clock hours of practicum.
These 375 clock hours will be distributed across the categories of adult vs. child, speech vs.
language, and assessment vs. intervention. The specifics of this distribution can be found
beginning in section 5.0.
Revised 8/18
4.10 Non-Thesis Options
4.11 Comprehensive Examination
The comprehensive examination in speech-language pathology is administered twice a
year, typically in November on the Friday before the Annual ASHA convention, and the
Friday prior to spring break for those taking the exams in the spring, semester, for a total of
6.5 hours of writing. It is not offered in the summer semesters. Content areas include child
language, adult language, voice, stuttering, phonology, research methods, motor speech
disorders, dysphagia, acquired cognitive disorders and audiology. Comprehensive
examination questions are generated by the faculty member(s) teaching the academic
material in each content area. Each question on the examination must be passed for a
student to pass the exam. A student is allowed only one re-examination to cover any failed
areas. A re-examination is generally given no sooner than 10 weeks after the initial
examination was administered as recommended in the Graduate School manual to provide
the student with sufficient time to prepare for the re- examination
(http://web.uri.edu/graduate-manual/degree-requirements/#section7452) . Outcomes of
the comprehensive examinations for each student are conveyed to the Graduate School by
the GPC via e- form prior to the deadline date designated by the Graduate School each
semester. Failure of the comprehensive examination may negatively affect a student’s
ability to graduate as planned and/or participate in the spring graduation ceremony.
12After much deliberation about the format of the comprehensive examination, the faculty
decided last spring to adopt a less stressful and more student-friendly examination format.
Students who are scheduled to take the comprehensive examination will be given a set of
questions from each faculty member approximately six weeks prior to the exam dates. The
questions will cover all of the important aspects of the disorder or practice area. On the
days of the examination, students will be asked to answer a subset of the questions they
received in advance. That is, there will be no surprises and students will have had adequate
time to consider their answers ahead of time to all potential questions. However, students
will write novel essays for the exam; access to previously written answers will not be
permitted. It is expected that this change will provide students with as much motivation to
review their course notes and prepare for the PRAXIS examination simultaneously as the
previous procedure did.
Specific information about the departmental comprehensive examination including dates
and times of the exam is distributed to students who are planning to take the exam at the
start of each semester by the GPC. Further, the GPC meets with the prospective examinees
early in the semester when the examination will be taken to explain the process and
answer any questions students may have. Because of the numbers of students taking the
exam each semester, the examination is typically held in a computer lab on the main
portion of campus.
Revised 8/16
4.12 Directed Essay
PURPOSE: An alternative to the traditional comprehensive examination experience, the
purpose of the directed essay is to provide students with a capstone experience that
promotes their academic development through research experience. At the same time, the
directed essay is intended to provide faculty with additional support for increasing their
own scholarly productivity.
STUDENT SELECTION: The directed essay option is not granted automatically upon student
request. Instead, it is a privilege for those students who the faculty believe would have little
difficulty passing the traditional comprehensive examination, do well on the PRAXIS
13examination and, as such, would be good candidates for an alternative scholarly
experience. Faculty reserve the right and the responsibility to select only those students
they consider to be the strongest academically and with whom they can develop a good
working relationship. The faculty as a whole makes the decisions about selecting directed
essay candidates. In addition, supervising faculty members have the right to terminate a
directed essay project before its completion, if it is decided that a participating student is
not making satisfactory progress and is unlikely to produce a suitable product by the
semester deadline. If this occurs, the student will be required to complete the traditional
comprehensive examination.
ESSAY TOPICS AND POTENTIAL PROJECTS: Faculty supervisors will meet with graduate
students individually to develop topics of inquiry and to design experiences pertinent to
exploring these topics. The purpose is to construct an individualized, scholarly capstone
experience that is mutually beneficial to the student and the supervising faculty member.
Because the goal is to encourage a range of different capstone experiences that
simultaneously fit the academic needs of students and supervising faculty, directed essay
experiences may include, but are not limited to:
1. Research projects that culminate in a written paper or publication
2. Scholarly projects that culminate in a student presentation at a local, state or
national conference
3. Scholarly reviews of the literature. As part of the directed essay option, graduate
students will be required to register with their research mentor for CMD 598 and
successfully complete at least 3 credits of independent study tied to their specific
project.
Revised 8/08
4.20 Transfer Credit Policy
1. Transfer credit must not exceed 20% of the total credits required for the degree
program [i.e., a maximum of 11 credit hours in the Master’s Degree].
2. Transfer credit must have been taken at the graduate level.
143. A passing grade is required, and credits must have been completed within the past
five years.
4. The credits must have a clear and unquestioned relevance to the student's program
of study. The Graduate School is the final arbiter of transfer credits as noted in the
Graduate School Manual.
Revised 8/19
4.30 Explanation of Program Length
The Master of Science in speech-language pathology can be completed in two years of full-
time study, including summer course work and/or practicum, for students who enter the
program in the Fall semester. The two-year time frame assumes the satisfactory
completion of all work including practicum, course work, and the comprehensive
examination or other capstone project. Students who begin the program in the Spring
semester are likely to enroll for an extra summer. If a student enters the program lacking
prerequisite courses (see 3.23), one year will likely be added to the total program length,
assuming fall entry. Completion of prerequisites could take longer for students entering in
the spring semester. For students completing the thesis option, program length will be
somewhat less predictable. In addition, some students may decide with the assistance of
their advisor to lengthen their program if they find graduate-level work more demanding
than they had anticipated or if family or work commitments make a full-time program
impossible. Finally, it is critical that students accepted into the program recognize that
admission is neither a guarantee of completion of the graduate program or doing so in
the described two-year time frame. Student progress through the program is based on
a student’s success in the program in its entirety. Further, part-time students should be
aware that course offerings as well as scheduling clinical practicum assignments have
limited degrees of freedom. It is unlikely that a student could work full-time or even part-
time and complete the M.S. degree without significant accommodations to his or her work
schedule.
15Revised 8/16
4.31 Time Limit
According to the Graduate Student Manual, Masters Degree requirements must be met
within five calendar years after the date when the candidate is first enrolled as a graduate
student at URI. (Seven years with special permission of the department and Dean of the
Graduate School for part-time students.) This time period includes students taking any
prerequisite course work. Therefore, students should carefully review the "Two Year
Course Sequence" in Speech-Language Pathology (see 4.51.1) paying particular attention to
these variables:
a) scheduled times of clinics and classes,
b) course availability, courses serving as prerequisites for other courses and practicum
to determine course selection, and
c) the frequency of these offerings when registration decisions are made.
ALL students must be registered in the semester in which they graduate. Therefore, even if
you are not registered for any course or clinic credits in the semester in which you expect
to graduate, you MUST enroll in CRG 999 – Continuous Registration. There is a tuition
charge for this registration. See the URI Graduate School Manual for more detailed
information on this requirement: (http://web.uri.edu/graduate-
manual/registration/#section440 ).
Added 8/19
4.32 Eligibility for Commencement
Participation in URI’s once-yearly May graduate school commencement acknowledges the
completion of degree requirements. To be eligible to march in a graduate commencement,
students must meet requirements set forth by the graduate school. For a current listing of
these requirements, please go to http://web.uri.edu/graduate-manual/appendix-b/ . Note
that these requirements are set by the Graduate School and not by CMD. As of spring, 2019,
students who were graduating in the summer semester (August) were able to walk in the
spring (May) commencement if the comprehensive examination has been passed by the
16spring semester deadline and the student is registered for CMD 570 ONLY during the
summer semester. As noted above, this policy is subject to change
Revised 1/20
4.40 Planning a Total Program and Submitting an Original Program of Study
When planning the courses and/or practicum to include in your total program of study,
first consult 4.52 "List of Required and Elective Courses in Speech-Language Pathology."
Remember that the practicum requirement for speech-language pathology is 10 credit
hours of CMD 570 (practicum). Expectations for specific skill development in practicum
experiences will be consistent with KASA standards (see Appendix B). After becoming
familiar with the list of required and elective courses and when they are offered, each
student should then meet with his/her advisor to decide the appropriate Program of Study
(POS) for that individual student. It is suggested that an original POS be filed with the
Graduate School no later than the end of the student’s first full semester of attendance in
the program if prerequisite courses have been completed. The GPC (Kim) is responsible for
preparing the POS document for submission to the Graduate School along with the student.
It is suggested that students familiarize themselves with the new Program of Study
document available through the Graduate School. See: http://web.uri.edu/graduate-
school/forms/ . Most of you will need to use the non-thesis form. Note that to access the
forms on this site you will need the same login information that you use to log onto Sakai.
For students in the Accelerated B.S./M.S. program, your POS will not be submitted until you
have completed your B.S. degree (i.e., typically fall of your second year) when you have
attained graduate program status. It is recommended that you do NOT try to fill out the
form yourself but wait to be guided through the process by the GPC.
N.B.: If a student makes a program change between the original Program of Study approved
by the Graduate School and the courses he/she actually takes, a new Program of Study form
must be submitted to the Graduate School for approval during the semester of graduation.
This revised Program of Study form should be discussed and completed with the help of the
GPC.
17This revising of the POS very frequently happens and is not a problem unless the student
does not initiate the resubmission of the new POS. Please attempt to bring any change
requests for your POS to the attention of the GPC no later than February 1st for May
graduates, October 1st for December graduates, and May 15th for summer graduates.
Ultimately the responsibility for filing an updated POS is the responsibility of the student
and not the GPC’s, the department chair’s, or the students’ advisors.
Revised 8/19
4.41 Advisor Meetings
Every graduate student is assigned an advisor when he or she enters the graduate
program; this advisor will either be the GPC or the clinic director, who specializes in the
advising of students in the accelerated program. Students are provided with the faculty
advisor/student list at each fall orientation and following the start of the spring semester.
Students are required to meet with their advisor at least once per semester to plan the next
semester’s course work. Students are also responsible for initiating this contact
Revised 1/20
4.50 Course Planning
When planning which courses to take in any given semester, consult 4.51.1 "Two Year
Course Sequence in Speech-Language Pathology". Any necessary changes in this published
schedule will be announced one semester in advance whenever possible. Also note 4.51.2
"Two, Three and Four Year Model Programs in Speech-Language Pathology", as examples
of specific programs of study distributed over various time periods. They are just that:
examples.
18Revised 2/20
4.51.1 Two-Year Course Sequence in Speech-Language Pathology
Spring 2020 Fall 2020
CMD 465 Clinical Methods in CMD 465 Clinical Methods in
Communicative Disorders* Communicative Disorders*
CMD 493 Cultural/Linguistic Diversity in CMD 493 Cultural/Linguistic Diversity in
Communicative Disorders Communicative Disorders
CMD 494 Autism & PDD CMD 561 Phonological Disorders
CMD 504 Research in Communicative CMD 565 Pre-Practicum in Speech-
Disorders Language Pathology
CMD 550 Audiology for the SLP CMD 569 Tests & Measurement in SLP
CMD 560 Voice Disorders CMD 570 Clinical Practicum in CMD
CMD 563 Lang. Dis. In Infants and CMD 580 Alt./Augmentative
Toddlers Communication
CMD 564 Lang. Dis. in School-age Children CMD 581 Dysphagia
CMD 565 Pre-Practicum in Speech- CMD 584 Lang. Dis. Dev. Young Children
Language Pathology
CMD 570 Clinical Practicum in CMD CMD 585 Language Disorders in Adults
CMD 571 Medical SLP CMD 592 Disorders of Fluency
CMD 582 Motor Speech Disorders CMD 594 Counseling in CMD
CMD 583 Acquired Cognitive Com. Dis
Spring 2021 Fall 2021
CMD 465 Clinical Methods in CMD 465 Clinical Methods in
Communicative Disorders* Communicative Disorders*
CMD 493 Cultural/Linguistic Diversity in CMD 493 Cultural/Linguistic Diversity in
Communicative Disorders Communicative Disorders
CMD 494 Autism & PDD CMD 561 Phonological Disorders
CMD 504 Research in Communicative CMD 565 Pre-Practicum in Speech-
Disorders Language Pathology
CMD 550 Audiology for the SLP CMD 569 Tests & Measurement in SLP
CMD 560 Voice Disorders CMD 570 Clinical Practicum in CMD
CMD 564 Lang. Dis. School-aged Children CMD 580 Alt./Augmentative
Communication
CMD 565 Pre-Practicum in Speech- CMD 581 Dysphagia
Language Pathology
CMD 570 Clinical Practicum in CMD CMD 584 Lang. Dis. Dev. Young Children
CMD 571 Medical SLP CMD 585 Language Disorders in Adults
CMD 582 Motor Speech Disorders CMD 592 Disorders of Fluency
CMD 583 Acquired Cognitive Com. CMD 594 Counseling in CMD
Disorders
19*CMD 465 is not taken for graduate credit, but it, or its equivalent, is required as a
prerequisite for graduate study.
Note that students are welcome to take elective courses in departments other than
Communicative Disorders. For example, there are courses offered through the departments
of Psychology, Human Development and Family Studies, or the School of Education that
may provide a graduate student in speech-language pathology with useful information (e.g.,
reading, gerontology, family systems). Check with your advisor for suggestions if you are
looking for an elective course outside CMD and/or if you want your choice of elective
course approved for your Program of Study. If planning to take courses outside CMD check
with the instructor ahead of time to be sure that you are considering a course with
graduate standing (500+) and that you have completed any pre-requisites. Only graduate-
level courses will be accepted to fulfill elective credit hours.
20Revised 1/20
Note: What appears below is only meant to be an example of how the 2-year program can
be completed; it is not prescriptive. Summer courses are less predictable because typically
a minimum enrollment of nine is required for the course to be offered and this could bear
on the sequence you choose.
4.51.2 2 Year Sequence in Speech-Language Pathology
Fall I Spring I
Course Number Credits Course Number Credits
561 3 504 3
565 1 564 3
569* 3 570 1
584 3 582 3
585 3 Elective Variable
*Students beginning in the fall semester may be advised to take CMD 581 in Year 1 instead
of CMD 569.
Summer
Course Number Course Credits
493 3
570 1
*Only one course plus clinic is permitted for a summer semester
Fall II Spring II
Course Number Credits Course Number Credits
581* 3 560 3
592 3 583 3
570 3&1 570 3&1
Electives Variable 550 2
* Students advised to take CMD 581 in Year 1 will take CMD 569 in Year 2.
Example Only
21Revised 1/20
Note: What appears below is only meant to be an example of how the 3-year program can
be completed; it is not prescriptive. Summer courses are less predictable because typically
a minimum enrollment of nine is required for the course to be offered and this could bear
on the sequence you choose.
4.51.2 3-Year Sequence in Speech-Language Pathology
Fall I Spring I
Course Number Credits Course Number Credits
561 3 504 3
584 3 564 3
585 3 582 3
565 1
Fall II Spring II
Course Number Credits Course Number Credits
569 3 560 3
570 1 570 3
581 3 571 2
594 1 Electives Variable
Fall III Spring III
Course Number Credits Course Number Credits
493 3 550 2
570 3 570 3
592 3 583 3
Example Only
22Revised 1/20
Note: What appears below is only meant to be an example of how the 4-year program can
be completed; it is not prescriptive. Summer courses are less predictable because typically
a minimum enrollment of nine is required for the course to be offered and this could bear
on the sequence you choose.
4.51.2 4-Year Sequence in Speech-Language Pathology
Fall I Spring I
Course Number Credits Course Credits
561 3 504 3
584 3 564 3
Fall II Spring II
Course Number Credits Course Number Credits
569 3 565 1
585 3 582 3
594 1 Electives Variable
Fall III Spring III
Course Number Credits Course Number Credits
493 3 570 1
570 1 571 2
581 3 583 3
Fall IV Spring IV
Course Number Credits Course Number Credits
570 3&1 550 2
592 3 560 3
Electives Variable 570 3&1
Example Only
23Revised 8/19
4.52 List of Required and Elective Courses in Speech-Language Pathology
Course Number Course Title Required or Elective
CMD 492 (1-3) Special Problems: Must be E (Fall/Spring)
named for POS
CMD 493 Cultural and Linguistic R (Fall/Spring)
Diversity in CMD
CMD 494 Autism and PDD E (Spring)
CMD 504 Research in CMD R (Spring)
CMD 550 * See Below Audiology for the SLP R (Spring)
CMD 560 Voice Disorders R (Spring)
CMD 561 Phonological Disorders R (Fall)
CMD 563 (3) *See Below Language Disorders in E (Spring/Even)
Infants and Toddlers
CMD 564 Language Disorders in R (Spring)
School-aged Children
CMD 565 (1) Pre-Practicum in Speech- R (Fall/Spring)
Language Pathology
CMD 569 Tests and Measurements in R (Fall)
Speech-Language Pathology
CMD 570 (1, 3) Clinical Practicum in CMD R (Fall/Spring/Summer)
CMD 571 (2) Medical Speech Pathology E (Spring)
CMD 580 (2)* See Below Augmentative and E (Fall/Even)
Alternative Communication
CMD 581 Dysphagia R (Fall)
CMD 582 Motor Speech Disorders R (Spring)
CMD 583 Acquired Cognitive R (Spring)
Disorders
CMD 584 Language Disorders in R (Fall)
Developmentally Young
Children
CMD 585 Language Disorders in R (Fall)
Adults
CMD 592 Disorders in Fluency R (Fall)
CMD 594 (1) Counseling in CMD E (Fall)
CMD 598 (1-3) Special Problems: Must be E (Fall/Spring)
named for POS
* REGISTERING FOR CMD 550: This course will be taught as a 2 credit course from Spring
2020. In Spring 2020, the course will also be offered as a 1 credit independent study (CMD
598) for eligible students (i.e., students who started the M.S. program in Fall 2018 and
listed the course as 1 credit on their Program of Study form).
24*CMD 563 will be offered in Spring 2019 and 2020, and then will be offered on even years
(2022, 2024).
Revised 8/18
4.60 Program of Study
Before the completion of your first full semester of graduate study, you should meet with
the GPC to plan and submit your tentative Program of Study. See Section 4.40 for additional
information about this process. The purpose of the form is to help ensure courses and
practicums are taken in logical relationship to one another and to allow students to project
their activities in the graduate program in the early stages. As noted above, a blank copy of
this important form can be downloaded from the following URL:
http://web.uri.edu/graduate-school/forms/ . Again, it is advisable for you to “bookmark”
this site for future reference.
25Revised 8/19
4.61 Total Program Planning Sheet
Please use the form on this page to tentatively plan your courses during your graduate
study at URI. We advise you to bring this form when you meet your GPC to complete the
Program of Study form.
SEMESTER DATE COURSE NUMBER COURSE TITLE
I
II
III
IV
V
VI
VII
26Revised 8/16
4.70 Knowledge and Skills Assessment (KASA)
The American Speech-Language-Hearing Association has a carefully delineated system for
assuring the competence of newly trained professionals in speech-language pathology and
audiology. This is referred to as the Knowledge and Skills Assessment or KASA. You will
hear faculty using the acronym “KASA” a great deal during your time in this program. Prior
to the implementation of the KASA standards, graduate students were regarded as
competent upon satisfactory completion of an array of coursework and clinical practicum
in addition to other requirements. However, the current KASA approach defines a body of
clinical and academic skills required of all students in training that should be accrued
beyond specific coursework delineated by ASHA. Faculty and clinic supervisors attest to
the satisfactory acquisition of each skill. At the conclusion of each course and practicum
experience, feedback is gathered regarding skill achievement and entered onto a master
form, which can be reviewed by students and faculty. All skills noted on the KASA form
must be satisfactorily completed by the end of a student’s program in order for the Clinic
Director to sign ASHA certification papers. The steps in the KASA process for each student
are described in detail below.
Revised 1/20
4.71 Explanatory Notes of KASA Procedure:
1. Each student has a hard copy of a tracking form in the back of the Graduate
Handbook (Appendix B) that lists each element of knowledge and skill that will
provide you with an overview of the standards. The department has moved to a
fully electronic method of maintaining information about the clinical and academic
training of students beginning with those who entered the program in fall 2015.
This system, known as CALIPSO™, “is a web-based application that manages key
aspects of academic and clinical education designed specifically and exclusively for
speech-language pathology training programs” according to the company’s website
( https://www.calipsoclient.com/ ). This system allows students to monitor his or
her progress toward completion of training during the graduate program. The
Graduate Program Coordinator and Clinic Director are charged with keeping the
27information current. The GPC is responsible for the completion of the KASA
information; the Clinic Director manages all of the other CALIPSO™ information.
2. Course syllabi will specify the knowledge and skills the student will have the
opportunity to demonstrate within each course. Faculty will provide each student
an opportunity to demonstrate knowledge or skill development (by examination,
paper, presentation, project, etc.).
3. At the conclusion of each semester faculty will transmit information regarding
successful skill and knowledge development for every student to the Graduate
Program Coordinator and Clinic Director and this information will be entered in
students’ electronic tracking form or the paper form for students not entered in
CALIPSO™.
4. If a student fails to develop a skill or area of knowledge that was specified as
included in a given course or practicum, this will be clearly conveyed to the student
by the course instructor or clinic director, as is appropriate. On occasion, no specific
action beyond feedback will be taken if another opportunity (course or clinic)
remains available in which the skill can be acquired. However, a course instructor
or practicum supervisor may provide the student with an opportunity to
demonstrate acquisition of the standard in question by re- writing an answer to an
exam question, submitting an additional assignment, etc. until the instructor is
satisfied that the standard has been met.
5. If a student would have no opportunity to satisfactorily develop a failed skill
through the remainder of a regularly-scheduled program, then a remediation plan
will be developed through collaboration with appropriate course instructors,
clinical practicum instructors, and the clinic director. This remediation plan will
outline the steps a student must follow to demonstrate successful completion of the
standard and may include the scheduling of additional clinical practicum or
coursework designed to provide the necessary learning opportunities.
6. A checklist will be used to account for skills or knowledge developed in clinic (CMD
570). These data will be entered on the electronic KASA tracking form via
CALIPSO™ or on the students’ paper form.
287. In the event a student fails to develop a clinical skill, a faculty member with
expertise related to that area would assist in remediation if there were no other
opportunities for the student to develop the skill in other clinic settings. The faculty
member would supply guidance to the student as well as some mechanism for
reassessing the skill in question.
8. Faculty will review each student’s progress toward completion of the KASA
tracking form at the student review meeting held at the end of each semester.
Students should understand that satisfying KASA standards does not necessarily
indicate completion of departmental or university requirements. It is possible that a
student may pass a standard in one course, but not in another course taken
subsequently. In this situation a student would be closely monitored and required
to do more work to demonstrate overall competency of that standard. Note that the
opposite is also true. Satisfying URI requirements for graduation without the
meeting of KASA standards means that a student can graduate but cannot apply to
ASHA for certification or the state of Rhode Island for licensure as a speech-
language pathologist.
29Revised 8/16
4.72 Flow Chart of KASA Procedure
KASA STANDARDS
STUDENTS RECEIVE TRACKING FORM IN
MANUAL OR THROUGH CALIPSO ™
COURSES CLINIC
STUDENTS’ PERFORMANCE TRANSMITTED AND
TRANSFERRED TO ELECTRONIC STUDENT
RECORD
SUCCESSFUL UNSUCCESSFUL OUTCOMES MEANS
COMPLETION MEANS
COMPETENCY IS MET If no more
Acquire skill opportunities,
student receives
elsewhere in additional training
courses or and special
clinic examination
(Remediation Plan)
PROGRAM DIRECTOR SIGNS OFF ON
CERTIFICATION APPLICATION AFTER
SATISFACTORY COMPLETION OF ALL KASA
REQUIREMENTS
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