Ph.D. Degree Program in Communication Sciences and Disorders, Study notes of Pathophysiology

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Ph.D. Degree Program

Doctoral Curriculum

Guide

Last revised September 2016

Established, August 5, 1997 Page 2 Last Revised, September 2016

Philosophy and Objectives

The doctoral program is designed for students interested in research in the discipline of communication sciences and disorders, to be implemented in university, clinical or industrial settings. The major objective of doctoral training is to give students the background and skills necessary to advance and disseminate knowledge. Specifically, students should acquire an understanding of, and appreciation for, the content of the field as well as skills in critical thinking, problem solving, and communication. They should develop the technical expertise necessary to support their research and teaching endeavors. They should develop a sense of membership in and contribution to the discipline. The means by which these objectives can be met are varied. They include supervised research and teaching, engaging with a mentor and other colleagues, didactic course work, seminars, directed readings, examinations, and colloquia.

Admission to the Program

The doctoral program is organized around an apprenticeship model with close, individualized relationships. Students will only be admitted to the program if there is an identified mentor within the Department of Speech and Hearing Sciences, who is willing to direct a student's program and help her/him find success and fulfillment in academic and professional pursuits. In some cases, a student’s research may be supervised by a faculty member whose primary appointment is in another department; however, the student must still have an advisor whose primary appointment is in the Department.

Applicants must contact the potential mentor/advisor prior to submitting an application. Depending on area of interest, students admitted to the doctoral program must have at least a Bachelor's or Master's degree from a regionally accredited college or university in the U.S. or its equivalent from a foreign institution. Obtaining the Master's degree is not a requirement of the doctoral program.

Upon admission to the program, the student is assigned an Advisory Committee consisting of the mentor and other faculty members from the Department of Speech and Hearing Sciences. This committee is responsible for helping the student plan the initial program of study, including course work, pre- dissertation research and teaching plan.

Program Length

Completion of doctoral study typically requires 4 years for students who enter the program with a Master's degree in Speech and Hearing Sciences. The time required to complete the doctorate will vary with the student's background and interests, but should not exceed 10 years including any time spent on leave. All students should familiarize themselves with the Graduate School enrollment and leave requirements as outlined in Memo #9: On Leave Policy to Maintain Graduate Student Status.

Degree Program Requirements

The UW Graduate School

The Graduate School has established minimum requirements for the doctoral degree and it is each student’s responsibility to ensure they are met. Please note that according to Graduate School policy, all students must satisfy the minimum requirements that are in force at the time the degree is to be awarded.

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I. Coursework Requirements

A. Undergraduate Coursework in Speech and Hearing Sciences Students entering the program with a degree in a field other than Speech and Hearing Sciences are expected to obtain a basic understanding of the discipline. This is accomplished by completing one undergraduate course in speech science, one in language science, one in hearing science and one course in communication disorders. The Advisory Committee must approve the student’s choice of courses.

This requirement can be met by courses taken at other institutions. If taken at the UW, undergraduate courses that might be used to meet this requirement include the following.

• SPHSC 320 Anatomy and Physiology of Speech (5 cr)
• SPHSC 303 Language Science (3 cr)
• *SPHSC 461 Introduction to Hearing Science (5 cr)*
• SPHSC 250 Human Communication and Its Disorders (5 cr)
• SPHSC 305 Speech and Language Disorders (5 cr)
• SPHSC 371 Hearing Disorders (3 cr)

B. SPHSC Doctoral Course Sequence All students must take the following three-quarter, doctoral level course sequence, offered every other year.

• SPHSC 560 Studies in Speech Science and Disorders (3 cr)
• SPHSC 561 Studies in Hearing Science and Disorders (3 cr)
• SPHSC 562 Studies in Language Science and Disorders (3 cr)

Students should take the sequence in their first or second year of doctoral study. Students entering the program with a degree in a field other than Speech and Hearing Sciences should delay taking the sequence until the undergraduate course requirements (see I.A) have been completed.

The sequence is designed to acquaint students with current theories and issues in the areas of hearing, language, and speech. The intent is to give students a broad exposure to the discipline at the doctoral level. In addition, the sequence provides students an opportunity to interact with faculty members and students from different interest areas. Such interactions not only promote collegiality, but expose students to a variety of philosophies and teaching styles.

Each course in the sequence will cover current topics, as well as overview the background material needed to appreciate those topics. Each course is organized and taught by one faculty member in the appropriate area on a rotating basis. Faculty in the appropriate area will develop a broad outline of the content of each core seminar to ensure continuity from year to year.

C. Research Methods Coursework All students must take one research methods course for a minimum of 3 credits. To meet this requirement students should take SPHSC 504 Research Methods in Speech & Hearing

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Sciences (3 cr) , SPHSC 506 Research Methods in Speech-Language Pathology (3 cr) or an approved alternative in Research Methods.

D. Statistics All students are required to take a minimum of 4 statistics courses. Foundational courses are offered in the departments of Educational Psychology, Psychology or Biostatistics every year. The most popular series are EDPSY 592, 593, 594 , BIOST 511, 512, 513, and PSYCH 524, 525, 526. Students will select a series of advanced courses based on their interests and needs, in consultation with their Mentor. Students must complete a minimum of 14 credits of statistics coursework.

E. Grant Writing All students must take SPHSC 568 Grant Writing in Hearing, Language and Speech Sciences (3 cr). Prerequisites are statistics, SPHSC 504 or 506 or equivalent, completion of a pre-dissertation project, and permission of instructor. Students registering for this course should be prepared to write a grant proposal to fund their dissertation research. This course is offered most years.

F. Doctoral Research Forum (DRF)* All students will register each quarter for SPHSC 567 Research Seminar in Speech and Hearing Sciences (1 cr) while enrolled in the doctoral program. Students with schedule conflicts must obtain their Mentor’s permission to waive the requirement on a quarter by quarter basis. Students must complete a minimum of 12 total credits during their program.

G. Instructional Development Forum (IDF)* All students will register for two quarters of SPHSC 563 Instructional Development Forum (IDF, 1 cr). Students must complete a minimum of 2 total credits of SPHSC 563. Typically, students register for and complete this requirement during the first or second year of their program. This course, offered every other year, is designed to focus on teaching issues as they relate to instructors of courses in speech and hearing sciences. The course content includes instructional techniques, instructional issues, and the relationship between research and teaching in speech, language and hearing sciences. The Department’s Lead Teaching Assistant (TA) and the University’s Center for Teaching and Learning (CTL) are also available to graduate students for consultation.

H. Independent Study / Research Credits Prior to beginning their dissertation work, students are expected to register every quarter for a minimum of 1 credit of SPHSC 600 -- Independent Study or Research. Students must complete a minimum of 16 total credits during their program.

I. Other Coursework The remainder of the student's course work will be planned in consultation with the Mentor and Advisory or Supervisory Committee. Students should develop a course plan, present it to their Advisory Committee, and have it approved during the first year of their program. Students must complete a minimum of 3 credits of additional graduate-level coursework during their program.

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doctoral supervisory committee indicates that the Graduate Faculty, in the student's field, finds his/her background and achievement a sufficient basis for admission into a program of doctoral study and research. A description of the supervisory committee is available on the Graduate School website: Memo 13: Supervisory Committee for Graduate Students. The student’s Speech and Hearing Sciences mentor must be the chair of the Supervisory Committee. Once a Supervisory Committee has been established, students must contact GPA with member’s names for establishing in MyGrad system.

D. Near the end of the major portion of the academic training and pre-dissertation research experience (after approximately two years of study), the student will take a General Examination designed to focus in depth on major and minor topics within the chosen area of concentration. The format of the written portion will be prepared and evaluated by members of the Supervisory Committee. The oral portion of the General Examination follows the written examination and is conducted by the same examining committee. Successful performance on the General Examination is judged by the committee from the student's responses on both the written and oral portions.

E. All students must complete a Doctoral Dissertation that is a significant contribution to knowledge and clearly indicates research competence. The student must submit the dissertation proposal to the Doctoral Reading Committee for approval before defending the dissertation. Prior to the oral defense, students present a colloquium to the Department on their dissertation research. The date and time of this colloquium must be disseminated to the Department faculty and students as soon as it is established. A dissertation must meet the format requirements established by the Graduate School before it will be accepted.

F. Students are required to demonstrate technical expertise in instrumentation and computing appropriate to their area of interest.

G. All doctoral students are expected to attend department colloquia in which faculty, students, and visiting colleagues present their research.

H. Registration for SPHSC 567 Research Seminar in Speech and Hearing Sciences ( 1 cr) is required each quarter. (See Coursework Requirement I.F. for details)

I. Student’s participation in research should be evaluated at least once a year. Students may obtain from the Graduate Program Adviser a form titled “Evaluation of Student Research Participation.” This form should be completed in duplicate by the student’s research mentor: one copy to the student, one copy for the student file.

III. Teaching Requirements

A. All students will register for SPHSC 563 Instructional Development Forum (IDF, 1 cr) for two quarters in the first 2 years of their program. (See Coursework Requirement I.G. for details).

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B. Students, in consultation with their mentor, will develop and carry out a plan to obtain teaching experience appropriate to planned future employment. This plan will be approved by the Advisory Committee. Appropriate teaching experiences include co-teaching a course, working as a teaching assistant, making presentations, and giving lectures.

C. Students intending to pursue an academic career will likely co-teach a class with a faculty member for at least one quarter. To facilitate this, the student will register for SPHSC 564 Teaching Practicum (variable credit) for this activity. "Co-teaching" means that the student gives approximately 25% of the lectures in the course, establishes office hours for students, and is involved in the evaluation (i.e., testing and grading) of students. The student’s teaching must be observed and evaluated by the faculty member with whom the student is co-teaching. The student is responsible for finding a course to co-teach. The faculty may make a list of potential co-teaching opportunities available to students.

D. Students will have all teaching experience evaluated by the appropriate faculty. Students may obtain an “Evaluation of Doctoral Student Teaching Participation” form from the Graduate Program Adviser. The student should keep a copy of the completed form for his/her files and give a copy of the form to the mentor. Students co-teaching a class should also contact the Graduate Program Adviser for assistance in obtaining course and teacher evaluations independent of the teaching supervisor.

Academic Progress Requirements

Students are required to make satisfactory academic progress throughout their time in the doctoral program. To this end, students are required to review and understand the Graduate School’s Memo # entitled “Unsatisfactory Performance and Progress” as well as the Department’s “Graduate Student Guide”, section VI, entitled “Scholarship: Review of Student Progress”, which comprehensively outlines the satisfactory performance requirements for this program.

Doctoral students will be evaluated annually in the Winter Quarter by the professorial faculty. The faculty evaluates each student’s progress on the basis of:

• the student’s performance in required courses
• the completion of research requirements, including contributions to the doctoral research forum (SPHSC 567)
• development as a teacher

Students will receive a satisfactory (“1”) or unsatisfactory (“0”) evaluation and the results of the evaluation will be communicated to the student by the Graduate Program Coordinator. The Graduate Program Coordinator will instruct any students who receive an unsatisfactory evaluation to consult with their mentor who is responsible for seeing that the student is followed on a quarterly basis. Students who are not making satisfactory progress must consult with their mentor/ advisor to determine the appropriate course of action. The faculty as a whole will review the progress of any student of concern each quarter.

Established, August 5, 1997 Page 10 Last Revised, September 2016

Ph.D. DEGREE AUDIT FORM

Doctoral Program Requirements

REQUIREMENTS NOTES DONE?

3-Course Doctoral Sequence – 9 credits minimum SPHSC 560 Studies in Speech Science & Disorders (3 cr) SPHSC 561 Studies in Hearing Science & Disorders (3 cr) SPHSC 562 Studies in Language Science & Disorders (3 cr)

1 Research Methods Course – 3 credits minimum SPHSC 504 Research Methods in Speech & Hearing Sciences (3 cr) SPHSC 506 Research Methods in Speech-Language Pathology (3 cr) OR an approved alternative by the student’s committee (list below)

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4 Statistics Courses – 14 credits minimum Students will select a series of courses with approval from their advisory committee. List below:

Acceptable courses include but are not limited to:

• EDPSY 490 Basic Educational Statistics (3)
• EDPSY 511 Methods of Applied Behavior Analysis Research (3)
• EDPSY 592 Advanced Educational Measurements (3)
• EDPSY 593 Experimental Design and Analysis (5)
• EDPSY 594 Advanced Correlational Techniques (5)
• BIOST 511 Medical Biometry I (4)
• BIOST 512 Medical Biometry II (4)
• BIOST 513 Medical Biometry III (4)
• PSYCH 524 Introduction to Statistics and Data Analysis (4)
• PSYCH 525 Linear Models and Data Analysis (4)
• PSYCH 526 Multivariate Statistics (4)

1 Grant Writing Course – 3 credits minimum SPHSC 568 Grant Writing in Hearing, Language and Speech Sciences (3 cr)

Doctoral Research Seminar Series - 12 credits minimum SPHSC 567 Research Seminar in Speech and Hearing Sciences (1 cr)

Students will register each quarter (Autumn, Winter, Spring) while in the doctoral program. See adviser for schedule conflict waivers.

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Ph.D. DEGREE AUDIT FORM

Doctoral Program Requirements

REQUIREMENTS NOTES DONE?

Instructional Development Forum - 2 credits minimum SPHSC 563 Instructional Development Forum (1 cr)

All students will register for two quarters of IDF (2 credits).

Other Graduate Coursework – 3 credits minimum An individual coursework plan must be created and approved by the student’s mentor and advisory committee. A minimum of 3 credits of additional coursework must be taken at the graduate level.

An individual coursework plan must be created & approved by the student’s mentor and advisory committee.

Undergraduate Coursework Students without a background in speech and hearing sciences must complete undergraduate coursework in 4 areas in order to obtain a basic understanding of the discipline; one course in speech science, one in language science, one in hearing science and one in communication disorders.

1. Speech science course

• SPHSC 320 (5 cr) or
• another course approved by student’s committee

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2. Language science course

• SPHSC 303 (3 cr) or
• another course approved by student’s committee

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3. Hearing science course

• SPHSC 461 (5 cr) or
• another course approved by student’s committee

  ---

4. Communication disorders course

• SPHSC 250 (5 cr)
• SPHSC 305 (5 cr)
• SPHSC 371 (3 cr) or
• another course approved by student’s committee

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ONLY for students with degrees outside Speech & Hearing Sciences. The student’s Advisory Committee must approve the courses and any waivers.

Pre-Dissertation Research – 16 credits minimum SPHSC 600 Independent Study / Research (variable cr)

Required to enroll every quarter prior to start of dissertation work.

Pre-Dissertation Project (PDP)  Written Proposal  Oral Presentation  Final Written document

Provide mentor with final copy of PDP.

Established, August 5, 1997 Page 13 Last Revised, September 2016

Ph.D. DEGREE AUDIT FORM

Doctoral Program Requirements

REQUIREMENTS NOTES DONE?

General Exam Schedule after 60 credits completed, with 18 of them numerically graded at the 500- level.  Exam Scheduled & Approved in MyGrad Program  Exam passed  Warrant signed  Candidacy conferred (Ph.C.)

See GPA to coordinate scheduling.

1. Provide date and time of exam, and verify committee members
2. GPA schedules room & confirms
3. Student submits exam request in MyGrad - includes presentation title
4. GPA approves exam in MyGrad and prints Warrant and GSR Report for completion after exam.

Read the following:

• General Examination
• Candidate Certificate

Doctoral Reading Committee Set Up Occurs after the General Exam is successfully completed.

See GPA to set up committee. At least 3 members of the Supervisory Committee must serve on the Reading Committee.

Read the following:

• Appointment & Responsibilities of a Doctoral Reading Committee

Final Exam / Doctoral Dissertation Defense  Exam Scheduled  Public Colloquium Presentation  Oral Defense  Warrant signed  Written document submitted

See GPA to coordinate scheduling.

1. Provide date and time of exam, and verify committee
2. GPA schedules room
3. Student submits exam request in MyGrad, including dissertation title
4. GPA approves exam in MyGrad and prints Warrant and GSR Report for completion after exam.

Read the following:

• Final Examination: Dissertation Defense

Registered full or part-time the quarter of Final Exam

Cumulative GPA of 3.

90 total credits, 60 at the UW

Work completed within 10 years

Doctoral Student Progress and Funding Policy

The intent of the Department is to fund doctoral students throughout their program, as long as progress is satisfactory and the budget allows. The funding can be from an array of sources, including: University Teaching Assistantships (TA) (including Supervision in the Speech and Hearing Clinic), Research Assistantships (RA) through individual Faculty Grants, and Traineeships through training grants (Department, CHDD, other).

Our goal is that all students participate in both teaching and research assignments throughout their program. To meet this goal, students will be rotated through a variety of assignments and funding sources. Students will be selected for the various assignments based upon their interests and abilities. General guidelines for selection are as follows:

• Teaching Assistantships (TA): The University of Washington funds Teaching Assistant positions. Teaching Assistants are assigned to teach courses within the Department of Speech and Hearing Sciences. This assignment may include primary responsibility for teaching a course (for example, teaching SPHSC 100-Voice and Articulation Improvement), or secondary responsibility (for example, teaching a lab or portions of a course). Teaching Assistants also participate in course grading. Teaching Assistants may also include supervision in the Speech and Hearing Clinic. Students are selected for this assignment based upon their areas of interest/expertise, their need and desire for teaching experience, and Departmental need.
• Research Assistantship (RA): Research Assistant positions are typically funded by outside agencies (e.g., National Institutes of Health, Department of Education, Centers for Disease Control, etc.) as part of a research grant awarded to a faculty member. As such Research Assistants are assigned to work with a particular faculty mentor on a specific research project. The research project will be in the student’s area of interest; it may or may not be the student’s own research project (i.e., the student’s pre-dissertation project or dissertation). Typically the faculty member responsible for the grant approaches a student for such a position, although a student may apply. Students are selected for this assignment based upon their areas of interest, as they match the needs of the grant.
• Traineeships: Traineeships have various funding sources, including but not limited to the National Institutes of Health (NIH), Maternal and Child Health, Department of Education, and National Science Foundation. The NIH traineeships are pre-doctoral and consist of two types: Individual and Institutional NRSA fellowships. The Individual NRSA Pre-doctoral Fellowship is awarded competitively by NIH to individual applicants, and provides funding during the dissertation research period. SPHSC doctoral students are generally expected to apply for these fellowships concurrently with their General Examination. The Institutional NRSA fellowships are also funded by the NIH, but are awarded by the department to relatively new doctoral students (i.e., students in their first or second year). These

Graduate Student Stipend Awards--Policies and Procedures} Page 1

GRADUATE STUDENT SERVICE APPOINTMENTS

POLICIES AND PROCEDURES*

The overall function of graduate student service appointments (GSSA), including teaching and research assistantships, is to provide service to the University as well as in-service education in teaching or research to the appointee. In the case of most federally-funded traineeship stipends, the same general function is true with the exception that in-service training holds priority over the University service function.

In general, teaching and research assistantships are on a half-time basis, unless otherwise specified and involve an average of approximately 20 hours of work per week. Federally-funded traineeships also typically require 20 hours per week of assigned activity. When there is a teaching assignment, the hours per week of assigned time should include time required for preparation, in-class hours, grading, office hours, staff meetings, etc. Technically, students are not given more than one assignment per quarter. However, on rare occasions, an RA might be asked to assist in teaching. If this occurs, he/she will receive supplemental funding.

POLICY (IN PART FROM CHAPTER 6, PART IV, VOLUME 4, UW HANDBOOK) Excerpts from Chapter 6 are shown in quotation marks. Other material is either paraphrased from Chapter 6 or states Departmental policy.

Selection, Appointment and Reappointment (GSSA)

Criteria

1. Students must be in graduate status and be enrolled for ten hours or more of academic credit each quarter of the academic year to be eligible for service appointments. (Registration to audit a course cannot be counted toward the required ten hours.) They must "have demonstrated high achievement and potential in their fields of graduate study" and be "likely to render a high level of performance in teaching, research or other activities... "
2. Reappointment may be granted "if the graduate student demonstrates satisfactory progress... and maintains a high standard of performance in the activities associated with the appointment," and maintains a "cumulative grade point average of not less than (3.0)." (See Section 2C(3) for more details.)
3. If criteria as stated in Chapter 6, Volume IV of the Handbook are met, reappointment may be expected by the student insofar as this is permitted by the availability of funds. The Department of Speech and Hearing Sciences does not have a specified limitation on the number of reappointments. Doctoral students are provided funding as long as their progress in the program remains appropriate and satisfactory (see Doctoral Funding Policy). Master’s students are not guaranteed funding.

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*Policy and procedures concerning graduate student stipend appointments for the Department of Speech and Hearing Sciences are in accordance with Chapters 6 and 8, Part IV, Volume 4 of the University Handbook. Students should familiarize themselves directly with Handbook material. They are also published in the Graduate School's Handbook for New Teaching Assistants, the Mentor.

Graduate Student Stipend Awards--Policies and Procedures} Page 2

4. Reappointment is, in part, dependent upon the quality of services rendered. In this regard, the Department has a specified procedure for evaluation of the quality of teaching and research service given by the student. Students and supervising faculty should use the specific SPHSC teaching and research evaluation forms for each quarter in which the student is being evaluated. Faculty should make a minimum of two class visits per quarter in relation to this evaluation and the provision of assistance to the student. For assignments which involve classroom teaching and/or group laboratory teaching, Office of Student Rating forms should also be used as part of the evaluation process. TA/RA student performance is formally reviewed annually by the Department (typically during Winter Quarter).

Training and Supervision of Appointees (TA)

1. "Teaching appointees with no previous teaching experience will attend an introductory University and departmental program which will include training appropriate to the type of teaching expected of the appointee." In the SPHSC Department, SPHSC 563 Instructional Development Forum is offered.
2. It is expected that the instructor overseeing/supervising the experience monitors whether student is meeting responsibilities. For Tutors, who are employed hourly, assignment completion is monitored by payroll dependent upon allocation.

Duties of Appointees (TA)

Duties of TA's "shall be limited to the supervision and leadership of quiz sections, discussion sections or laboratory sections; service as class assistants, supervised teaching or advising, or other activities comparable to these… Although increased responsibility in the supervision of laboratory or classroom work is desirable for graduate students as they acquire teaching experience and advance in their studies, Teaching Assistants shall not be placed in over-all charge of courses."

Tuition and Taxability of Income

Tuition. Graduate students on half-time appointments or greater, for five out of six pay periods per quarter, have a portion of resident tuition and fees (the Operating Fee, Building Fee, and Technology Fee) waived. They are responsible for the remaining fees (Service & Activities Fee, IMA [Intramural Athletics Building Bond] Fee, FR [Facilities and Renovation] Fee, and the U-Pass Fee). Non-resident students with such appointments are classified as residents for tuition purposes.

IRS. In 1987, tax law changes required graduate stipends to be included as taxable income, but the amount of the operating fee waiver was not taxable. Check with the Graduate School for the latest interpretation of the law.

Vacation

"Graduate appointments do not provide for paid vacation or sick leave." Work periods for Teaching Assistants are marked by academic terms. Students on Research Assistant appointments will need to negotiate appropriate vacation time with the supervisor of the project to which they are assigned.

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Termination for Cause

Termination for cause refers to appointment terminations that occur prior to the end of the appointment period. Under such circumstances, the student must be warned in writing by the Chair or the supervisor that grounds exist for the termination of the appointment. A request for termination of an appointment must be made by the Chair to the appropriate Deans of the College and the Graduate School and does not become final until approved by them.

Procedures for Appeal of Grievance or Complaint

Students are asked particularly to note Section 5 of Chapter 6, Volume IV, concerning procedures regarding complaints that may arise out of an interpretation or application of policies and procedures.

Evaluation

For every graduate student teaching and research appointee assigned to them, faculty members have the ability to complete in duplicate at the end of each academic term (or quarterly for quarterly assignments), a departmental evaluation form. Both the faculty member and the student sign this form. One copy is held by the student; the other is sent to the Department Administrator for inclusion in the student's Departmental file. Students desiring evaluations should coordinate directly with their assigned faculty member.

Conducting Research in the SPHSC Clinic

Policy and Guidelines for Clients and Student Involvement

The SPHSC Speech and Hearing Clinic is primarily a facility for educating students by offering services to clients in the assessment and treatment of speech, language and hearing disorders. This facility, and practicum experiences, can and should also be used as a context for conducting clinical research. For all clients and students being considered for involvement in research of any type, supervisors should discuss the appropriateness of this opportunity.

Since the primary purpose of the Clinic is for educational and service purposes, guidelines for research implementation are required. The guidelines are as follows:

1. Data may be collected via typical clinical services through practicum if the client and the student clinician are conducting “business as usual.” These data might be used to explore the feasibility of a research question. The needs of the client and student completely guide the services that are being administered. Data collection corresponds to the kinds of data collection that would occur in the typical clinical setting for ongoing clinical decision making (i.e., that would occur normally). The Clinic Consent Form will cover this type of data collection. For clarification of “business as usual,” see UW Human Subjects Review Categories (Exempt for University Level Review) (http://depts.washington.edu/hsd/INFO/revcats.htm).

2. Data collection that reflects a set research protocol, and that begins to deviate from the typical clinical services, requires different procedures. The UW Human Subjects Office must approve the research protocol/procedures and consent forms. No client will be enrolled in clinical research without informed consent. In addition, student clinicians participating in this type of research must be invited and have agreed to participate. They may be enrolled in an advanced clinical practicum experience or a SPHSC 599 Independent Study. The defining feature of this type of research is that although the research protocol drives some clinical decisions and clinical services, the services are still being delivered within the boundaries of the Speech and Hearing Clinic operations. The treatment is a treatment choice for the client, and most scheduling matches normal clinic operations. Client and clinician needs are respected, but the research protocol may at times take priority (with no risk or adverse effects to client or clinician). (For example, sessions may be lengthened, or an additional session may be scheduled each week so that extra probe data may be collected.) Since the research is being conducted within the boundaries of the Clinic Operations, fees for services may still be collected (part of Human Subjects review). Discussions among the researcher, supervisor, Clinic Director and students will be conducted to determine the fee structure (e.g., fees may be waived for the extra probe sessions).

3. Research that is experimental or not considered standard treatment should be considered beyond the SPHSC practicum experience, and therefore, conducted outside of clinical practica. In this case, client and student involvement occurs outside of practicum operations. The researcher must have research protocol/procedures and consent forms approved by the UW Human Subjects Office. No client will be enrolled in this type of research without informed consent. In addition, student