Hearing, Speech and Language Sciences Policies

Academic Integrity

Academic Honesty

The Department of HSLS aligns with the policies and procedures put forth by ��: Academic Misconduct | ��

Reviewed and Reaffirmed 04/11/25

Graduate Students Returning from Break

Continuing graduate students are expected to arrive on time for their classes, clinical assignments, and work assignments (if applicable) on the first scheduled day of classes or assignments of any given semester. Students who do not arrive on the first day of the semester for their duties, without a prior written excuse from the Coordinator of Professional Programs or the Coordinator of PhD Studies (whichever is appropriate), a copy of which must be placed in the student’s file in the HSLS main office, may be placed on probation and lose assistantship funding for that semester.

Reviewed and Reaffirmed 04/11/25

Graduate Students Accepting Work Outside of HSLS

Requirements to maintain your graduate appointment maximum hours of total employment are 20 hours per week, on or off campus. Graduate appointment recipients may not accept other full-time employment, either within or outside of the University. Graduate students cannot have two full-time graduate appointments.

Reviewed and Reaffirmed 04/11/25

Graduate Council and HSLS Policy on Graduate Student Funding

Graduate Council policy on the limits of the amount of tuition support that can be awarded to degree seeking graduate students

A graduate level student with an awarded graduate level degree from another institution can receive no more than 10 semesters of tuition scholarship from any department or combination of departments.

A graduate level student without an awarded graduate degree from another institution or one who has earned a graduate degree from �� can receive no more than 12 semesters of tuition scholarship from any department or combination of departments.

After a student has received the maximum number of semesters of tuition scholarship, that student will no longer be eligible to receive a tuition scholarship from any �� program or department although they may be eligible for funding under external funds and grants.

After a student has received the maximum number of semesters of tuition scholarship, that student could still receive a stipend without a tuition scholarship. The counting of semesters of eligibility does NOT include summer semesters. This limitation does not apply to employee fee waivers. Learn more about .

HSLS policy on graduate student funding

Students who exceed the university’s maximum allocation of tuition waivers may be eligible to be paid for academic instruction in HSLS. Furthermore, they may be eligible for a stipend only or an award from an external grant, scholarship, or fellowship. Given that instructional needs are projected far in advance of actual teaching assignments, advanced planning, and discussion with the HSLS Director regarding possibilities for paid teaching assignments are required.

Not all HSLS graduate students receive funding. The allocated graduate tuition scholarships and service stipends are awarded to graduate students on a competitive basis. Decisions regarding funding allocations are based on the following criteria.

Qualifications and preparation, as evidenced by relative ranking based on the graduate admissions process
Performance in HSLS and outside coursework
Evidence of diligence and productivity in previous HSLS work assignments
Consistent demonstration of professional/generic abilities
Durations of previous funding award
Evidence of attempts to secure funding for tuition, stipends, and/or research projects through external grants

Students are encouraged to take initiative in seeking external funding regardless of whether funding has already been offered through ��. HSLS graduate students are encouraged to consult with their academic advisors and the university’s Office of Research and Sponsored Programs for advice and assistance in seeking external funding. Approved by HSLS Faculty on 09/30/2005.

HSLS policy on funding for graduate students who are eligible for OHIO's educational benefits program for employees spouse and children

Please refer to university policy.

Reviewed and Reaffirmed 04/11/25

Students who are Non-Native Speakers of American English Enrolling in a Professional Program

HSLS is dedicated to further international engagement, interaction, and involvement of students, faculty, and staff. Because the programs of Audiology and Speech-Language Pathology require strong communication skills a minimum level of proficiency for the English language is required for admission. Due to this the following requirements are expected for an international applicant not from a country where English is the official language to enroll in the Master of Speech-Language Pathology or Doctor of Audiology Clinician programs.

Clinical Practicum Criteria

Achieve a minimum score of 105 total TEST of English as a Foreign Language (TOEFL) iBT with at least a 26 on the Speaking and Listening subtest or
Achieve minimum score of 7.5 total International English Language Testing System (IELTS) with at least a 7.5 on the Speaking and Listening segment.

These recommendations are from the ASHA Ad Hoc Committee on Language Proficiency from February 2019. They defined Language Proficiency on page 2 of the document as “effective receptive and expressive language skills in both written and spoken modalities.” The committee reviewed the Scope of Practice documents for Audiologists and Speech-Language Pathologists and confirmed a high level of English proficiency is required to work within the United States for collaborating with other professions, reviewing and writing reports, reviewing and applying research findings, communicating with administrators and patients, and understanding to comply with legal requirements even when bilingual or multilingual. They also reviewed the ASHA certification Standards in Speech-Language Pathology (2014) for graduates of ASHA accredited programs and determined the level of proficiency noted above to be efficient for completing the tasks.

Waiver Requests

An applicant may request for a waiver of the English proficiency requirement through the graduate admissions office. After you submit your application, please contact Graduate College and provide appropriate documentation for waiver consideration. Please note that requests for waivers cannot be considered until after the application has been submitted.

Waivers will be considered if the applicant has fulfilled one of the following:

Passed a nationally administered professional test that requires evaluation of both oral and written English (e.g., USMLE or Cambridge C2 Proficiency passed with a Grade B or higher)
Completion of Level 112 of Intensive English instruction at an ELS Language Center. Please provide the completion certificate.
Applicants will be advised as to the status of waiver requests within a reasonable time from submission.

Support Plans

Where warranted, individual support plans will be developed with the student to support highest levels of independent practice for all students if difficulties in specific areas of communication or clinical skill are determined to be at-risk early in the program. This could include targeted intervention within the clinic.
A copy of this policy will be sent to each international student as part of the HSLS graduate student
orientation packet before beginning a HSLS graduate program.

Reviewed and Reaffirmed 04/11/25

Accommodations and Accessibility Services

Refer to university policy/procedure.

Reviewed and Reaffirmed 04/11/25

Enrolling in Extra Ungraded Practicum for the AuD Program

During Years 2 and 3 of the AuD program, students may elect to enroll in extra ungraded practicum credit hours through HSLS 7921/8921. Students may choose this option if there are additional clinical opportunities at the onsite university clinic or through an offsite clinical placement. Students may also choose to complete this option if they are interested in completing a special clinic project under the direction of a clinical preceptor. Students must obtain approval prior to enrolling in extra ungraded practicum credit hours.

Enrolling in extra ungraded practicum credit hours indicates you are committing to 2 extra hours of clinical assignments each week per hour of credit enrolled. Students are required to complete all assignments that semester plus the student’s regular clinical assignments.

Achieving credit for the course:

All assignments must be completed by the designed time frame agreed upon by the student, preceptor and/or instructor of record. If assignments are not completed by the designated timeframe, the student will be assigned an Incomplete (I) in the course.

Assigning an Incomplete “I” means that the student has not completed the work required to receive credit for the course. The student must complete the work within the first two weeks of the next semester of enrollment or two years from the end of the term in which the grade of “I” was given, whichever comes first, or the “I” converts automatically to an “F.” The student will not receive credit for the course and will be required to retake HSLS 7921/8921 a subsequent semester. This will result in a delay of graduation. The instructor may at their discretion submit a change of grade request to the Office of the University Registrar. When the student applies for graduation, any Incompletes on their record will be calculated as an “F” for the purpose of determining eligibility for graduation and will be converted to “F” upon graduation.

Please see Director of Clinical Education-Audiology for a form to request additional ungraded practicum hours.

Reviewed and Reaffirmed 6/6/25

MA SLP and AuD Probation Policy

Please refer to university policy:

Reviewed and Reaffirmed 04/11/25

MA SLP At-Risk Clinical Policy for HSLS 6910

Support plan for Students at Risk for Inadequate
Clinical Performance: HSLS 6910 Externship Placements

Purpose

Address students out on full-time externships who are identified as not making progress toward successful completion of the experience as reflected on the ACCS, including procedural or contractual concerns. 
Ensure that students matriculating through the clinical program demonstrate skills at a level that is commensurate with entry into the Clinical Fellowship Year.
Through support, the goal is to guide Students toward clinical independence and autonomy.

HSLS 6910 provides clinical opportunities to gain experience and required clinical hours for ASHA certification during two separate full-time placements in educational and medically oriented settings.  All Clinical Supervisors are fully ASHA certified and licensed by the state.  Students are expected to complete 2 semesters of 6910 prior to graduation.  HSLS 6910 uses the Assessment of Clinical Competence SLP (ACCS), which is the mandated evaluation system based upon ASHA standards. This matrix is based upon key aspects of professional practice outlined by ASHA and focuses on a continuum of increasing independence and competency through the program.

At-Risk Student Characteristics

Documented difficulty with:

Acquiring and demonstrating measurable progression of skills, across multiple clinical areas as assessed on the ACCS.

A total score of 3 on the ACCS at mid term

Documented difficulty learning and complying with the Conduct and policy protocols specific to the externship as contained in the contract between the College of Health Sciences and Professions and the institution in written policies of the institution.  These can be:

The contract between the College of Health Sciences and Professions and the institution.

The policies and procedures of the institution, including HIPAA

Remediation plans 

Definition. These plans are generated when a student is not meeting benchmarks on the ACCS with a focus on skills performance on a level that will interfere with progression through the program.  Plans are developed with the Preceptor, Director of Clinical Education, and Student working together.  All Remediation plans must be met by the end of the semester the plan is implemented.  Remediation plans can interfere with active offsite clinical placements while in effect.

Identification of At-Risk Performance: Mid-term of spring 2 or summer2 externship, defined as no later than the 6th week of the placement.  Supporting documentation must include ACCS scores, records of meetings to address concerns, and if necessary, excerpts from policies/contractual language that support the concern. The ACCS completed must include specific comments on the areas of deficit.

Determination of subsequent course of action: 

Director of Clinical Education and Preceptor review the information and determine if the reasons for the at-risk determination are at a level

Supporting a remediation plan.

Supporting dismissal from the externship.

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The Director of Clinical Education notifies both the Student and the Preceptor that the student has been identified as “at risk” at a level that may impact continuation of the externship, or progress through the externship which will subsequently affect graduation. 

Notification is made within 24 hours of the mid-term evaluation meeting.  The statement contains:

A statement that the student’s successful completion of the externship is At Risk.

The documentation used to make this determination.

The intention to meet with the Preceptor to discuss the next course of action.

Notification to the student is made by the DCE in cases of Remediation Plans.

Components of the plan could include:

A specific remediation plan to be implemented during the remaining weeks of the externship to include weekly meetings with the student and implementing Preceptor that would include the Director of Clinical Education.

Removal from the externship for the remainder of the semester.

If the Externship Preceptor agrees to implement a Remediation Plan

The Primary Preceptor and DCE commit to assisting the student in developing the Remediation Plan.  Implementation of the plan involves the active participation of the Student, Preceptors, and Director of Clinical Education as outlined in the table below. Timelines are established based upon the understanding that remediation plans are completed within the semester.  The Table below summarizes the roles of each member of the remediation team.  Remediation plans are structured to provide support and guidance toward achieving ACCS scores within . The components of the plan include: 

Goals and objectives written as SMART goals specific to areas of concern.

Weekly meetings with the preceptor

Meetings with the DCE as outlined in the plan

Communication between the Preceptor and DCE at least every two weeks during the plan.

Meeting agendas are initially written by the preceptor, then together, then independently by the student, including techniques, resources, and responsibilities.

Student completed written reflections as outlined in the plan.

Timeline for satisfactory completion.

Identification of the Preceptor(s) implementing the plan.

Summary of Roles of the Student, Preceptor, and DCE for a Remediation Plan
Student	Preceptor	Director of Clinical Education
Self-evaluation:  the student will complete Preceptor assigned self- evaluation using at least one of the following ACCS-SLP Policy and procedures as outlined by the institution including HIPAA and FERPA guidelines. Contract specifics.  Contact with the DCE on an agreed upon schedule throughout the remediation process.  Self-analysis of progress toward goals and objectives which may include guided reflections.  Weekly meetings with the Preceptor to discuss progress	Develops and oversees the implementation of the Remediation Plan.  Co-Signs the Remediation Plan. Mentors the Student across all aspects of the Remediation plan with meetings at least weekly. Communicates with the Director of Clinical Education on progress and challenges in the implementation of the plan.	Notifies the HSLS Chair and MA SLP Graduate Coordinator that an “at risk” protocol is being implemented.  Participates in the development of the Remediation plan. Co-signs the Remediation Plan  Participates in meetings with Student and Preceptor as agreed upon in plan, no less than twice a month.  Reviews the completed plan and co-signs, filing the completed plan in accordance with �� Registrar and CAA accreditation standards.

If the Preceptor does not agree to implement a plan

Preceptor

Collects all documentation including statement that the Remediation plan will not be implemented for the student.

Sends that documentation to the DCE.

Director of Clinical Education

Notifies the HSLS Chair and the HSLS Graduate Coordinator that the student will be removed from the externship placement.

Reviews all documentation from Preceptor and places Documentation in student file.

Meets with the HSLS Chair to determine plan based upon following options: 
1. Withdraw for the semester with reenrollment next semester, delaying the completion of the program.
2. Re-enrollment in the HSLC with Remediation plan in place.  Program completion may be delayed. 
3. Dismissal from the program.

Convenes meeting with the HSLS Graduate Coordinator, HSLS Chair and the student to discuss subsequent path and plan.

Documents outcomes and decisions co-signed by the Chair.

Assessment of Progress

PASS: Final total score on the ACCS is 5.8-6.0.  The student will continue with off-site clinical rotations.

INCOMPLETE: An incomplete will be considered in those cases in which events preclude successful completion of the plan, and it is expected that the student will be successful within established University timeframes.

FAIL: ACCS SLP score is less than 5.8 to 6.0 at the completion of the full-time externship, delaying graduation.  Failure to successfully complete a remediation plan will delay graduation.  Failure to complete a second remediation plan will result in dismissal from the program. It should be noted that a fourth remediation plan over both 6920 and 6910, equating to 4 semesters of a 6-semester program, will not be considered.

Dismissal from the program

The HSLS Chair notifies the student, via letter, of dismissal from the program.  Upon notification, should the student disagree with the assessment and recommendations, he/she will be advised to consult the College Policy on Appeals and Procedures. Students are also encouraged to contact the Graduate College Ombudsman about the specifics and timeline about such an appeal. The appeal should be submitted to the program director.

Reviewed and Reaffirmed 04/11/25

ii. MA SLP At-risk Clinical Policy for HSLS 6920

Support plan for Students at Risk in Clinical Performance

Purpose

Address Students enrolled in HSLS 6920, Practicum in Diagnosis and Therapy who are identified as not making progress toward successful completion of the experience as reflected on the ACCS SLP, including procedural or contractual concerns.
Ensure that Students matriculating through the clinical program demonstrate skills at a level commensurate with entry into the Clinical Fellowship Year.
Through support, the goal is to guide Students toward clinical independence and autonomy.

HSLS 6920 provides clinical opportunities to gain experience and required clinical hours for ASHA certification within the �� Hearing Speech and Language Clinic (on site) as well as the part time placement required of each student once during the first 4 semesters of graduate work. All Clinical Supervisors are fully ASHA certified and licensed by the state. Students are expected to complete 4 semesters of 6920 prior to the start of the full-time externship series. HSLS 6920 uses the Assessment of Clinical Competence SLP (ACCS), which is the mandated evaluation system based upon ASHA standards. This matrix is based upon key aspects of professional practice outlined by ASHA and focuses on a continuum of increasing independence and competency through the program.

At-Risk Student Characteristics

Documented difficulty with:
1. Acquiring and demonstrating measurable progression of skills, across multiple clinical areas as assessed on the ACCS.
2. A total score of 3 on the ACCS at midterm after the first semester.
Documented difficulty learning and complying with the Conduct and policy protocols specific to the externship as contained in the contract between the College of Health Sciences and Professions and the institution in written policies of the institution. These can be:
1. The contract between the College of Health Sciences and Professions and the institution.
2. The policies and procedures of the institution, including HIPAA guidelines.

To support students in their clinical performance progress, the Director of Clinical Education and Preceptor review information and determine if the reasons for the at-risk determination are at a level:

Supporting an Action plan
Supporting a Remediation plan
Supporting dismissal from the program.

Action Plan

Definition: An Action plan will be initiated upon noted difficulty with specific clinical skills or policy as identified within the context of a specific caseload. Concerns fall within a subset of the ACCS item(s) rather than full ACCS categories. The plan is developed with the Preceptor and Student working together. A Student may be on one or more action plans during enrollment in HSLS 6920. The goal of any Action Plan is to provide structured support for progress within the clinical caseload at that time.

Identification: Action plans may be instituted at the discretion of the Preceptor at any point after the midterm of the first semester. Supporting documentation must include records of meetings to address concerns, and if necessary, excerpts from policies/contractual language that support the concern. If concerns arise after completion of an ACCS, it must include specific comments on the areas of deficit.

Notification: The Preceptor notifies both the Student and the Director of Clinical Education that the Student’s performance has been identified as At Risk and that an Action Plan is being put in place. Action Plan can be instituted at any time after the midterm of the first semester.

Plan Development:  The Preceptor and Student meet to develop a written plan that is: 

Specific to the concern
Of short duration; no more than 4 weeks 
Clearly defines the goal(s) of the plan, written as SMART goals. 
Includes meeting/review schedule. 
Format includes signatures, dates of initiation, contact and completion.

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Documentation of continuous improvement toward attaining the identified goals is completed by the Clinical Preceptor, including dated documentation of meetings and correspondence regarding the goals.
The Graduate Student will participate in documentation of progress as outlined in the plan.

Timeline/Assessment of Action Plan: Successful completion of the Action plan results in continuation in all facets of the clinical practicum. Unsuccessful completion of the Action Plan leads to a Remediation Plan, which may be implemented either during that semester or in the following semester depending on the timing of the Action Plan.

Remediation Plan

Definition: These plans are generated when a Student is not meeting benchmarks on the ACCS with a focus on skills performance impeding progress on a level that will interfere with progression through the program. Plans are developed with the Preceptor, Director of Clinical Education, and Student working together. All Remediation plans must be met by the end of the semester the plan is implemented. Remediation plans during 6920 preclude offsite clinical placements while in effect. Students may be placed on up to three successful remediation plans over the course of their program. A fourth remediation plan over the course of the program will not be considered. If a Remediation plan is not completed successfully, the Student will be on Clinical Probation the next semester with another Remediation Plan in place. Inability to successfully complete Clinical Probation will result in Dismissal from the program.

Identification: Remediation plans can be considered at Mid-term of each semester after Fall 1, defined as no later than the 6th week of the placement. Supporting documentation must include ACCS scores, records of meetings to address concerns, and if necessary excerpts from policies/contractual language that support the concern. The ACCS completed must include specific comments on the areas of deficit.

Determination of subsequent course of action:

Director of Clinical Education and Preceptor review the information and determine if the reasons for the at-risk determination are at a level

Supporting a Remediation plan
Supporting Clinic Probation.
Supporting dismissal from the program.

Notification: The Director of Clinical Education notifies the Student as being identified as “at risk” at a level that can impact continuation of the clinical practicum or progress through the practicum, subsequently affecting graduation. Notification is made within 48 hours of the mid-term evaluation meeting. The Notification statement contains:

A statement to the effect that the Student’s successful completion of the clinical placement is At Risk. 
The documentation used to make this determination.
The intention to meet with the Director of Clinical Education to discuss the next course of action for the Student. 
The level of intervention considered to be most supportive to the Student at this juncture.  
Notification to the student is made by the DCE in cases of Remediation Plans.

Plan Development: The components of the plan could include: 

Determination of the team members. More than one Preceptor may be involved in the plan.
Goals and objectives written as SMART goals specific to areas of concern.
Weekly meetings with the Preceptor.
Meetings with the DCE as outlined in the plan.
Communication between the Preceptor and DCE at least every two weeks during the plan.
Meeting agendas are initially written by the Preceptor, then together, then independently by the Student, including techniques, resources, and responsibilities.  
Student completed written reflections as outlined in the plan. 
Timeline for satisfactory completion.

Implementation: Implementation of the plan involves the active participation of the Student, Preceptors, and Director of Clinical Education as outlined in the table below. Timelines are established based upon the understanding that remediation plans are completed within the semester. The Table below summarizes the roles of each member of the remediation team.

Summary of Roles of the Student, Preceptor, and DCE for a Remediation Plan
Student	Preceptor	Director of Clinical Education
Self-evaluation:  the Student will complete Preceptor assigned self-evaluation using at least one of the following:  ��䳧-��  Policy and procedures as outlined by the institution including HIPAA and FERPA guidelines.  Contract specifics  Contact with the DCE on an agreed upon schedule throughout the remediation process.  Self-analysis of progress toward goals and objectives, which may include guided reflections specific to the plan.  Weekly meetings with the Preceptor to discuss progress.	Develops and oversees the implementation of the Remediation Plan. Co-Signs the Remediation Plan. Mentors the Student across all aspects of the Remediation plan with meetings at least weekly. Communicates with the Director of Clinical Education on progress and challenges in the implementation of the plan. Maintains dated written documentation of all meetings and progress. Reviews the completed plan with the Student and DCE, co-signing the completed plan.	Notifies the Student that a Remediation Plan is being implemented.  Notifies the HSLS Chair and Coordinator of the MA SLP Graduate Program than Remediation Plan l is being implemented. Participates in the development of the Remediation plan. Co-signs the Remediation Plan along with the Coordinator of the MA SLP Graduate Program.  Participates in meetings with Student and Preceptor as agreed upon in plan, no less than twice a month.  Reviews the completed plan and co-signs, filing the completed plan consistent with �� Registrar and ASHA requirements.

If an External Preceptor does not agree to implement a plan, the Preceptor collects all documentation including that the Remediation plan will not be implemented for the Student at that site. The Preceptor sends that documentation to the DCE.

The Director of Clinical Education notifies the Student, HSLS Chair and the Graduate Coordinator that the Student will be removed from the off-site placement. If removed from the off-site placement, the plan may include return to the onsite HSLS clinic. Additionally, the DCE will:

Review all documentation from Preceptor and place Documentation in Student files as directed by �� Registrar and ASHA criteria. 
Meet with the HSLS Chair to determine plan based upon following options:
1. Withdraw for the semester with re-enrollment next semester, delaying the completion of the program. Removal from a clinical experience will result in a no-credit outcome for the semester.
2. Re-enrollment in the HSLC with remediation plan in place.
3. Dismissal from the program.
Convene a meeting with the HSLS Graduate Coordinator and Chair with the Student to discuss subsequent path and plan. 
Document outcomes and decisions co-signed by the Chair and MA SLP Graduate Coordinator and DCE.
Notify the student of the decision.

Timeline/Assessment of Progress:

Pass: Designated plan is completed within the projected time frame. Student’s final total score on the ACCS-SLP meets semester goal. The Student will continue with clinical rotations.

Incomplete: An incomplete will be considered in those cases in which events preclude successful completion of the plan, and it is expected that the Student will be successful within established University timeframes.

Fail:

Inability to meet plan goals within Incomplete time limits will result in Failure of the practicum.
Failure to successfully complete a remediation plan will place the Student on Clinical Probation. Failure to successfully complete a second remediation plan will result in dismissal from the program.

Dismissal from the Program

The HSLS Chair notifies the student, via letter, of dismissal from the program. Upon notification, should the student disagree with the assessment and recommendations, he/she will be advised to consult the College Policy on Appeals and Procedures. Students are also encouraged to contact the Graduate College Ombudsman about the specifics and timeline about such an appeal. The appeal should be submitted to the program director.

Reviewed and Reaffirmed 04/11/25

iii. AuD At-Risk Clinical Policy

Doctor of Audiology Clinical Support Plan for Students At Risk for Inadequate Clinical Performance: HSLS 6921, 7910, 7921, 8910, 8921

Students enrolled in HSLS 6921, 7921, 8921, 7910 and 8910 must successfully fulfill all clinical practicum requirements as outlined on the course syllabus, complete clinical onboarding or contractual requirements, meet required midterm and final clinical benchmarks, and pass practical examinations during applicable semesters. Students who are successful in meeting all requirements will advance in the clinical practicum series. Students who are not successful will be placed on a clinical support plan.

The purpose of a clinical support plan is to:

Identify students who may require additional guidance or support due to a lack of progress toward successful completion of their clinical practicum or externship experience.
Ensure that students matriculating through the clinical practicum series demonstrate knowledge and skills at a level commensurate with entry into audiology professional practice.
Guide students toward clinical independence and autonomy.

At-risk student characteristics

The knowledge, skill and preparation of all AuD students will be assessed by the student’s primary preceptor(s) each semester across 14 clinical domains at midterm using the Audiology Midterm Assessment (AMA) and at the end of the semester using the Assessment for Clinical Competency in Audiology (ACCA) (excluding fall semester Year 1). Failure to meet requirement benchmarks at midterm or the end of the semester, will result in the implementation of a clinical support plan.
AuD students will complete comprehensive practical and/or case-based examinations at specific times throughout the program and as part of their practicum series (HSLS 6921 and 8921). Students who do not pass the practical exam based on the requirements outlined on the applicable syllabus or as defined in the HSLS graduate handbook are subject to a clinical support plan. Note that the Year 2 comprehensive written and practical exam outcome requirements differ from what is outlined in this document. See the Graduate Handbook for specific details regarding exam outcomes.
Students are required to complete initial and annual onboarding requirements in order to participate in clinical rotations at the �� Hearing, Speech and Language Clinic. Students who do not complete the onboarding requirements as outlined during orientation and subsequent semesters may be subject to a clinical support plan.
Prior to completing an off-site or externship placement, students are required to complete procedural or contractual requirements as outlined on the affiliation agreement between the University, College and Clinical Site. Failure to complete these requirements will result in the implementation of a clinical support plan.

Clinical Support Plans

Definition: A clinical action plan is a step-by-step guide that helps students enhance clinical knowledge and skill when one demonstrates deficiencies in clinical performance across clinical assessment benchmarks or subclinical skills on practical examinations.

Identification: A clinical action plan will be established if

A student is not meeting primary clinical benchmarks in one or more areas on the AMA. An action plan may also be implemented at the discretion of the preceptor if the student’s knowledge or skill is weak on a subclinical skill; however, is still meeting primary midterm benchmarks.

A student is not meeting subclinical skills in one or more areas on the ACCA; however, continues to meet primary benchmarks.

The student does not pass a subclinical section of a practical examination (Year 1 and 3).
1. See the applicable course syllabus and HSLS Graduate Handbook for practical exam requirements.
The student does not complete onboarding or affiliation agreement requirements as defined by on and offsite clinical placements. This will also result in a delay or temporary removal from clinical practicum. Depending on the length of removal, this may also result in an incomplete or no credit for ungraded practicum.

Plan Initiation/Implementation: A clinical action plan will be initiated by the student’s primary preceptor who identified the area(s) of weakness. The preceptor will notify the DCE who will then notify the student and HSLS chair in writing via email that a plan is to be initiated. The plan will be developed with input from the student’s current clinical preceptor(s), the student, and the Director of Clinical Education. Input may also be provided by additional HSLS clinical faculty if the weakness was identified in an area in which they have significant knowledge or experience. If the student has established clinical accommodations through the ��’s Office of Accessibility Services, these will be taken into consideration when developing the plan as long as the accommodations do not modify patient outcomes or patient safety. The plan will be monitored by the student’s clinical preceptor. The student and preceptor will meet weekly to monitor the student’s progress. All plans will be stored in accordance with �� Registrar and CAA accreditation standards.

Timeline/Assessment: An action plan will be initiated at either midterm or the beginning of a semester so that the student has sufficient time to meet the action plan goals. The timeline to meet goals must be no less than 6 weeks. If the student is successful in meeting the action plan goals, the plan will be dismissed. If unsuccessful, the student will receive credit for the course; however, will be placed on a clinical remediation plan the following semester. If a student is repeatedly on an action plan for the same knowledge or skill across multiple semesters, the preceptor may establish a remediation plan in place of the action plan at his/her discretion. 

Clinical Remediation Plan

Definition: A clinical remediation plan is a detailed plan that is developed to enhance specific student knowledge and skill when one demonstrates deficiencies in clinical performance on final assessments or through practical exams. The plan may include steps for additional education, training, or supervision, with the goal of correcting identified weaknesses.

Identification: A clinical remediation plan will be established if

The student does not meet one or more primary final ACCA benchmarks across 14 clinical domains.

The student does not pass the comprehensive practical exam (excludes Year 2). See the applicable course syllabus and HSLS Graduate Handbook for practical exam requirements.

The student does not pass a sub-clinical section of the Year 2 practical exam.

Plan Initiation/Implementation: A clinical remediation plan will be initiated by the student’s primary preceptor who identified the area(s) of weakness. The preceptor will notify the DCE by the end of the semester who will then notify the student and HSLS chair in writing via email that a plan is to be initiated. The remediation plan will be developed with input from the student’s former and new clinical preceptor(s), the student, and the Director of Clinical Education. Input may also be provided by additional HSLS clinical faculty if the weakness was identified in an area in which they have significant knowledge or experience. If the student has established clinical accommodations through the ��’s Office of Accessibility Services, these will be taken into consideration when developing the plan as long as the accommodations do not modify patient outcomes or patient safety. The plan will be monitored by the student’s clinical preceptor. The student and preceptor will meet weekly to monitor the student’s progress. All plans will be stored in accordance with �� Registrar and CAA accreditation standards.

If the student meets remediation requirements, they will be removed from clinical remediation. The student will advance in the practicum series based on their Program of Study with no modifications. If remediation goals or ACCA benchmarks are not met, no credit will be given for clinical practicum and the student must retake the course the following semester or when applicable in the program. The student will be placed on clinic probation and will remain on a clinical remediation plan the next semester. The student will have one semester to improve documented areas of weakness. The previous remediation plan will be modified based on the identified areas of weakness. The modified plan will be developed with input from the student’s clinical preceptors (former and new preceptor(s)), the student, and the DCE. The student will meet with the primary preceptor on a weekly basis and periodically with the DCE to monitor their progress.

Students may not be placed on more than two consecutive clinical remediation plans. After the second unsuccessful clinical remediation or if the student is unsuccessful while on clinical probation, the student will be dismissed from the program. A student cannot be placed on more than three clinical remediation plans (successful/unsuccessful; consecutive/non-consecutive) throughout the program. Should a fourth clinical remediation be necessary, the student will be dismissed from the program.

Timeline/Assessment: Once a remediation plan has been initiated, the student must demonstrate growth by midterm and all remediation goals and final primary benchmarks must be met by the end of the semester in which the plan was implemented.

Note: If a student is on a clinical remediation plan or clinic probation, they will not be placed offsite. This can result in a delay in meeting program requirements which will result in a delay in graduation. Courses in which this applies are as follows: HSLS 7921 spring semester, HSLS 7910 summer semester, HSLS 8921 fall semester or HSLS 8910 summer, fall or spring semesters.

Clinic Probation

Identification: A student who is on a clinical remediation plan will be placed on clinic probation if the clinical remediation goals or ACCA benchmarks are not met the previous semester.

Plan Initiation/Implementation: A student who is on clinical remediation will have one semester to meet remediation goals or ACCA benchmarks. If the student is unsuccessful, no credit will be given for clinical practicum and the student will be placed on clinic probation. While on clinic probation, the student will reenroll in the applicable clinical practicum and the student will remain on a clinical remediation plan. If the remediation goals and ACCA benchmarks are met, the student will be removed from clinic probation and the remediation plan and the student will receive credit for the course. If the remediation goals or ACCA benchmarks are not met while on clinical probation, the student will be dismissed from the program. The student will be notified in writing by the HSLS Audiology Graduate Coordinator and the HSLS Chair.

Timeline/Assessment: Once a student is placed on clinic probation, the student will have one semester to meet all clinical remediation goals and final primary benchmarks.

Clinical Practicum/Externship Grade Outcomes

Credit: The student will receive credit for the clinical practicum course if all clinical action plan or remediation goals are achieved and the student meets all clinical benchmarks on the final assessment.

Incomplete: The student will receive an incomplete if the student is demonstrating progress; however, requires additional time in order to meet the goals. An incomplete may be required if there are not sufficient opportunities for the student to achieve the goals. In order to receive credit, the student must meet all goals by the 2nd week of the following semester or the grade will result in a “F.”

Fail: The student will receive a failing grade if the goals are not met or if a student is dismissed from a clinical placement. The student will be required to retake the practicum course the next semester or when applicable in the program. This will result in a delay in the program including graduation. The Program of Study will have to be revised due receiving no course credit. This modification will be completed with the student’s advisor, the DCE and/or HSLS Chair.

Roles and Responsibility

Student will	Preceptor will	DCE will
Take an active role in the development of the plan. Complete a self-evaluation of own clinical skills and clinical progress throughout the semester. Meet with the preceptor periodically during the semester to discuss their progress. Request feedback and/or notify the preceptor when additional support is needed. Complete all required documentation as outlined in the plan. Follow all clinical placement requirements prior to and during.	Assemble all pertinent documentation regarding the student’s clinical performance. Be involved in the initiation, development and/or implementation of the clinical action or remediation plan. Co-sign the action or remediation plan. Monitor the student’s progress and provide verbal and written feedback to the student. Meet with the student as outline in the plan to provide feedback and guidance. Update the DCE, the HSLS Audiology Graduate Coordinator, and/or HSLS Chair on the student’s progress throughout the semester. Complete the AMA and ACCA. Provide written documentation on the student’s outcome to the DCE.	Meet with the preceptor to review student outcomes on the AMA or ACCA. Notify the student, HSLS Audiology Graduate Coordinator and HSLS Chair that a clinical action or remediation plan is to be initiated. Assist in the development of the clinical action or remediation plan. Co-sign the action or remediation plan. Periodically meet with the preceptor and student to monitor the student’s progress and to provide guidance when applicable. Review the completed plan and co-signs, filing the completed plan in accordance with �� Registrar and CAA accreditation standards.

Components of the action or remediation plan

Goals and objectives written as SMART goals specific to areas of concern.

Weekly meetings with the preceptor

Meetings with the DCE as outlined in the plan

Communication between the preceptor and DCE at least every two weeks during the plan.

Student self-evaluation and assessment of progress.

Timeline for satisfactory completion.

Identification of the Preceptor(s) implementing the plan.

Removal from an external placement

A student may be removed from an external practicum placement if

The student does not complete all facility onboarding and annual requirements or follow through with contractual, procedural or affiliation agreement requirements as defined by the clinical placement, department or university. Failure to do so will result in a delayed start date or temporary or permanent removal from the clinical placement. Students removed from an externship placement prior to starting are responsible for finding a replacement externship. If there is a delay, students will be required to make up the missed time during the semester if possible or during a subsequent semester. Depending on the length of the delay or if removed from a clinical placement this can result in an incomplete or no credit for the practicum course. If no credit is received, the student will be required to retake the course the next semester or when applicable in the program. This will result in a delay of graduation.
If a student is placed on a clinical action or remediation plan while offsite, the clinical placement must be in agreement with implementing the plan. If not, the student will be removed from the clinical placement. If a student is dismissed from a placement due to inadequate clinical performance, the student will meet with the HSLS Chair, graduate advisor, HSLS Audiology Graduate Coordinator, and DCE to determine a plan of action. Removal from an externship can result in an extension of the program which will delay graduation. The structure and timeline of the plan may vary for each student and will be dependent on the reason and when the dismissal occurred. All students dismissed from a clinical placement are subject to taking a competency practical exam to assess student knowledge and skill. The outcome from this competency exam will assist in determining a plan of action. This may include a clinical remediation plan for additional student support while enrolled in clinical practicum, reenrolled in an externship clinical externship, or dismissal from the program.

Program Dismissal: A student will be dismissed from the program if they are unsuccessful while on clinic probation, if placed on more than three nonconsecutive clinical remediations, or if they do not successfully meet defined requirements after dismissal from an external site. If a student is dismissed from the program the student will receive notification from the HSLS Audiology Graduate Coordinator and the HSLS Chair. Students who are dismissed from the program do have the right to an appeal.

Student Appeal Process: Students may appeal a dismissal decision. The student should consult the CHSP Grade Appeals Policy. Students are also encouraged to contact the Graduate College Ombudsman about the specifics and timeline about such an appeal. The appeal should be submitted to the HSLS chair. Until a final appeals decision has been made, the student will not participate in clinical practicum.

Reviewed and Reaffirmed 04/11/25

PHD Probation Policy

Revised 2025

Conferral of a PhD degree in Hearing, Speech and Language Sciences (HSLS) requires criterion performance in both academic achievements as delineated in the PhD Guidelines and professional conduct. Academically, a 3.0 or better overall grade-point average (GPA) is required for continued enrollment. No grade below C (2.0) can be used to satisfy any degree requirement. Furthermore, professional conduct is required during your program. This includes work inside the classroom, laboratories, offices, and, if applicable, the clinic.

Academic Performance

If you do not achieve the required cumulative 3.0 GPA after the registration of 15 hours or more (exclusive of OPIE hours), you will be granted a one time, one semester probation and will be notified thereof by the Coordinator of PhD Studies. Your cumulative GPA will be checked at the end of each semester using the Official Grade Report. If your cumulative GPA is below 3.0 at the end of the semester as reported by the Official Grade Report, you will be placed on probation even if there are Incomplete (I) or Progress Reports (PR). The change of an Incomplete or Progress Report to a letter grade, which improves the cumulative GPA at a later time, will not change the probationary status for the semester. [NOTE: University regulations prohibit awarding any type of financial assistance to students who are on probation.]

An Incomplete must be completed within six weeks of the next semester you are enrolled. If the work has not been done and the instructor has not submitted a grade, then the incomplete will convert to F. You will not be allowed to carry a PR longer than one semester, except with written notification from the instructor of the course indicating that the PR is appropriate for the specific course (i.e., research, thesis, etc.). If your cumulative GPA is not greater than or equal to 3.0 at the end of the probationary semester, you will automatically be dismissed from the program. Formal written notice will be mailed to you at the local address on file in the school or with the University. Failure to keep either the school or University current as to your local address does not negate the dismissal status. If your cumulative GPA falls below 3.0 prior to the registration of 15 hours (exclusive of OPIE hours), you will receive a letter from the Coordinator of PhD Studies. You should then meet with your PhD advisor and set specific written plans in relation to remedying this situation by the time you have 15 hours. You may be encouraged to drop out of the program if the problem is serious. If you are dismissed, you may be reinstated to the program after one academic year has passed. It is your responsibility to petition the program for reinstatement. The petition must include evidence that you are capable of successfully completing the degree program. Reinstatement is not automatic but will be based on your written petition and academic record. Your petition will be reviewed by your PhD advisor and academic guidance committee. If your petition is successful, you will be reinstated on probation and have one semester to achieve a cumulative 3.0 GPA. You will not be eligible for University-funded associateships, fellowships, or scholarships during this probationary quarter.

Professional Conduct

Generic abilities are attributes, characteristics or behaviors that are not explicitly part of an academic professional’s core knowledge and technical skills but are required for success in an academic or academic-related profession. Your position as a scholar and professional augments the importance of exhibiting these generic abilities. Throughout your program, several facets of your performance will be assessed. These generic abilities are assessed as part of your conduct during: (a) on- and off-campus research activities, (b) presentations in HSLS research colloquia and at professional conferences, (c) PhD program examinations and defenses, (d) course work in and outside of the classroom, (e) teaching, (f) meetings with faculty, (g) and any clinical activities in which you may be involved. The following is a list of expected generic abilities and their definitions:

Commitment to Learning. The ability to self-assess, self-correct, and self-direct; to identify needs and sources of learning; and to continually seek new knowledge and understanding
Interpersonal Skil. The ability to interact effectively with faculty and staff, student peers, colleagues, research participants, patients/clients and their significant others, health care professionals, and the community, and to deal effectively with cultural and ethnic diversity issues
Communication Skills. The ability to communicate effectively (i.e., listening, speaking, reading, writing, body language) for varied audiences and purposes.
Effective Use of Time and Resources. The ability to obtain the appropriate benefits in light of investments of time and resources
Use of Constructive Feedback. The ability to identify sources of and seek out feedback, and to effectively use and provide feedback for improving personal interaction.
Problem-Solving. The ability to recognize and define problems, analyze data, develop and implement solutions, and evaluate outcomes.
Professionalism. The ability to exhibit conduct appropriate to a developing academic/scholar and to represent the academic profession effectively. Appropriate conduct includes but is not limited to engaged listening, clear expression (spoken, written) of thought, engagement in reasoned and respectful debate, active participation in HSLS research colloquia, and collegiality with peers and faculty. Appropriate conduct for those with any activities in the clinic includes but is not limited to professional dress while in the clinic regardless of patient contact, limiting humor to appropriate times and topics when in a clinical setting, and starting appointments as close to their scheduled time as possible.
Responsibility. The ability to fulfill commitments and to be accountable for actions and outcomes. Fulfilling academic commitments includes but is not limited to arriving to class and meetings on time, being prepared for classes and meetings, and submitting carefully prepared written documents. Any student receiving a graduate stipend is responsible for careful monitoring of associated work time commitments and expected work outcomes. For students combining clinical coursework and practicum, commitments also include but are not limited to, arriving to clinic on-time (usually a time set by the site supervisor), writing reports in a timely manner (each clinic has different requirements for reports), maintaining patient privacy at all times consistent with the Health Information Privacy and Portability Act (HIPPA), and maintaining communication with supervisors in extenuating circumstances that prevents one from fulfilling their commitments (e.g. health emergency).
Critical Thinking and Integration and Application of Knowledge and Skills. The ability to question logically; to identify, generate, and evaluate elements of logical argument; to recognize and differentiate facts, illusions, assumptions, and hidden assumptions; to evaluate theoretical and methodological issues in chosen areas of inquiry using sound scientific principles, demonstrate ability to assimilate and integrate theory and methods across areas of study, apply scientific method in the development and execution of one’s own research ideas.
Stress Management. The ability to identify sources of stress and to develop effective coping behaviors.

When it is perceived that professional standards (including all of the Generic Abilities) are not being met, the instructor or responsible person will communicate the identified problem to the student. The student will be informed within a reasonable time via personal communication and a letter from the instructor or responsible person explaining in detail which standard is not being met and how it is not being met. The student will be given the opportunity to remediate the problem through use of self-assessment and self-correction following a plan submitted by the student in conference with his/her PhD Advisor. If no progress on the problem is observed, the student will be informed of this and the instructor or responsible person will confer with the PhD advisor and Coordinator of PhD Studies to determine the appropriate action (see list of sanctions below). Repetitive and/or significant breaches in professional standards and lack of progress in self-remediation, as stated above, will be reviewed by the faculty advisor and HSLS Program Director. If further action and/or investigation is recommended, the student will be notified within a reasonable time via a written notice prepared jointly by the School Director and the Coordinator of PhD Studies. Notification will provide sufficient detail of the specific standard not being met, remedial actions taken to date, and how the standard is not being met. The student will be given sufficient time to prepare and present a response. The student will be given an opportunity to submit a written statement to his/her faculty advisor and academic guidance committee. Possible sanctions by the faculty may include, but are not limited to, the following:

Expressions of concern
Warnings of possible penalties
Placement on professional probation
Cancellation of stipend and/or tuition waiver
Academic suspension
Permanent dismissal from the HSLS Program

The faculty advisor and academic guidance committee will meet with the student before rendering a final decision. Any student opposing the decisions rendered or steps taken though this process are encouraged to follow the steps described in the HSLS Conflict Resolution Policy.

Please contact your faculty advisor/grad director for this form. Forms are hosted internally in the College of Health Sciences and Professions. All graduate students are required to sign this form at orientation or their first semester of enrollment indicating that they understand the probation policy and the PHD guidelines. This form is to be placed in the student's HSLS electronic file.

Reviewed and Reaffirmed 04/11/25

Drug and Alcohol Policy

Effective: 08/2019

Scope and Purpose

Drug/alcohol screening may be required of students prior to participation in clinical placements as a requirement of an affiliation agreement between an external clinical site and ��. This policy will be enforced for all Hearing, Speech and Language Sciences (HSLS) graduate and doctorate students who are enrolled in part-time and full-time clinical placements.

No student may consume, be under the influence of or be in the possession of alcohol or other impairing drugs at any time the student is in the classroom, in the university clinic or performing clinical duties at an external placement. Such improper use of alcohol or other impairing drugs may constitute removal from a clinical placement or from the HSLS program. Students must also comply with all local, state, or federal laws and regulations concerning the possession, manufacture, use, or distribution controlled or illegal substances and alcohol. Students must also adhere to the �� Alcohol and Drug Policy

Potential Drugs Screened*:

Marijuana

Cocaine

Amphetamines

Opiates (codeine, morphine, hydrocodone, hydromorphone)

Propoxyphene

Oxycodone (both oxycodone & oxymorphone)

Barbiturates

Benzodiazepines

Ethanol

Methadone

Meperidine

Pentazocine

Nalbuphine

Ecstasy (MDMA/MDA)

This list may be subject to modification at the discretion of the clinical placement or affiliation agreement. Students will be notified verbally or in written format of changes as outlined in the affiliation agreement.

*Students who are aware they are taking a prescription medication that may result in a positive drug test must contact the prescribing physician to obtain documentation of a potential positive drug test. Students will still be required to complete the drug test; however, the student must provide supporting documentation to the test facility or Medical Review Officer (MRO). If, upon review, there is a valid medical explanation for the positive result, the laboratory will list the result as cleared. If, upon review, there is no valid medical explanation for the positive result, the student will follow the procedures below under Consequences of a Confirmed Positive Drug Test.

Students who voluntarily report a drug or alcohol substance abuse problem will be removed from the clinical placement and will be required to follow procedures outlined below under Consequences of a Confirmed Positive Drug Test. If a student is aware a potential impairing effect of a prescribed medication (i.e. drowsiness, dizziness) the student must notify his/her immediate preceptor before the start of any clinical duties to ensure the safety of the patient/client, student and preceptor. Consent for Testing Students identified for testing based on an external site affiliation agreement will submit a written consent/release form for drug screening for the purpose of collecting and analyzing the required specimen(s) per laboratory protocol. If the student is under eighteen (18) years of age, the student’s parent or legal guardian must sign the drug testing consent form in addition to the student. The consent may include:

Purpose of collecting and analyzing the specimen

Responsibility for the cost of all drug testing

Release of results

Release of liability

Maintenance of records in a specified secure location

Right to refuse consent for drug testing for either the initial requirement or for reasonable suspicion of cause **

**Refusal at any point to be tested for drugs/alcohol will result in removal from the external placement and potentially termination from the program.

Procedures for students enrolled in HSLS 6910 & 6920 (SLP) and 6921, 7921, 8921, 7910, & 8910 (AuD):

HSLC: Students will not be required to have drug testing while placed at the �� Hearing, Speech and Language Clinic (HSLC); however, students may be required to have a drug test if there is reasonable suspicion of use or impairment. This is also true of sites that do not require an initial drug test. Preceptors, faculty members or peers must report reasonable suspicion of use or impairment to the HSLS Director of Clinical Education (DCE), Program Director, Graduate Coordinator or Coordinator of Clinic Services immediately. All reports of reasonable suspicion of use or impairment will be kept in confidence. Drug testing may be performed for “just cause” when reasonable suspicion exists and may include but not be limited to the following:
1. Observable phenomenon including but not limited to: slurred speech, unsteady gait, pinpoint pupils, dilated pupils, confusion suggesting the influence of drugs
2. Odor of alcohol or illegal substance
3. Abnormal or erratic behavior
4. Workplace accident involving the student
5. Evidence of tampering with a drug test
6. Evidence of falsification of information
7. Suspected theft of medications including controlled substances
8. Information the individual has caused or contributed to an incident
9. Evidence of involvement in the use, possession, sale, solicitation or transfer of illegal or illicit drugs while enrolled
External Clinical Placements: Students will be required to complete a drug test as stated in the affiliation agreement between the external site and ��. These requirements will vary from site-to-site. Students are expected to read and abide by all requirements established by the external site.
1. Testing will be completed one month prior to starting an external clinical placement or as required by the affiliation agreement timeline.
2. Random drug testing may be completed at the discretion of the site and/or there is reasonable suspicion of use or impairment (see above for examples of reasonable suspicion of use or impairment). The drug test must be completed at a facility that utilizes a Medical Review Officer (MRO) or at the externship location.
3. Any testing facility used must be federal standards for administering drug tests. The HSLS department will not be responsible for interpreting the drug test outcomes. This must be completed by MRO or a medical professional assigned by the externship site.
4. Any student who refuses to follow the drug test requirement as outlined in the affiliation agreement will be removed from the clinical site immediately and may be subject to removal from the HSLS program.

Consequences of a Confirmed Positive Drug Test

If the MRO or clinical facility indicates that there is a positive or invalid drug test result

The affected student currently enrolled in academic classes and clinical practicum will be removed from the clinical placement immediately and will be withdrawn from the assigned ungraded clinical practicum (HSLS 6910 & 6920 - SLP and 6921, 7921, 8921, 7910, & 8910 - AuD). The student may continue in academic coursework if applicable.
If the test results are invalid the student will be removed from the clinical placement until the results are confirmed. If the re-test does not confirm a positive test, the affected student will be given an opportunity to make up any missed clinical work, as soon as practicable.
Students removed from clinical practicum will receive an assessment for substance use disorder (SUD) from Hudson Health Center. This plan will require the affected student/s to acknowledge that there may be a delay in graduation or removal from the program if the plan is not successfully implemented and completed.
The student will have to follow the recommendations and successfully complete any plan that was developed based on the SUD assessment
The student will complete a 2nd drug test from a facility with an MRO the week before finals week of the semester in which they were removed. If the student has completed or is continuing to work on the recommendations from the assessment, and successfully passed a drug test reviewed by an MRO then he/she will be permitted to enroll in the ungraded clinical practicum (HSLS 6910 & 6920 - SLP and 6921, 7921, 8921, 7910, & 8910 - AuD) the next applicable semester. Due to the layout of the student’s program, the clinical placement may be delayed one or more semesters.
Any student failing the 2nd drug test and/or does not successfully complete the SUD plan will be asked to resign from the program. If the student refuses to resign, then the case will be referred to the University Hearing Board for further action.
If the student is removed from the clinical placement the student will be required to reenroll during a future semester, but only if the students has passed all follow up procedures as stated above. This will result in a delay in completing the program
If a student challenges a result only the original sample can be re-tested and must be ordered through the MRO within 72 hours of the confirmed positive result. Any responsibility of an appeal of a positive drug test rests solely between the student, the MRO, and the vendor.

Confidentiality and Release of Information

Drug screening reports and all records pertaining to the results are considered confidential with restricted access and are subject to the Family Educational Rights and Privacy Act (FERPA) regulations.
Reports and related records in any media will be retained and maintained in the student’s file in a secure location within the HSLS department, as required by law, or 7 years for Positive Results.
Test results will be released only to those authorized to receive the results based on the affiliation agreement. Students may not hand deliver any test results.
Drug test results and SUD assessments will be sent to the HSLS Records Manager. This information will be added to the student’s personal secure Typhon database. This information is only viewable by HSLS department employees with administration and sub administration access to Typhon. The HSLS DCE or HSLS Records Manager will provide test results to an external placement at the written request of the site or as stated within the affiliation agreement.
Students will be required to sign a waiver (Attachment A) before this information is shared with a site. The waiver will be held on Typhon and renewed on an annual basis

Cost

Drug testing and assessments post testing (if applicable) will be completed at the cost to the student or external clinical placement. �� will not be responsible for drug testing cost, follow up testing, test interpretation, assessments or management of treatment.

Challenging the Process

The following resources are available to the student in the event a process or result is challenged:

Office of University Ombudsperson
College of Health Sciences and Professions Grade and Disciplinary Appeals: College Policy and Procedure
Office of Community Standards and Student Responsibility

Treatment Resources

In addition to the protocols outlined above, all students will be referred for professional counseling and/or medical treatment with either the University provider or the student’s personal preferred treatment provider. Any such provider should specialize in addiction behaviors, recovery and rehabilitation. Below is a partial list of possible resources:

Counseling and Psychological Services, 337 Hudson Health Center, 740-593-1616 OhioHealth Campus Care at ��, 2 Health Center Drive, 740-592-7100

, 740-592-6720

Please contact your faculty advisor/grad director for this form. Forms are hosted internally in the College of Health Sciences and Professions.

Reviewed and Reaffirmed 04/11/25

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