The Basic Skills Clinic serves learners ages 5 - 21from a variety of disability categories such as autism, learning disabilities, and intellectual disabilities. The learners attend the Basic Skills Clinic after school for tutoring in academic, social, and functional skills. Behavior interventions are also incorporated into the curriculum. The learners attend up to four days a week for 45 minutes each day. Any learners displaying behaviors that are dangerous to self or others or learners who are not consistently toilet trained will not be enrolled in the Basic Skills Clinic.
The purpose of this clinic is to serve the community through providing services to an underserved population while also providing our student trainees with the experiences necessary to become competent professionals in their fields of study.
Hours of Operation: Monday - Thursday 2:00 - 5:00
Stephen F. Austin State University Mission Statement
Stephen F. Austin State University is a comprehensive institution dedicated to excellence in teaching, research, scholarship, creative work, and service. Through the personal attention of our faculty and staff, we engage our students in a learner-centered environment and offer opportunities to prepare for the challenges of living in the global community.
James I. Perkins College of Education Mission Statement
The mission of the Perkins College of Education is to prepare competent, successful, caring and enthusiastic professionals dedicated to responsible service, leadership, and continued professional and intellectual development.
Department of Human Services Mission Statement
The Department of Human Services prepares undergraduates and graduate students for leadership and service roles in East Texas and the global community. The department is committed to incorporation of community-based, service-learning experiences within its educational programs to maximize the advancement of students' personal and professional development.
Basic Skills Clinic Mission Statement
The mission of the Basic Skills Clinic is to prepare knowledgeable professionals committed to meeting the educational needs of learners with a variety of disabilities thereby improving their quality of life and success in future endeavors. To meet this mission, the Clinic emphasizes the importance of evidence based practices, collaboration and consultation with professionals from a variety of disciplines, early intervention, and the scientific study of intervention methods.
Service Delivery: Learners, ages 5 to 21, with disabilities from the surrounding communities are served within the Basic Skills Clinic. Learners attend up to four days a week for afterschool tutoring in academic, behavioral, social, or functional skills. Student trainees serve as the primary instructors for each learner.
Training: Trainees will be students in the School Psychology and Special Education programs who have had at least one course in instructional strategies. Trainees will receive experience and feedback in delivery of academic and behavioral interventions. Supervision of trainees will be conducted by Graduate Assistants in the School Psychology program. These Graduate Assistants will have received training in completion of supervision observation forms.
Research: Because the mission of the clinic is based on principles associated with the continuous improvement model and the directors are committed to contributing to the body of literature within the fields of education and psychology, the collection of data for the purpose of research is an important part of the clinic operations. Parents of all learners will be invited to participate and to allow their child to serve as participants in ongoing research projects. All research activities are approved by SFA's Institutional Review Board (IRB) and parent consent is obtained prior to beginning any research activity. Data will be used by the clinic staff for the purpose of improving service delivery, professional presentations, and publication.
Consultations with University Student Services: The Basic Skills Clinic will occasionally work with the Office of Disability Services in order to assist a learner in transitioning from high school to the college setting. Services may include exposure to campus activities and instruction in social and classroom skills appropriate for a college setting.
Goals and Objectives:
Provide services for an underserved population in surrounding communities
· Recruit and serve up to six learners per semester
Provide a training setting for various professionals in the field of disability services including psychology and education.
· School Psychology graduate practicum and/or internship student trainees will select, modify, and implement appropriate curricula based on the needs of each learner.
· Special Education undergraduate practicum and/or internship student trainees will select, modify, and implement appropriate curricula based on the needs of each learner.
· Students from other departments will observe and participate in ongoing activities as part of volunteer or extra credit coursework.
Engage in evidence based practices
· Student trainees will select or create academic and behavioral interventions based on scientific research in the fields of education and psychology
· Student trainees will initiate, modify, or terminate interventions based on ongoing data collection
Collaborate and consult with parents and professionals from a variety of fields
· Student trainees will gather information from parents and professionals in order to more accurately assess the needs of each learner.
· Student trainees will regularly communicate with parents in order to convey evidence of progress or the need for further intervention
Evaluate the effects of a variety of educational and behavioral intervention techniques
· Student trainees will use single subject research designs in order to clearly assess the effect of academic and behavioral interventions
· Student trainees will select interventions based on assessment data
Improve academic, behavioral, social, or functional skills.
· Goals and objectives for each learner will be written based on the learner's individual strengths and needs upon enrollment in the Basic Skills Clinic.
The Basic Skills clinic with be housed within the Department of Human Services in the James I. Perkins College of Education. This clinic will report directly to the Chair of the Department of Human Services, Dr. Robbie Steward.
Dr. Ginger Kelso will serve as director of the Basic Skills Clinic and Dr. Glen McCuller will be the Co-Director. Drs. Kelso and McCuller hold EC-12 Special Education Teacher Certifications. They will share the responsibilities of oversight of operations of the clinic including supervision of staff, supervision of student trainees, approval of all academic and behavior interventions, training of staff and student trainees, and evaluation of learner data. The Director and Co-Director will meet weekly with all graduate assistant staff in order to discuss any needed changes to the operation of the clinic or changes to academic and behavioral plans for learners.
A doctoral level graduate assistant will serve as the Coordinator of the Basic Skills Clinic. This graduate assistant will have experience working with individuals with disabilities, good interpersonal skills, and a professional work ethic. This position will be 20 hours per week. The coordinator will have the following responsibilities:
· Supervise the dropping off and picking up of learners
· Communicate any successes or concerns to parents
· Organize and prepare curricula for each learner
· Supervise data collection
· Maintain a file for each learner
· Organize and graph data
· Write academic and behavioral plans for each learner
· Distribute, collect, and maintain documentation for learner participation
· Maintain clinic records such as attendance
· Complete observations of student trainees
· Meet with Director and Co-Directors weekly
Two graduate assistants will serve as trainers for student trainees. These graduate assistants will devote approximately five hours each to their clinic responsibilities. They will have participated in the clinic at least one semester as a student trainee and will have demonstrated excellent ability to implement academic and behavioral interventions. These two graduate assistants will have the following responsibilities:
· Model the proper use of curricula
· Implement instruction upon the unavailability of a student trainee
· Participate in instructional activities that require multiple persons such as social/functional skill training
· Supervise learner and student trainee during instruction that takes place on-campus but outside of clinic rooms such as independent living and vocational skills
· Collect reliability data
· Meet with Director and Co-Director weekly
All learners will be primarily served by student trainees. Trainees will be students in school psychology or special education who are currently enrolled in a course that requires a practicum or service learning placement. The number of student trainees each semester will vary based on the availability of learners. Each student trainee will have the following responsibilities:
· Attend clinic each day that the assigned learner is scheduled
· Deliver curricula
· Implement any additional academic or behavior interventions as specified in each learner's files
· Assist in development of academic and behavior intervention plans
· Collect data on daily learner performance
· Communicate learner successes and needs to clinic coordinator
· Meet with Director or Co-Director at least monthly for feedback on performance and recommendations for improvement