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Department of Communication Sciences & Disorders

Part 10: The Robert F. Pierce Speech-Language-Hearing Clinic: An Introduction

The Robert F. Pierce Speech-Language-Hearing Clinic (RFP Clinic) is a clinical teaching unit within the Department of Communication Sciences and Disorders.  Within the clinic, students apply knowledge and develop skills in the assessment, diagnosis, and clinical management of individuals with communication disorders. Established in 1950 as the UMD Speech-Language-Hearing Clinic, it was renamed the Robert F. Pierce Speech-Language-Hearing Clinic in 1992 in honor of the founder of the Department and the Clinic.

Students have the opportunity to observe and participate in the clinic thoughout their undergraduate and graduate education.  Student interns participate in supervised practicum experiences in the RFP Clinic, which also serves as a resource for service to the community.  The clinic is specially designed to support quality clinical education, with private observation suites and a state-of-the-art Podcast system for recording and analyzing therapy sessions.   The Department staff and faculty strive to provide clients and student interns with a quality professional experience.

Mission Statement of the Robert F. Pierce Speech-Language-Hearing Clinic

The mission of the clinic is:

  1. to assist individuals of all ages with speech, language, and hearing disorders through comprehensive assessment and individually designed treatment programs;
  2. to provide a practicum experience for students in the Department of Communication Sciences and Disorders, provided under the supervision of professionals speech-language pathologists and audiologists certified by the American Speech-Language-Hearing Association and licensed by the Minnesota Department of Health;
  3. to help clients, family members, and other professionals gain a better understanding of communication disorders; and
  4. to advance knowledge of communication and communication disorders through research.

 

Roles of Clinic Personnel

The Department Chair is responsible for the overall management of the Department, including the RFP Clinic.

The Clinic Director is responsible for establishing and implementing clinic policies and procedures and for the direction and supervision of services at the clinic.  The clinic director makes clinical assignments with the input of clinic instructors; addresses areas of concern related to clinic operations, manages contracts with other entities affiliated with the RFP Clinic.  In conjunction with the clinic instructors, the clinic director is reponsible for intern orientation.

The Clinic Instructors are responsible for providing direct supervision, clinical instruction and support to students who are interns in the RFP Clinic.  Clinic instructors are legally responsible for the clients at the RFP Clinic. Clinic instructors hold the Certificate of Clinical Competence from the American Speech-Language-Hearing Association and a license through the Minnesota Department of Health.

The Clinic Secretary is responsible for maintaining client charts, reports, and correspondence regarding the clinic and clinic services; greeting clients who come for appointments; interviewing clients for completing general intake documents regarding clinic services; answering phones and directing calls; and scheduling evaluation appointments.

Role of Student Interns

For student interns, clinical practicum is the opportunity to apply what they have learned in academic courses and to develop further knowledge and skills for working with individuals who have communication/swallowing disorders and their families.   Student interns provide clinical services under the supervision and guidance of the clinic instructors. Interns should strive to achieve the highest level of clinical competence and demonstrate professionalism in all clinical work. 

Interns are expected to keep current in all information regarding their client's care and to maintain strong communication with their clinic instructor. Strong communication with the instructor is a benenfit to the intern, as the instructor is there to support the student intern's learning and to facilitate quality service provision.  As the clinic instructor is legally responsible for the client's care, all recommendations, corresonsdence, and plans regarding patient care must be approved by the instrucror before being implemented.  Developing strong collaborative and communication skills benefits the client and will serve the intern well during their career.  The practicum is a place to refine those skills.

Interns are responsible for attending scheduled practicum meetings and classes, for keeping scheduled appointments with clients and arranging make-up sessions as needed.  Interns, under the guidance of their clinic instructor, assess, plan, and provide clinical services to clients at the clinic.  Interns document services and mainintain the client's clinical records. Interns also provide education and counseling to clients, collaborate with other professionals, and make referrals as appropriate. 

In order to participate in practicum, CSD students must participate in clinic orientation.  Interns complete a background check through UMD Human Resources.  Interns are responsible for respecting client privacy and maintaining the confidentiality of client informaiton.  Interns must complete the Health Insurance Portability and Accountability Act (HIPAA) Training required by the University of Minnesota, and provide a record of completion to the CSD Department. Interns also must complete the University of Minnesota Bloodborne Pathogens Training and providea copy of completion to the CSD Department.  Finally, interns must purchase a clinic name badge through the UMD UCard Office, as arranged by the clinic director.

Finally, the intern is responsible for knowing and following RFP Clinic Policies, as outlined in the CSD Clinic Education Handbook.

 

Non-Discrimination Policy

The University of Minnesota is committed to the policy that all persons shall have equal access to its programs, facilities, and employment without regard to race, color, creed, religion, national origin, sex, age, marital status, disability, public assistance status, veteran status, or sexual orientation.

Services Offered at RFP Clinic

Services at the Clinic are available for children and adults.

 

Speech and Language Services include

  • Diagnostic assessment of individuals with concerns about articulation, fluency, voice, and language
  • Assessment of need and type of augmentative/alternative communication systems
  • Individual or group therapy sessions to improve speech and language skills
  • Family counseling and education relation to communication disorders
 

Audiological Services include

  • Complete pediatric and adult hearing assessments
  • Counseling for individuals who are hard of hearing
  • Hearing screening for institutions
  • Industrial (OSHA) screening and evaluation
  • Central auditory function evaluation for the purpose of developing compensatory strategies for work or educational settings
  • In-service/consultation for agencies
  • Aural rehabilitation courses for adults with hearing impairments

Description of Group Services at RFP Clinic

Groups are offered on a rotating basis depending on client needs, student learning needs, and department resources.  To find out if a specific group is being offered, contact the clinic at 218-726-6151.

 

Group Description
Project Interact

 Family education and support for parents expressing concerns about their child's language or fluency development.  Meets at RFP Clinic. Supported by a grant from the Edwin Eddy Foundation.

Intern Expectations

  1. Learn to use the recording equipment for Interact before the Program begins.
  2. Each intern is assigned to work with a family.  Set up session for the family.
  3. Each intern is assigned a job for setting up the Interact Program each night.  Duties may be set-up of parent discusssion room, greeting families, set-up of meal space, etc. 
  4. Welcome families and interact with them during the meal. Make observations about family/child interactions and child's communication abilities.
  5. Each week, two interns will lead the parent discussion on a chosen topic related to facilitating communication development.  Interns work with their assigned instructor to plan the discussion and create an educational handout for the parents.
  6. Interns model use the the target communication strategies for the parents.
  7. Interns record parents implementing the strategies with their children.
  8. Interns review the recording with the parents and provide supportive feedback and educaiton about the implementation of the target strategies.
  9. Document the sessions.
  10. Create a dvd for parents to take home, containing the recordings made from each week's session.
Outreach Interact

Family education and support for parents expressing concerns about their child's language development.  Meets at a local preschool or high school.  Supported by a grant from the Edwin Eddy Foundation.

  1. Learn to use the recording equipment for Outreach Interact before the program begins.
  2. Interns plan learning objectives and activities for each session and gather materials as appropriate.
  3. Interns plan and lead parent discussion on a chosen topic related to facilitating communication development.  Interns work with their assigned instructor to plan the discussion and create an educational handout for the parents.
  4. Interns model use of the target communication strategies.
  5. Interns record parents implementing the strategies with their children.
  6. Interns review the recording with the parents and provide supportive feedback and educaiton about the implementation of the target strategies.
  7. Document the sessions.
  8. Create a dvd for parents to take home, containing the recordings made from each week's session.
Socialize!

Socialize was created to provide a venue for persons who have communication disorders secondary to stroke or brain injury to meet to meet others and devleop new social relationships.  It also is a support for familes and significant others.  Meets at RFP Clinic or various community venues.  Supported by a grant from the Edwin Eddy Foundation.

Intern Expectations:

  1. Become familiar with each group member's history.
  2. Help participants develop activities such as meals and presenters.  This includes providing members with potential topics based on perceived group needs.
  3. Encourage independent and appropriate social interaction between participants.
  4. help families and significant others realize communication strengths of participants.  Demonstrate ways that families can facilitate adn encourage use of communication strengths.
  5. Observe sessions of those group members who receive individual therapy in addition to participating in the group.  Collaborate with the intern who provides individual therapy and incorporate carry-over of goals appropriate to Socialize.
  6. Set up meeting, make reservations, notify members of meeting, and clean up after the meeting.
  7. Document the sessions.
Aphasia Group

Group therapy for individuals with aphasia.  Meets at RFP Clinic.

Intern Expectations:

  1. Become familiar with each group member's history.
  2. Help participants identify areas of communication concern.  Interviews, observations, formal and informal testing may be used.
  3. Establish and write a semester treatment plan to address communication needs and concerns.
  4. Implement the semester plan.
  5. Plan learning objectives and activities for each session and gather materials as appropriate.
  6. Clean up after session.
  7. Provide education and practice for enhancing communication abilities.
  8. Collect data and document progress, and make adjustments in the plan as appropriate.
  9. Make referrals as appropriate.
  10. Hold client/family staffings as appropriate.
  11. Write final semester report.
Eye Gaze Group

Group therapy for individuals who communicate using eye gaze systems.  Meets at RFP Clinic.

  1. Become familiar with each group member's history.
  2. Help participants identify areas of communication concern.  Interviews, observations, formal and informal testing may be used.
  3. Establish and write a semester treatment plan to address communication needs and concerns.
  4. Implement the semester plan.
  5. Plan learning objectives and activities for each session and gather materials as appropriate.
  6. Clean up after session.
  7. Provide education and practice for enhancing communication abilities.
  8. Collect data and document progress, and make adjustments in the plan as appropriate.
  9. Make referrals as appropriate.
  10. Hold client/family staffings as appropriate.
  11. Write final semester report.

 

Reminiscence Group

Partnership with area skilled nursing facility.  Interns faciliate reminescence activities and positive social interactions among residents of a dementia unit. Meets at local skilled nursing facility.

  1. Travel to the skilled nursing facility.
  2. Plan objectives and activities for each session and gather materials as appropriate, based on a reminiscence theme to faciliate positive social interaction.
  3. Set up the group acitivity.
  4. Lead the group in the activities and use strategies to foster positive social encounters through reminiscing.
  5. Attend to individual resident's responsiveness to the group activity and provide support for participation as needed and as appropriate.
  6. Clean up after the group.
Storytelling at the Tweed

Partnership with UMD Tweed Museum of Art.  Interns leadgroups of individuals with mild/mod dementia or brain injury through social storytelling and reminenscence activities.  Meets at Tweed Museum of Art.

  1. Work with the education coordinator of the museum and the cinic instructor to create the program.
  2. Create a handout for care partners that explains the group and their role in the group.
  3. Greet group members and explain the purpose of the program.
  4. Create questions that encourage participants to tell stories inspired the works of art and thier own lives. Create visual and verbal prompts to facilitate participation of individuals with varying communication and cognitive abilities.
  5. Lead the group members in a collage activity and social activity for sharing stories of their own lives.
  6. Work with group volunteers to help the participants move through the exhibits.
  7. Create and distribute a survey to get feedback on the program from group participants.
Adolescent Social Skills Group (summer only) Group therapy to support social skills development in early adolescent children with social communication impairments. Meets at RFP Clinic or various community venues.  Supported by a grant from the Edwin Eddy Foundation.

Early childhood articulation and language groups

(summer only)

Group therapy to facilitate child articulation and language development in the context of play.  Meets at RFP Clinic.

  1. Write a treatment plan for each child based on their communication abilites and needs.
  2. Review the treatment plan with the parent.
  3. Plan a group session based on a weekly theme which incorporates the children's objectives.
  4. Set up sessions.
  5. Greet children and their families and engage the children in group activities targeting communication objectives.
  6. Collect data and document progress.
  7. Clean up after sessions.
  8. Meet with the parents and provide information on progress.
  9. Write treatment summary report.

 

   
   

 

Additional Specialized Services

Service Description
Diagnostic Evaluations

Diagnostic evaluation teams assess and diagnose communication disorders.  Each team consists of two interns and a clinic instructor. Meet at RFP Clinic.

Intern Expectations:

  1. Collaborate wtih instructor.
  2. Review the case history and gather additional information as needed from other agencies (ROI needed).
  3. Plan the assessment, to include interview, formal and informal tests.
  4. Set up the assessment and clean up as needed.
  5. Arrange for another intern to provide child care as needed, so team can interview the parent.
  6. Conduct the interview and give the tests.
  7. Explain results and make recommendations.
  8. Make referrals as appropriate.
  9. Write the diagnostic report.
AAC Clinic

AAC Clinic focuses on assessment of communication ablities and needs of individual who need assistance expanding their augmentative/alternative communication system.

  1. Collaborate wtih instructor.
  2. Review the case history and gather information from the client and others regarding thei areas of concern regarding use of the augmentative communicaiton system. (ROI needed).
  3. Educate the client on the expectations of bringing their communication system to the appointment.
  4. Plan the assessment, to include interview, formal and informal tests.
  5. Set up for sessions and clean up after sessions.
  6. Work with representatives of device companies as appropriate for help in device set-up, programming, and access.
  7. Conduct the interview and assess the person's communication abilities.
  8. Explain results and make recommendations.
  9. Make referrals as appropriate.
  10. Write the AAC Clinic report.

 

AAC Family Centered Therapy

AAC Family Centered Therapy was created to provide education and foster increased communication success for individuals who happen to use AAC, and their families. Clients typically are seen every two weeks over the course of the semester. 

Meets at RFP Clinic. 

Intern Expectations

  1. Collaborate as a team of two interns.
  2. Provide the client with a written schedule of their appointments for the semester.
  3. Educate the client on the expectations of bringing their communication system to each appointment. Encourage the attendance of personal care attendants, teachers, and other professionals who work with the client (ROI required).
  4. Gather information from the client and others regarding thei areas of concern regarding effective communication.
  5. Take baseline performance data on the client and their communication partner.
  6. Establish a treatment plan with identified skill areas for facilitating improved communication.
  7. Each week, provide education on a chosen topic related to facilitating communication success using AAC.  Interns work with their assigned instructor to plan the discussion and create an educational handout for the parents.
  8. Model use the the target communication strategies using AAC for the parents.
  9. Assist family members in implementing the strategies with the client.
  10. Provide supportive feedback and education about the implementation of the target strategies.
  11. Assess for development and carryover of new skills each session.
  12. Make referrals as appropriate.
  13. Work with representatives of device companies as appropriate for help in device set-up, programming, and access.
  14. Assist the family in making pages and adaptations to communication system for meaningful communication at home, school, work, and other environments.  Support the client and family in using the device in a functional manner.
  15. Document the sessions.
Modalities Consultation Team

The Modalities Consultation Team was developed to assist clients, families, and other professionals and significant others in carryover and effective use of augmentative communication. Clients typically are seen every two weeks over the course of the semester.  Clients need to bring their communication system: low and and high tech as appropriate.

Intern Expectations:

  1. Provide the client with a written schedule of their appointments for the semester.
  2. Educate the client on the expectations of bringing their communication system to each appointment. Encourage the attendance of personal care attendants, teachers, and other professionals who work with the client (ROI required).
  3. Gather information from the client and others regarding thei areas of concern regarding use of the augmentative communication system.
  4. Set up for sessions and clean up after sessions.
  5. Provide the family with suggestions for increased communication effectiveness and follow up with the family regarding the level of success for implementing the suggestions. 
  6. Make referrals as appropriate.
  7. Work with representatives of device companies as appropriate for help in device set-up, programming, and access.
  8. Assist the family in making pages and adaptations to communication system for meaningful communication at home, school, work, and other environments.  Support the client and family in using the device in a functional manner.
  9. Document the sessions.
   
   
   
   
   
   
   

 

 

 

 

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