1. Explain the guided observation requirement of the American Speech-Language-Hearing Association in the context of the student's own professional preparation needs.
2. Analyze, synthesize, evaluate, and explain current regulations (e.g., HIPAA, mandatory reporting) in the context of the guided observation requirement and the student's own professional preparation needs.
3. Observe 25 hours of clinical screening, assessment, or intervention sessions within the scope of practice of speech-language pathology, from recordings or live clinical sessions selected and approved by the instructor.
4. Analyze, synthesize, and evaluate the form and content of observed sessions in writing and during conversations with the instructor and other students, incorporating topics and principles from other courses.
5. Document clinical observation activities appropriately, following conventions and requirements for clinical education documentation in speech-language pathology.

1. Preparation for Observations
1.a. ASHA's guided observation requirement 
1.b. HIPAA, mandatory reporting, disinfection, personal dress and hygiene, and other requirements and expectations for clinical observers

2. Observations as a Clinical Learning Opportunity
2.a. Using pre-briefing materials to structure observation
2.b. Active observations as a learning experience; techniques for integrating course topics into clinical observations
2.c. Guided observation of sessions

3. Debriefing of Observations
3.a. Strategies for peer learning and instructor-led learning after observation sessions
3.b. Strategies for using written and live debriefing sessions for learning
3.c. Guided debriefing of sessions

4. Documentation of Guided Observations
4.a. Requirements for documentation of clinical learning experiences
4.b. Completion of appropriate documentation

This course is intended for graduating seniors planning to seek future certification and licensure in speech-language pathology. This career choice demands strict professional honesty and integrity, because dishonesty hurts clients. As an absolute minimum, therefore, all academic work for this course must meet the standards contained in UGA’s Academic Honesty materials and regulations. In addition, there will be no tolerance for any breach of confidentiality with respect to any private or clinical information about clients, or for any other departure from the standards described by ASHA’s Code of Ethics (to the extent that that Code applies to your activities as a student). All students are responsible for informing themselves about all applicable standards before performing any academic work and before observing any client or exposing themselves to any private or identifiable clinical information. An example of what might constitute a violation of these policies specific to this class would be telling a friend about questions on a module’s quiz after you take it before they do, falsifying records of observation time or about the content of a clinical session, or discussing any personally identifiable detail about a client in a public setting. If the instructor has any reason to suspect academic dishonesty or breaches of professional ethics, they are required to refer all students who might be involved to the UGA Academic Honesty office and/or to other relevant agencies.