Intro to Professional Practices Final Exam

What is evidence based practice?

The process of applying current, best evidence, patient perspective, and clinical expertise to make decisions about the care of the individuals that you treat

External evidence

Refers to evidence from scientific literature — particularly the results, data, statistical analysis, and conclusions of a study

Internal evidence

Refers to data that you systemically collect directly from your clients to ensure that they’re making progress

Describe the process from start to finish, used to evaluate approaches to intervention, using EBP

Frame your clinical question, gather evidence, assess the evidence, make your clinical decision, and evaluate and adjust as needed

Describe step 1 in EBP (framing your clinical question)

Identify the clinical problem or question for which you are seeking evidence

Describe step 2 in EBP (gather evidence)

Gather evidence that addresses your question

Describe step 3 in EBP (assess the evidence)

Assess the internal and external evidence

Describe step 4 in EBP (make your clinical decision)

Clinicians must consider both internal and external evidence, assess the appropriateness of their clinical experience for the situation, and review the client’s perspectives and priorities

When considering evidence-based practice, what is the DECIDE framework?

Define, Extrapolate, Consider, Incorporate, Develop, Evaluate

List the questions clinicians should consider to evaluate whether an activity is appropriate.

• Does the activity facilitate intervention focused on the client’s short- and/or long-term goals whether the goal is to acquire, generalize, or maintain a communication behavior? 

• Does the activity support use of the selected intervention procedures? 

• Does the activity promote engagement and motivation from the client? 

• Does the activity support the dosage to be targeted in intervention? 

• Is the activity appropriate, based on the client’s abilities and preferences? 

• Does the activity reflect tasks that the client performs outside of the therapy setting? 

What does it mean to ‘practice at the top of the license’?

Utilizing your full scope of practice and skills to provide the highest level of care that you are trained and authorized to offer

According to the Preferred Practice Patterns for speech-language pathology, what are the expected outcomes of counseling?

Facilitating individuals to find their own solutions, experience a sense of control, gain new perspectives, and build confidence in managing their communication challenges, often by addressing concerns related to acceptance, adaptation, and decision-making regarding their communication disorder and its impact on their lives 

What might counseling address? 

• Acceptance of diagnosis 

• Emotional support 

• Self-esteem building 

• Communication strategies 

• Caregiver support 

• Adaptation to changes in life

What theories of counseling are particularly applicable to audiologists and speech-language pathologists?

• Cognitive-behavioral therapy (CBT) 

• Client-centered therapy (humanistic approach) 

• Existential counseling 

• Family system approach 

Describe the continuum of service delivery options when providing services to students in a school setting, including at least three examples.

Speech-Language Resource Room, in-class services, other educational Settings, telepractice

Describe the continuum of service delivery options when providing services to students in a school setting, including at least three examples (dosage)

weekly schedule, receding schedule, cyclical schedule, block schedule, blast or burst schedule

Describe the continuum of service delivery options when providing services to students in a school setting, including at least three examples (format)

individual or group sessions

Describe the continuum of service delivery options when providing services to students in a school setting, including at least three examples (providers)

speech-language pathologists, paraprofessionals, SLP assistants

What is Augmentative and Alternative Communication (AAC)

Is an area of clinical practice that supplements or compensates for impairments in speech-language production and/or comprehension, including spoken and written modes of communication. AAC falls under the broader umbrella of assistive technology, or the use of any equipment, tool, or strategy to improve functional daily living in individuals with disabilities or limitations.

What is Assistive Technology (AT)

Is a product, technology, equipment, or software that assists with learning and enhances daily living tasks for students with disabilities

Purpose of AAC

Assist individuals with their daily communication needs
Helps facilitate the development of speech and language
Help facilitate the return of speech and language

Purpose of AT

To maintain or improve an individual's functioning and independence, thereby promoting their well-being.

Types of AT

augmentative and alternative communication (AAC)
assistive listening devices (e.g., remote microphone systems)
accessibility features like text-to-speech, speech-to-text, and captions
speech-generating or voice amplification devices
computer, tablet, and app access

Types of AAC

No-tech and low-tech options include things like
gestures and facial expressions, writing, drawing, spelling words by pointing to letters, and pointing to photos, pictures, or written words.

What are the purposes of communication?

To exchange information and ideas, express needs, wants, feelings, and preferences, and to facilitate understanding between individuals

What is cultural competence

is a dynamic and complex process requiring ongoing self-assessment, continuous cultural education, openness to others' values and beliefs, and willingness to share one's own values and beliefs.

What is cultural humility

refers to the understanding that one must begin with a personal examination of one's own beliefs and cultural identities to better understand the beliefs and cultural identities of others

What is cultural responsiveness

involves understanding and appropriately including and responding to the combination of cultural variable and the full range of dimensions of diversity that an individual brings to interactions

how does ASHA describe our roles and responsibilities regarding cultural competence/humility/responsiveness

A culturally responsive professional uses tools and resources to enhance their cultural competence (knowledge), develop their cultural humility to strengthen client relationships, and create interactions that value and honor the individual culture of the client, patient, or student, while working together to reach the individual's goals.

What does responsiveness to the cultural and linguistic differences that affect identification, assessment, treatment, and management include?

Engaging in an internal self-assessment to consider the influence of one's own biases and beliefs that their potential impact on service delivery.

What are the foundations of coaching in early intervention.

observation, joint planning, action/practice, reflection, feedback

Describe this foundation of coaching in early intervention (observation)

closely observing the child's interactions with their environment and caregivers to identify strengths, challenges, and developmental needs

Describe this foundation of coaching in early intervention (joint planning)

Collaboratively setting goals and developing strategies with the family, considering their routines and desired outcomes

Describe this foundation of coaching in early intervention (action/practice)

Implementing the planned strategies in everyday situations and allowing families to practice new skills

Describe this foundation of coaching in early intervention (reflection)

Regularly discussing progress, challenges, and adjustments needed to the strategies with the family

Describe this foundation of coaching in early intervention (feedback)

Providing constructive and supportive feedback to caregivers on their implementation of strategies

What does family-centered practice look like?

a collaborative approach to the planning, delivery, and evaluation of clinical services. It is grounded in the mutually beneficial partnership among individuals served, families, and providers. Each party is equally important in the relationship, and each party respects the knowledge, skills, and experiences that others have to share

Describe the tenets of family-centered care

Respect and dignity. Providers listen to and honor the perspectives and choices of the person and their family, and incorporate the knowledge, values, beliefs, and cultural backgrounds of the person and family members when planning and implementing services.

Information sharing. Providers communicate with the person and family, sharing complete and accurate information in ways that are useful and that allow the person and family members to fully participate in decision making.

Participation. The person and family are encouraged to participate in decision making at the level they choose.

Collaboration. The person and family are included on an institution-wide basis and collaborate in various ways and on various levels

Traditional weekly schedule

The SLP schedules students for services on the same time/day(s) every week.

Receding schedule

The SLP provides direct services in intense, frequent intervention for a period of time and then reduces direct services while increasing indirect services.

Cyclical schedule

The SLP first provides direct services to students for a period of time and then follows that up with no services—or indirect services—for a period of time.

Block schedule

Speech-language sessions are longer but less frequent, often reflecting a middle school's or high school's master block schedule, where there are fewer but longer classes every day or every semester.

Blast or burst schedule

In this schedule, speech-language services are provided in short, intense bursts (i.e., 15 minutes 3 times per week).

intervention context

the intervention takes place and includes schools, clinics, hospitals, community locations, homes, or some combination of these. Can be specified (ex. Dinner table or in family room)

procedures

Specific techniques, strategies, and/or manipulations that the clinician uses when targeting a client's communication goals.

continuum of naturalness

A spectrum of treatment options that range from the most structured and clinician directed to the least structured and most client centered.

implicit procedures

the clinician does not attempt to make the client aware of the communication target. Uses strategies such as modeling, recasting, and scaffolding.

explicit procedures

the clinician deliberately draws the client's attention to the communication target and provides the client with direct instruction regarding the target.

activities

What the client is doing during the session. Driven by the intervention procedures and desired dosage or teaching opportunities targeted within the session.

progress monitoring

Should occur daily and include documentation of performance on each goal addressed in a therapy session. Data collection methods are often determined by the clinician and can be highly variable depending on the session's goals and activities. (Ex. How many times a client produces words spontaneously.