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three things professional training can teach
- ability to establish rapport
- have technical knowledge associated with the various communication disorders
- need insight into teaching strategies so clients can learn
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qualities SLPs should have
- humanness
- professionalism
- humor/positive attitude
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qualities of good CDIS student
- recognize and implement evidence-based practice
- accept and learn from constructive criticism
- generous and fair in interactions
- show initiative in learning-goes beyond requirements
- demonstrates life long learning knows how to seek info form other sources
- problem solving skills, shows flexibility
- interacts effectively with clients
- academic performance
- active participation in class and clinic
- professionalism
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ASHA Code of Ethics Principle I
- hold paramount welfare of persons they serve
- treat animals humanely
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ASHA Code of Ethics Principle II
honor responsibility to achieve and maintain highest level of professional competence
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ASHA Code of Ethics Principle III
- promote public understanding of field
- provide accurate information about field
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ASHA Code of Ethics Principle IV
- honor responsibilities to the professions and their relationship with colleagues, students and members of allied professions
- uphold dignity and autonomy of professions
- maintain harmonious relationships
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nondiscrimination
every client's right to quality services is guaranteed because clinicians must practice this
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prognosis
a statement that describes the liklihood that a benefit will be gained from treatment
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informed consent
clients are told about their speech-language or hearing condition and are informed about the relative strengths, weaknesses, and risks
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conflict of interest
a compromise in professional judgement in which a clinician loses their sense of objectivity because of personal or financial gains
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misrepresentation
a type of dishonesty that ocurs when truth is distorted or falsified
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essential qualities of an SLP
flexibility; enthusiasm; organization; confidence; attitude; professionalism; optimism; recognize value of client; creativity; patience; humor; passion; goal oriented; rapport
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verbal communication skills
- close ended questions
- open ended questions
- restatement
- sharing
- minimal response/encourager
- silence
- instruction
- interruption
- confrontation
- summarization
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non-verbal communication skills
- body tension or movement
- proximity and posture
- facial expression
- visual cues: movement of hands, legs or body
- cultural differences
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ways to improve interpersonal skills
- self evaluation via observation and reflection
- observation of clinicians
- seek constructive ctiricism
- seek solutions to improving areas that are identified
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assessment
the process of collecting and analyzing data about an individual in order to make clinical decisions
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diagnosis
indentification of a disease or disorder based on symptoms presented
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evaluation
the formal and informal procedures conducted as part of an assessment
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screening
initial assessment procedure that allows individuals who require a complete evaluation to be identified
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differential diagnosis
the process of distinguishing a disorder or condition from others with similar symptoms
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etiology
cause of a disorder or condition
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baseline
frequency of a behavior or level of functioning prior to the initiation of treatment
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stimulability
the degree to which a nonmastered skill or behavior can be elicited
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dynamic assessment
assessement process in which the examiner modifies interactions in order to achieve success for client
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areas of assessment
- gather case history
- language domains
- language modalities
- speech and oral motor skills
- voice
- fluency
- hearing
- cognition
- behavior
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gather case history
- background/medical history/previous therapy
- education/occupational history
- social/personal background
- handedness; hearing and visual acuity; use of aids or glasses
- family/client's goals for assessment
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language domains
- form: syntax, morphology, phonology
- content: vocabulary, length of phrases/sentences, comprehension of directions, stories and others
- use: social communication, pragmatics
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languae modalities
- comprehension: auditory and reading
- language formulation: verbal expression and written expression
- production
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speech/oral motor skills
- oral motor structure and function (symmetry, strenght, ROM)
- speech intelligibility
- dysphagia (oral, pharyngeal, laryngeal, diet level, laryngeal/respiratory function)
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voice
- quality
- resonance
- volume
- breath support
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hearing
screening unless history of hearing issues
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cognition
- orientation
- memory
- attention
- problem solving
- organization
- sequencing
- reasoning
- abstract languaeg use and interpretation
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6 purposes of assessment
- screening
- determining a diagnosis
- determine eligibility for services
- establish a baseline
- develop intervention targets
- track and document progress
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steps of assessment
- referral
- data gathering
- diagnosis
- results
- severity and prognosis
- recommendations
- share with family
- write report
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data gathering
- past/current supporting reports
- creat case history
- family/client interview
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case history
- gathering information to inform the direction of the evaluation
- creates the background for the assessment and diagnostic report
- helps to develop the hypothesis of what the evaluation will need prove
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norm referenced tests
- compare individual to a group
- validity and reliability are high
- average is on a range
- quick to administer
- basil and ceiling
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criterion referenced test
- procedures devised to examine a particular form of communicative disorder
- not a reference to other children's achievement
- determines if child can attain a certain level of perfomance
- not a reference, not compared to a norm
- can be designed by a clinician
- specific to exactly their strengths and weaknesses
- naturalistic
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reliability
- interrater reliability
- test retest reliability
- equivalent or alternative form reliability
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validity
- test measures what it is assumed to measure
- refers to the degree to which evidence and theoretical rationales support the adequacy and appropriateness of the interpretations of the test scores
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reliability and validity
all valid tests are reliable but not all reliable tests are valid
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behavioral observations
- define the behavior going to observe and which context in evaluation
- behaviors to observe = difficult to formally assess
- can lead to subjectiveness in interpretation
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the nature of interviewing
- must be an exchange of information (talk and listen)
- clinician is responsible for flow of information
- use purposeful questions that are targeting background history and communication domains
- interview should be goal oriented
- mutual respect should be establshed with interviewee
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primary step in interviewing
- communication: understanding
- communicating: verbal and non-verbal
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secondary step in interviewing
- open-ended questions
- ex: describe the last time you noticed she didn't understand you.
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restatement or confirmation in interviewing
ex: you had her attention, pointed to the car and then asked if se wanted her doll in the car?
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speech mechanism evaluation
- physical evaluation of speech mechanisms
- materials: pen light, tongue depressor, gloves, recording form
- looking for structural and functional problems
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