This document contains 9 artifacts from the author's graduate clinical experience in speech-language pathology. The artifacts include materials used for assessment and treatment such as presentations, pamphlets, and visual aids. Completing graduate clinical rotations allowed the author to apply knowledge from coursework, learn new evaluation and treatment techniques, and gain experience working with different patient populations. The various artifacts demonstrate the author's growth and development as a clinician throughout their graduate training.

1. Artifacts:
By: Ashley Valderrama

2. Artifact
01
The Cycles Phonological Pattern Approach (CPPA)
The image displayed below was taken from my group presentation on the CPPA that was conducted during my speech
sound disorders course. This image represents the 8 steps of the CPPA. I referred to this presentation when I was
providing speech therapy services using the CPPA with a client during one of my clinical rotations. Through this
experience, I learned how to conduct this evidence-based treatment method and individualize it to my clients
wants/needs. My client was able to target his goals during a preferred activity and received positive reinforcement of
shooting a ball into a basket after each correct production and/or completion of a step.

3. Artifact
02
Pacing Boards
Presented below are two pacing boards from a bundle I downloaded on Teachers Pay Teachers to utilize during
fluency intervention at one of graduate clinical sites. Even though I did not create this material myself, it still benefited
my learning and helped me grow as a clinician. Throughout coursework and class discussions, we learned about and
how to conduct fluency treatment techniques/strategies. Before being provided with the opportunity to utilize a pacing
board during fluency intervention, I thought it was used just as a visual cue to assist with pacing a client’s speech.
However, I learned that it can also be used as a visual cue during diaphragmatic breathing and slowed speech/the
stretched syllable technique. Being provided with this opportunity helped me grow as a clinician, because it showed me
how to utilize therapy materials in various ways with various clients and diagnoses. As well as increase my knowledge
and experience with fluency treatment techniques. These pacing boards were mainly used with fluency clients, but I
was able to utilize it with an apraxic client as well.

4. Artifact
03
Phonotrauma Brochure
Presented below is a trifold brochure I created during my Voice and Velopharyngeal Disorders course. This brochure
was designed to provide awareness on Phonotrauma, Voice Disorders, and Vocal Hygiene. During one of my clinical
rotations, a parent of one of my patients expressed concerns regarding her vocal quality. Once learning that the parent
was a teacher, I knew that this brochure would benefit her. Through this experience, I learned how to educate and
counsel my patient’s parent according to her needs. In addition, this brochure was also used to help broaden my
understanding of Phonotrauma as well as how to practice appropriate vocal hygiene.

5. Artifact
04
Speech Binder
Presented below is an image of a binder I created and utilized during my graduate clinical rotations. The page that is
displayed in the image is the categories of each tab in the binder. In these tabs are different activities I downloaded
that target goals within these categories. This binder was used with majority of receptive and/or expressive language
disorder clients, however it was also used for articulation/phonological processes. I would consider this binder a
steppingstone in a clinical development. My graduate clinical supervisors taught me how to choose the appropriate
activities for each patient and how to individualize them to meet their goals and needs. These experiences allowed me
to have a deeper understanding of how to choose appropriate activities and select proper treatment for my clients. In
addition, repetition of researching, learning and doing multiple of these activities with my clients has broaden my
knowledge on these categories and mentioned disorders. It has also helped build my confidence with creating my own
activities!

6. Artifact
05
Acoustic Neuromas Presentation
The image presented below was taken from my group case study project on Acoustic Neuromas that was completed
during my Hearing Disorders course. This assignment broaden my knowledge of hearing disorders and how it affects
one’s speech. While completing this assignment, I learned about assessment procedures, signs/symptoms of an
Acoustic Neuroma, risk factors, complications, etc. This assignment allowed me to research like a professional and
practice clinical skills. Even though I have not referred to this assignment yet, I know it will come in handy in the future.
My clinical fellowship is partially at an outpatient clinical that is shared with an Audiologist. I know the knowledge
gained from this course and being able to refer to this assignment will provide me with the confidence and knowledge
needed in order to service all my client appropriately and the best possible.

7. Artifact
06
Pediatric Feeding Therapy
Presented below is an image of a pamphlet on pediatric feeding therapy. In my experience, during each graduate
clinical rotation, the student clinician must develop a project based on something learned from that rotation or
something that can be taught to the rest of the team. I chose to create a pamphlet on pediatric feeding therapy not
only because it is what I want to specialize in, but also because everyone on the team had little information on how to
evaluate and treat pediatric feeding/swallowing disorders. While completing and presenting this project, I was able to
apply my knowledge gained from my swallowing disorders course and from previous clinical rotations while teaching
others. Doing so demonstrated the growth I have made within graduate school and provided me with confidence as a
new clinician.

8. Artifact
07
The Cognitive Linguistic Quick Test (CLQT+)
The image displayed below was taken from my group presentation on the CLQT+ that was conducted during my adult
cognitive communication disorders course. The CLQT+ assesses strengths and weaknesses in five cognitive domains:
Attention, Memory, Executive Functions, Language, and Visuospatial Skills. For this assignment, we were assigned a
partner and was instructed to conduct a simulated evaluation in the point of view of an individual with Aphasia.
Through this experience, I grew as a clinician. I increased my evaluation and counseling clinical skills. I learned how to
conduct and score the CLQT. Also, this experience allowed me to increase my understanding of the struggles of an
aphasic individual which will help me provide the best services possible.

9. Artifact
08
Mood Visual Aid
The image presented is a visual aid I downloaded from TPT to utilize during my graduate clinical rotations. This visual
aid was used to assist my patient’s with identifying and regulating their emotions/moods during the session. I mostly
utilized this visual aid with ASD patients. I laminated both pages together for my patients to individualize it to their
wants/needs using a dry erase marker. Some patients identified with more than one mood and colored in multiple
columns at different levels. These experiences taught me the benefits of utilizing breaks during the session. Also, I
learned the importance of remaining calm when my patients appear dysregulated. This visual aid truly benefited my
patients!

10. Artifact
09
Simucase Tx Presentation:
The image demonstrated below is taken from my presentation for my Simucase project conducted during my AAC
course. However, this is only part of the project; the additional components included: completing an evaluation via
Simucase, creating a treatment plan, and creating an activity. Each part of the project is an integral element of my
presentation displayed below. This assignment taught me a lot and I truly enjoyed completing it! Some of the
knowledge I gained included: how to conduct an AAC evaluation, how to create an AAC treatment plan, how to write
AAC goals, how to create an activity that is appropriate and individualized for your client, information regarding an
eye-gaze device, and how to create a communication board.