Program Information
The Speech-Language Pathology Assistant curriculum prepares graduates to work under the supervision of a licensed Speech-Language Pathologist, who evaluates, diagnoses, and treats individuals with various communication disorders.
Courses provide instruction in methods of screening for speech, language, and hearing disorders and in following written protocols designed to remedial individual communication problems. Supervised field experiences include working with patients of various ages and with various disorders.
Graduates may be eligible for registration with the North Carolina Board of Examiners for Speech-Language Pathologists and Audiologists and must be supervised by a licensed Speech-Language Pathologist. They may be employed in healthcare or education settings.
Speech-Language Pathology Assistant is an Associate Degree program offered in conjunction with Caldwell Community College and Technical Institute who awards the degree. Students may take courses (ENG 111, ENG 112, ENG 114, MAT 110, PSY 150, ACA 122, BIO 163, CIS 110, COM 120, COM 231, PSY 241, ACA 115, ACA 122, BIO 163, ENG 111, and PSY 150) at Mitchell Community College. PSY 265 and all SLP technical courses are offered over the North Carolina Information Highway (NCIH) at Mitchell Community College.
Technical Requirements
Students must possess the capability to complete, with or without reasonable accommodations, the entire clinical curriculum.
The professional curriculum requires demonstrated proficiency in a variety of cognitive, problem solving, manipulative, communication and interpersonal skills. To achieve these proficiencies, the Speech-Language Pathology Assistant Program requires that each student be able to meet the following technical standards.
Observation
Students must be able to accurately observe patients’ physical status including body type, posture, ability to ambulate, fine motor skills, response to sensory stimuli, and the structure and function of the oral, pharyngeal, and respiratory mechanisms.
Additionally, students must be able to accurately observe clients’ behavior including verbal and nonverbal communication patterns. Finally, students also must be able to comprehend text, numbers, and graphs.
Communication
Students must be able to communicate effectively, sensitively, and efficiently with clients and colleagues; comprehend technical, procedural and professional materials; and follow instructions. Students must possess the ability to readily communicate observations and findings, prepare progress notes, correspondence, and treatment reports in a clear, logical and professional manner. Students must be able to perceive the speech of clients and accurately judge its quality. They must be able to readily comprehend language expressed in oral, graphic, and gestural forms. The speech and English language skills of a student must be such that colleagues and clients readily understand them. Moreover, students must be able to model desired exemplars of voice, fluency, articulation, and oral/nasal resonance, as well as features of English grammar and syntax, consistent with the objectives for clients in treatment. Finally, the students’ speech and language skills must be intelligible to allow for administration of speech and language screening instruments in a reliable and valid manner.
Motor Coordination
Students must be able to travel to various clinical practicum sites; access and control equipment (e.g., computers, audiometers, assistive technology, etc.); safely and reliably
perform an oral mechanism examination, and engage in oral manipulation (e.g., oral musculature palpation, laryngeal massage) as needed.
Intellect
A student must be able to problem solve effectively, and analyze, integrate and synthesize data concurrently in a multi-task setting. In addition, students must be able to comprehend three-dimensional relationships and understand the spatial relationships of anatomical structures, physiology, pathology and equipment.
Overview of Professional Dispositions, Behavior, and Essential Functions
Students must possess the emotional health required to exercise good judgment, and timely and safely carry out responsibilities. They must be able to adapt to change, display flexibility and learn to function in stressful situations. The students must exhibit empathy for others and focus on the needs of clients. They must exhibit polite behavior, integrity, manage criticism, be reliable and punctual and be respectful in relations with colleagues, faculty and clients. SLPA program students are expected to progress from awareness and understanding to demonstrating, mastering and integrating the following Professional Dispositions, Behavior and Essential Functions. These are required for successful progression through the program.
1) Professionalism: The ability to maintain appropriate hygiene, dress, and demeanor and to follow departmental policies and procedures.
2) Collaboration: The willingness and ability to work together with students, faculty and clients.
3) Honesty/Integrity: The ability to demonstrate moral excellence and trustworthiness. Also see the CCCTI Catalog: https://cccti.smartcatalogiq.com/2023-2024/college-catalog/.
4) Respect: The ability to demonstrate consideration and regard for self and others regardless of ethnicity, age, sexual orientation, gender, or religious affiliation.
5) Reverence for Learning: Be able to demonstrate reverence for knowledge, experience, and being prepared for academic and clinical responsibilities.
6) Emotional Maturity: The ability to control emotions by exhibiting appropriate social behavior in the classroom and clinical setting and during other program activities and interactions.
7) Flexibility: The willingness to accept and adapt to change. The student is expected to have the flexibility to function effectively under stress; that is, the individual is expected to be able to learn to adapt to changing environments, to display flexibility and to learn to function in the face of uncertainties inherent in the clinical problems of many clients.
8) Sensory/observational/modeling skills: The ability to recognize typical and disordered fluency, articulation, voice, resonance, respiration, oral and written language, hearing and balance, cognition and social interactions related to communication. Also the ability to model target behaviors related to voice, articulation, fluency, language and resonation.
9) Communication skills: The ability to demonstrate social awareness and the communication skills (including written, verbal and nonverbal) necessary for establishing rapport with clients, conducting clinical sessions, interacting with colleagues, faculty, other professionals.
10) Motor-coordination skills: The ability to perform the physical activities and examinations necessary to making, manipulating, and using necessary equipment without violating treatment/screening protocol and with best therapeutic practice. Sustain necessary physical activity required for classroom and clinical activities. Be responsible for transportation to clinical and academic placements.