unit 1 assessment

Who are SLPs

They treat, assess, and advocate

Licensure

• completion of an accredited graduate program

• Passing grade on the praxis

• Renewal and continuing education

• Possible completion of a supervised experience

• Diff states = diff license

• Can’t practice without

Certification

• certificate of clinical competence (CCCs)

• Completion of an accredited graduate program

• Passing grade on the praxis

• Completion of a clinical fellowship (36 weeks of full-time employment)

• Renewal and continuing education every year

• Completion of an accredited graduate program (375 hours)

• Certification = above and beyond licensure, ASHA

Scope of practice

• like your job description

• What it is you’re allowed to do as a licensed professional

• Helps programs make sure you have the skills you need to do the job

• State and ASHA has this

Code of ethics

• the responsibilities you have

• How to behave as a professional

• To ensure client welfare / protect the client

• There to protect the profession

• Varies by state

Informed consent

Clients served all information relevant in order to make decision

Beneficence

• to do good

• Good / helpful intentions

• Acting in clients best interest

Maleficence (harm) / non maleficience (no harm)

Minimize harm

Justice

Be fair in our delivery of service

Equal treatment

SLPs must maintain client confidentiality

• family educational rights and privacy act (FERPA)

• Health insurance portability and accountability act (HIPPA)

• Protected health information (PHI)

• Release of information

Full disclosure

Putting all info out there to the client, tell them any conflict of interest

Conflict of interest

SLP might benefit from some of the treatment decisions they are making

Ex: you tell someone to go to this doctor and it is your spouse

Misrepresentation

• misleading the client with the information you provide

• Ex: you don’t actually have your license, but say you do

Case law

An individual is being sued and the case goes to Supreme Court

Regulation

State level

And interpretation of the law

Guidelines

Place of work

“Policies” that you should follow

Compliance

Are you following the law?

Free and Appropriate Public Education (FAPE)

Free, access to curriculum, grades should go up

Least Restrictive Environment (LRE)

Children to the greatest extent possible should be educated with their typically developing peers

HIPPA

• healthcare

• Personal protected health info remains confidential

• People can only access PHI when medically necessary

• If PHI is shared → the client has to be informed of that

FERPA

• law that governs educational records

• Educational records can’t be shared without consent

• When you graduate / turn 18, your records are yours and not parents

Medicaid

health insurance for children, pregnant, parents of young children, elderly, disabled….awarded based on income

Medicare

• Take care of elderly

• Health insurance for ppl over age of 65

• Federally funded

• 4 parts

Every Student Succeeds Act (ESSA)

• Federal law

• Covers all of the public education

• Need to put greater time into @ risk (for academic fail) students

• Promote college

• Career readiness

Individuals with Disabilities Educations Act-Improvement Act (IDEA-IA)

• Governs special education

• Protects rights of students with disabilities in public school system

Primary intervention

• prevent a disorder, disability, delay

• Involve advocacy

• Very broad

• Not directed toward client

• Ex: SLP goes into class to see teacher / provide strategies

Secondary Intervention

• addresses disorder, disability, delay to prevent additional problems

• What most ppl think of

• Ex: child has Artic disorder, SLP addresses the sound and tries to improve

Tertiary intervention

• reduce the severity of the disorder

• Strategies we use

• Not trying to fix disorder

• Trying to increase quality of life and reduce severity

• Ex: thicken water → didn’t get rid of problem but reduced severity

Developmental approach

• work to build developmental skills that have not yet emerged

• Younger kids

• Ex: 3 year old speaks in one word (should be using 2), so I use that guidance to help him use 2 words

Rehabilitative approach

• Work to return prior levels of functioning

• Stroke, TBI, accident

• Ex: client had stroke, can only have thicker food → we want to get them back to normal / before stroke

Compensatory Approach

• a return to “typical” or previous function is unlikely

• Work to circumvent the problem

• Individual lost some skills, so we give them strategies to help complete skill

• Ex: stroke victim can’t teach & go back to normal food, but you teach them a skill to help swallow (turn head to side to help food go down)

Functional Communication Approach

• Work to address areas of need with the aim of obtaining the highest possible level of functioning

• Often used with individuals with complex communication needs

• What is going to help them express their wants, needs, etc.

• Significant difficulties in speech, language, communication, that makes it hard to express

Quality of life approach

• work to implement strategies that allow the client to connect and communicate with the world

• Focus is not necessarily on teaching skills

• Helping individual have best quality of life they can

Language

Rule governed, generative symbol system SHARED by a group

What is shared: beliefs, customs, values, experiences, stories

Culture

A set of shared beliefs, customs, values, experiences, expectations, stories, the groups history

Assimilation

Adopt and adapt to mainstream culture

Shifting from one culture to another

Acculturation

Deciding which aspects of the mainstream culture an individual or family will adapt or adopt to

Ex: move to France & decide what they want to do is that’s French / keep American

Conscious bias

• aware you feel this way

• Aware of what you’re doing

• Actions are intentional

Unconscious bias

• opposite of conscious

• Unaware of what you’re doing bc it’s deeply rooted

Micro aggressions

• insults that communicate hostility

• Ex: saying things / not thinking about how it might be perceived

Stereotypes

• over generalizations

• Thought / belief applied to everyone in that group

• Least effort principle

Least effort principle

It’s easier to think / less cognitive effort to overgeneralize

Protective factors

Characteristics that support / benefit health outcomes

Social risk factors

Characteristics associated with decreased health outcomes

Social needs

Occurs when there’s a barrier to accessing service / support

Cultural responsiveness

• an ongoing process through which the SLP seeks to acknowledge cultural differences and to actively understand different cultural perspectives

• A mind-set that informs client and family centered care

• Asking about client beliefs, values, and preferences

Applied Behavior Analysis

a scientific therapy that studies how learning and the environment affect behavior to improve socially significant skills

Psycholinguistic methods: semantics

• vocab development

• Concept development

• Words express our ideas, internal thought

Psycholinguistic syntactic theory: three core principles

• lang is innate and developed through interactions with the world

• Lang is rule governed

• A sentence is comprised of a noun and a verb

Psycholinguistic syntactic theory: Influences clinical practice

• viewing nouns and verbs as foundational

• Building multi-word utterances

• Ex: the SLP uses a toy car to target the verbs “go” and “stop”

Sociolinguistic / social pragmatic

• communicate to establish and maintain relationships

• All behavior has meaning-is communicative and has a purpose

• Purposes = request action, objects, info, clarification, etc.

Information processing

• not focused on semantic, morphological, syntactic knowledge but the ability to processes the information

• Speed and complexity of the message

• Storage and retrieval of the message

Evidence Based Practice (EBP)

• a foundational concept for understanding clinical decision making and intervention

• An approach in which current, high-quality research evidence is integrated with SLP / AuD expertise and client preferences and values, into the process of making clinical decisions

• A method for making modifications to treatment

PICO - patient, intervention, compare, outcomes

• a process through which clinicians evaluate the research

• A guide for what to look for, think about, and evaluate when reading research

PICO - patient

What are the characteristics and / or condition of the group? This may include specific diagnoses, ages, or severity levels

Ex: autism spectrum disorder, mild hearing loss

PICO - Intervention

What is the screening, assessment, treatment, or service delivery model that you are considering?

Ex: high intensity treatment, hearing aids ?

PICO - Comparisons

What is the main alternative to the intervention, assessment, or screening approach ?

Ex: placebo, different technique

PICO - Outcomes

What do you want to accomplish, measure, or improve?

Ex: upgraded diet level, more intelligible speech

Interprofessional practice (IPP)

• integrated understanding of the client

• Create a climate of respect and shared values

• Ability to integrate and apply knowledge from one’s profession in an understandable way to other professionals