Clinical Practice - longer flash card set

Audiologist

A professional who diagnoses and creates treatment plans for hearing loss and balance disorders.

Audiologist Assistant

Works under the supervision of an audiologist, performing hearing screenings and assisting with data recording.

SLP (Speech-Language Pathologist)

Diagnoses and creates treatment plans for speech, language, feeding, and fluency disorders.

SLP-A (Speech-Language Pathologist Assistant)

Works under the supervision of an SLP, assisting in the delivery of therapy services and data collection.

SOAP

A documentation format consisting of Subjective, Objective, Assessment, and Plan, used to document therapy sessions.

Subjective

The part of SOAP where client-related information and observed behaviors are recorded.

Objective

The part of SOAP that includes measurable data and results observed during therapy.

Assessment

The section of SOAP that summarizes the clinician's evaluations and observations during therapy.

Plan

The part of SOAP that outlines the recommendations for next steps in intervention.

CCC

Certificate of Clinical Competence awarded by ASHA, demonstrating credentialing for SLPs and audiologists.

ASHA

American Speech-Language Hearing Association, the national professional organization for SLPs and audiologists.

Observation Hours Requirement

25 hours of observation must be completed before initiating direct contact time in therapy.

Professional Ethics

Rules and standards guiding behavior in the workplace, ensuring accountability and integrity.

Personal Ethics

An individual's own moral beliefs and values.

Billing Methods for SLPs

SLPs are often paid via insurance reimbursement, salary, hourly wages, or contract-based pay.

Code of Ethics Provider for SLPs

The ASHA provides the Code of Ethics for Speech-Language Pathologists.

Code of Ethics Provider for Audiologists

The American Academy of Audiology (AAA) provides the Code of Ethics for audiologists.

Audiogram Interpretation

SLPs should know how to read audiograms for assessing a patient's hearing abilities relevant to speech disorders.

Auditory Skills Hierarchy

A progression of skills from detection, discrimination, identification, to comprehension of sounds.

Listening Age

The length of time a child has had clear access to sound through hearing technology.

Continuing Education Requirement

SLPs must complete 30 hours of continuing education every three years to stay updated in their field.

Diagnosis

A clinical decision on whether a disorder is present.

Prognosis

A statement predicting a client's expected outcomes in therapy.

Screening

A brief assessment to identify potential communication or swallowing disorders.

Formal Tests vs Informal Tests

Formal tests are standardized assessments while informal tests are flexible and based on observation.

HIPAA

Health Insurance Portability and Accountability Act, which protects client confidentiality.

Conflict of Interest

A situation where personal or financial interests interfere with professional responsibilities.

Language Assessment Components

Includes case history, interviews, screenings, and formal testing.

Hearing Screening Components

A quick test to check hearing, often including a case history and visual inspection.

Speech Samples

Records or transcripts of spoken language used to assess communication skills.

Long Term Goals vs Short Term Objectives

Long term goals are broader, while short term objectives are specific steps toward achieving those goals.

Clinician Directed Therapy

Therapy led and structured by the clinician with explicit instructions to the client.

Client Directed Therapy

Therapy where the client takes an active role facilitated by the therapist.

IEP (Individualized Education Program)

A plan for school-aged children with disabilities outlining their educational goals.

IFSP (Individualized Family Service Plan)

A plan for children under 3 with developmental delays, focusing on family support.

FAPE (Free Appropriate Public Education)

The legal right for students with disabilities to receive education and services at public expense.

Multidisciplinary Team

A team where professionals evaluate clients individually and share reports.

Interdisciplinary Team

A team where professionals collaborate, sharing progress and recommendations.

Transdisciplinary Team

A team that assesses clients together, sharing roles beyond professional scopes.

Articulation Disorders Causes

May be caused by structural abnormalities, motor speech disorders, or sensory issues.

Intelligibility

The degree to which a listener can understand a child's speech.

Stimulability

The ability of a child to imitate speech sounds in different contexts.

Phonological Processing Components

Includes phonological awareness, working memory, and retrieval.

Phonological Treatment Approaches

Strategies like maximal oppositions and cycles approach to target sound errors.

AAC (Augmentative and Alternative Communication)

Methods used to assist individuals with limited speech functioning.

No-Tech AAC

Communication methods like gestures and facial expressions that do not involve technology.

Low-Tech AAC

Communication aids such as printed materials and paper that do not need batteries.

Mid-Tech AAC

Devices that require batteries but do not include computing components.

High-Tech AAC

Communication aids including smartphones and tablets that involve computing technology.

Skills Necessary for AAC Use

Include linguistic, social, operational, and strategic competence for effective communication.

PBS (Positive Behavior Support)

A proactive approach used to encourage positive behaviors.

ABA (Applied Behavior Analysis)

A method for understanding and changing behavior through observation and interventions.

Antecedent-Behavior-Consequence

A framework for understanding the triggers for behaviors and their outcomes.

Challenging Behavior Response Recommendations

Include understanding sensory needs and creating predictable routines.