SPPA LC3

augmentative and alternative communication

an area of clinical practice that attempts to compensate(temporarily or permanently) for the communication impairment and disability patterns

augmentative

getting to the same place, but in a different way

alternative

getting to a totally different place

eliminating or reducing symptoms of the disorder

what is traditional treatment for AAC used for

if person is unable to speak or if speech intelligibility is compromised, to familiar or unfamiliar communication partners

when may an AAC be necessary

to help the individual express thoughts, wants and needs, feelings, and ideas

how could an AAC help people

congenital and acquired

what are common causes of complex communication needs

congenital 

associated with childhood or development.

Intellectual disability, cerebral palsy, autism, childhood apraxia of speech

what are examples of congenital diseases

aquired

associated with something that occurred later in life.

traumas, illnesses or degenerative diseases

what are examples of acquired diseases

degenerative/progressive

will get worse, ex may include stroke, ALS, dementia, TBI

symbol

methods used for visual, auditory, or tactile representation of conventional concepts

aided symbol

requires a device or accessory

unaided symbol

requires just your own body

aid

a physical object or device used to transmit or receive messages

technique

the way in which communicative messages are selected or accessed by the user

strategy

the ways symbols, aids, and techniques are used to enhance communication

Parents, Teachers, SLPs, PTs, OTs, Nurses, Doctors, Vision Specialists, AuD, Rehabilitation Engineers(builds devices to help build technology to help with disabilities), Social Workers, Psychologists, Vocational Counselors(helps people 18+ with high needs get jobs), ENTs, APE Providers, Advocates and more

Who is on an assessment and intervention multidisciplinary teams

ability of a service provider to:

recognize, respect, honor the client’s- beliefs, interaction styles, behaviors

what is cultural competence

to provide appropriate and relevant servces

why is it important to have cultural competence

continuous self-assessment

what does cultural competence require

a group of standards, behaviors, attitudes, and policies. Enables effective work in cross-cultural situations. Is important in meeting legislative, regulatory, and accreditation mandates

Cultural competence…

every day

In a regular 5-day business week, how often will cultural competence come into play in your practice?

false

True or false? It's safe to assume that lack of eye contact is a sign that your patient is not engaged.

nothing obvious-no assumption should be made

The use of a foreign accent or nonstandard English dialect indicates:

translator

Which of the following professionals transcribes written language from one language to another?

Audiologist or SLP

Who is responsible for identifying the appropriate language(s) of service for clients, patients, or families?

it depends on the situation

You know the line for "too much information"—who can you share client information with?

Each time I get a new client

Each time I read a new article

When a conversation goes wrong

When the client is discharged

How often should assess how you engage with your clients?

influence the production of sounds in English

For individuals learning English as a second language, it is common for the phonemic system of their first language to . . .

Active participation of participant and examiner

Fluidity and responsiveness

Emphasis on the participant's learning process

A dynamic assessment differs from a static assessment in terms of:

ethoncentrism

view that members of one’s own culture do things the “right” way and everything else is inferior

stereotype

a fixed, oversimplified image of member of a community, broad generalizations are made

cultural tendecies

patterns of behavior and values that are commonly observed among members of a culture while recognizing great diversity within

code switching

using different linguistic styles for different situations

errors of transfer

errors in the second language cause by the influence of the first language. These are not signs of a disorder

silent period

when first exposed to a second language some will go through a phase when they become silent in both languages

language loss

some may lose some of the first language as the second becomes dominant

dynamic assessment

alternative to traditional assessment. The student is evaluated over time in a teach-test-reteach format. Evaluates a student’s ability to learn rather than evaluating what a student knows at one point in time

Evidence-Based Practice(EBP)

The process by which the clinician integrates three areas of knowledge to arrive at the best plan of action for a particular client

External Scientific Evidence

Clinical expertise/expert opinion

Client/Patient/Caregiver perspectives

what are the three sides to the Evidence-Based Practice triangle

the systematic process of gathering info about the individual’s: background & history, skills & knowledge, and perceptions & feelings

What is assessment

Language, Speech, Cognition(intelligence), feeding & swallowing, voice, fluency, hearing

What are some areas of assessment

1. Identify skills a person has and doesn’t have in a particular area of communication.

2. Qualify a person for intervention/services, or not

3. Guide the design of intervention for enhancing the person’s communication skills. In other words, goal writing

4. Monitor the person’s communication skill growth or change over time, in other words, ongoing reassessment

Purposes of Assessment

referral

often precedes the screening, process by which the SLP or AUD becomes involved, often coming from parents, educational staff, or ther health-care professionals

screening

use of a test or task to conduct a quick check. Sole purpose is to identify if further assessment is needed

protocol

procedure and instruments you plan to use to gather your data, formal, and informal means

1. Screening and referral

2. Designing and administering the assessment protocol

3. Interpreting assessment findings

4. Developing an intervention plan

5. Monitoring progress and outcomes

What is the scope and sequence of communicative assessment

Because you have to communicate it to a lot of people. You have to ask if you can help

Why is there a line between “interpreting assessment findings” and “developing an intervention plan” on the scope and sequence of communicative assessment

Preventative, Remediation, Compensation

What are the purposes of intervention

preventative

attempts to prevent a disorder from emerging

remediation

designed to slow the progress or reverse the course of the disorder one it has already emerged

compensation

designed to help a person cope with the symptoms which are not likely to go away

Preventative, you can work with a group of people to develop their speech before a disorder starts

What purpose of intervention can be “one size fits all”?

Least Restrictive Environment(LRE)

being educated with children who don’t have disabilities “to the max extent appropriate” to meet the specific educational needs of the student. I’m gonna do what is needed and try not to interfere with their regular life.

intervention goal

targeted communication achievement

intervention procedure

the plan of action

functional, measurable, attainable

what characteristics should the assessment process exhibit

functional

goals should directly improve the client’s life in some way

measurable

goals should link directly to some aspect of measurement so that progress toward the goals can be documented

attainable

goals should be realistic and achievable for the client so that progress, however incremental, is possible