They Graduate
Clinically Ready.
Graduate Them
Relationally
Ready Too.
ACOTE, CAPTE, and ASHA each require that graduates demonstrate effective interprofessional communication and professional self-awareness in clinical environments. The clinical competency is there. The behavioral self-knowledge that determines how it lands in fieldwork is the gap TGG closes before they ever walk onto a floor.
The Program That Finds TGG
Is Looking for This.
Your OT student finished Level I with strong skills marks. They can complete the SOAP note, execute the treatment protocol, and explain the clinical rationale. But on day two of Level II, the supervising therapist delivers blunt feedback in front of the patient family and that student shuts down completely. Not from lack of knowledge. From lack of self-knowledge. They have never had a validated map of how they respond when the clinical environment applies real pressure.
TGG gives every OT, PT, and SLP student a clinical map of how they are wired before fieldwork tests them. The EQ-i 2.0 and DiSC Communication Mapping profile show each student exactly how they process stress, receive critical feedback, collaborate in interprofessional teams, and show up in the therapeutic relationship with patients and caregivers.
ACOTE Standard B.4.2 requires that OT graduates demonstrate professional behaviors and effective interprofessional communication. CAPTE Element 7D and ASHA Standard IV-C carry equivalent expectations for PT and SLP programs. TGG delivers the validated clinical instrument and documented debrief that makes those standards measurable and auditable in your program assessment portfolio.
Your Level II students arrive at clinical sites with something their predecessors did not have: a precise, data-grounded understanding of how they are wired when the environment pushes back. Their fieldwork educators are noticing. The documentation is cleaner. The client interactions are more grounded. The transition from student clinician to entry-level practitioner is happening faster. Because they knew themselves before they arrived.
ACOTE, CAPTE, and ASHA
Already Point Here.
Interprofessional communication, therapeutic use of self, and professional identity formation are not elective topics in allied health education. They are accreditation requirements. ACOTE, CAPTE, and ASHA each mandate that graduates demonstrate these competencies in clinical environments. TGG delivers the validated clinical instrument and the coaching infrastructure to make them measurable, developable, and documentable in your program assessment portfolio.
The FMU Doctor of Occupational Therapy program is the proof of concept. TGG's proprietary framework was selected as the foundational behavioral infrastructure for OTD Cohort 1, embedding EQ-i 2.0 assessment and DiSC Communication Mapping into the curriculum from the first semester of doctoral study. The August 2026 pre/post EQ-i 2.0 data milestone will produce the first published longitudinal EI dataset for an allied health doctoral cohort.
ACOTE Standards B.4.2 and B.5.3
Professional behaviors, therapeutic use of self, and interprofessional collaboration are core ACOTE competencies. TGG's EQ-i 2.0 and DiSC assessment protocol directly addresses each standard with a documented, validated clinical intervention that belongs in your program assessment portfolio.
CAPTE Element 7D
CAPTE requires evidence of professional development, communication across clinical contexts, and effective function in interprofessional teams. TGG delivers the behavioral assessment infrastructure that makes those expectations measurable and auditable for PT program directors and accreditation self-study.
ASHA Standard IV-C
ASHA Standard IV-C requires that SLP graduates demonstrate clinical competence including interprofessional collaboration, self-assessment, and cultural responsiveness. TGG's profile-based debrief is the structured self-assessment mechanism that satisfies this standard with documented clinical data.
What Happens When a Program
Does the Work First.
The integration of DiSC Communication Mapping and emotional intelligence assessment into our OTD curriculum has given our students something most doctoral programs do not build in: a clinical understanding of themselves before they enter the clinical environment. The FMU OTD program selected TGG because we needed a framework that was grounded in evidence, aligned with ACOTE competency requirements, and delivered by someone who understood occupational therapy from the inside. Dr. Thurman understands this profession. The impact on our cohort has been visible from the first semester.
TGG was selected as the foundational behavioral framework for the Francis Marion University Doctor of Occupational Therapy program beginning with Cohort 1 in August 2024. EQ-i 2.0 assessment and DiSC Communication Mapping are embedded from semester one of doctoral study.
Pre/post EQ-i 2.0 reassessment data for OTD Cohort 1 will be published as a longitudinal case study. This will be the first peer-reviewed dataset documenting EI development across an allied health doctoral cohort. Partner programs will receive access to this benchmark data.
Built for Allied Health
Clinical Education Programs.
Student Cohort Assessment
Every cohort student completes the EQ-i 2.0 (133-item, MHS-validated) and DiSC Communication Mapping profile. Individual clinical debrief delivered by Dr. Thurman. Written personal profile summary formatted for student professional development documentation and program assessment portfolios.
Cohort Integration Session
A shared cohort session builds the interprofessional communication language that makes individual profile data clinically actionable. Students learn to apply their behavioral data in team-based fieldwork environments, peer feedback contexts, and the therapeutic relationships that define allied health practice.
Faculty Development Option
Program directors, academic fieldwork coordinators, and clinical faculty receive their own EQ-i 2.0 and DiSC profiles with a group integration session. The result is a program culture that models the therapeutic use of self and interprofessional communication it requires of students. Eligible for continuing education documentation.
Graduate Clinicians Who Know
How They Are Wired.
A 20-minute briefing is enough to map what a TGG partnership looks like for your OT, PT, or SLP program.