SLP Exam Review

Flashcards for reviewing key vocabulary and concepts from SLP lecture notes.

Poverty

The state of being extremely poor or having an inadequate amount.

Situational Poverty

Sudden loss or crisis leading to poverty.

Generational Poverty

Poverty that persists for two or more generations.

Absolute Poverty

Poverty where basic needs for day-to-day survival are not met.

Emotional and Social Challenges (as a risk factor of poverty)

Higher levels of anxiety, stress, and depression.

Cognitive Lags (as a risk factor of poverty)

Cognitive impairments that can affect academics and well-being.

Three Hardwired Emotions (Ekman)

Sadness, Joy, and Anger.

Three Learned Emotions (Ekman)

Empathy, Forgiveness, and Optimism.

Acute

Sudden and severe, of short duration.

Chronic

Worsens over time, continual and reoccurring.

Neurological Impact of Chronic Stress

Reduces brain plasticity (neurogenesis), impairs attention and concentration, reduces cognition, creativity, and memory, and diminish social skills.

MTSS

Multi-Tiered System of Supports (early intervening system developed and implemented in school systems).

Tier 1 in MTSS

Preventative and proactive instruction provided to the whole class, with students identified by screening results.

Tier 2 in MTSS

At-risk students are provided differentiated instruction in small groups within the classroom, with parental knowledge, and provided with alternative materials and remediation strategies.

Building Cognitive Capacity (Intervention)

Building attention skills, training working memory, fostering self-control.

Problem Solving and Critical Thinking (Intervention)

Critical Thinking Triangle, Narrative and Story Grammar Marker.

Working Memory - Visual (Intervention)

Visual Memory, what do you remember seeing? (I SPY Images).

Working Memory - Auditory (Intervention)

Auditory (Simon Says).

Inclusion

The child has the right to general participation with accommodations and modifications as needed to support FAPE and access to the general education curriculum

Mainstreaming

Provide FAPE via adding participation in general education activities

FAPE

Free Appropriate Public Education

LRE

Least Restrictive Environment.

Older Model of SLP Services

IDEA 1990 (SLP provided services outside the classroom in a separate therapy location and with little direct contact with child’s academic program)

Contemporary Model of SLP Services

IDEA 1997 (SLP is a member of the educational team, with knowledge and skills that interact with child’s academic progress)

ICF-CY

International Classification of Functioning, Disability and Health: Children and Youth (WHO coding system for diagnosis and treatment used in the health system for record keeping)

Service Delivery Requirements

Being delivered in the Least Restrictive Environment (LRE), providing a full continuum of options for service delivery, being appropriate for the student’s unique characteristics and needs,reflecting EBP in the Model’s features, protocols, and procedures, being educationally or functionally relevant and assist the child in making academic progress toward education goals

Federal Regulations Regarding Caseload Decisions

Lack of time or personnel cannot be used as a reason for recommended level of service nor can a one size fit all model be implemented

Efficacy

EBP and local data collection on student progress and program outcomes

IPE

Inter-professional Education: Students from two or more professional preparation programs learn with each other with the goal of effective collaboration for improved health outcomes

IPP

Inter-professional Practice: Professionals with knowledge and competence in working as part of an inter-professional team

IPC

Inter-professional Collaboration: Multiple health/ allied health professionals from different disciplines work together with patients, families, caregivers, to provide the highest quality of care

Reasons for IPE,IPP,IPC

Fragmented, disassociated health/ allied healthcare systems

Caseload

Medical model that doesn’t include school based SLP roles and responsibilities that differ from medical SLP. Staff determined by specific number of children needing IEPS etc

Workload

Reflective of SLP specific and additional educational setting roles and responsibilities. Staff determines from all activities and range of demands.

Service delivery requirements must:

Be delivered in the Least Restrictive Environment (LRE) Provide a full continuum of options for service delivery Be appropriate for the student’s unique characteristics and needs Reflect EBP in the Model’s features, protocols, and procedures Be educationally or functionally relevant and assist the child in making academic progress toward education goals