CDIS 411

• ability to establish rapport
• have technical knowledge associated with the various communication disorders
• need insight into teaching strategies so clients can learn

• humanness
• professionalism
• humor/positive attitude

• 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

• hold paramount welfare of persons they serve
• treat animals humanely

honor responsibility to achieve and maintain highest level of professional competence

• promote public understanding of field
• provide accurate information about field

• 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

every client's right to quality services is guaranteed because clinicians must practice this

a statement that describes the liklihood that a benefit will be gained from treatment

clients are told about their speech-language or hearing condition and are informed about the relative strengths, weaknesses, and risks

a compromise in professional judgement in which a clinician loses their sense of objectivity because of personal or financial gains

a type of dishonesty that ocurs when truth is distorted or falsified

flexibility; enthusiasm; organization; confidence; attitude; professionalism; optimism; recognize value of client; creativity; patience; humor; passion; goal oriented; rapport

• close ended questions
• open ended questions
• restatement
• sharing
• minimal response/encourager
• silence
• instruction
• interruption
• confrontation
• summarization

• body tension or movement
• proximity and posture
• facial expression
• visual cues: movement of hands, legs or body
• cultural differences

• self evaluation via observation and reflection
• observation of clinicians
• seek constructive ctiricism
• seek solutions to improving areas that are identified

the process of collecting and analyzing data about an individual in order to make clinical decisions

indentification of a disease or disorder based on symptoms presented

the formal and informal procedures conducted as part of an assessment

initial assessment procedure that allows individuals who require a complete evaluation to be identified

the process of distinguishing a disorder or condition from others with similar symptoms

cause of a disorder or condition

frequency of a behavior or level of functioning prior to the initiation of treatment

the degree to which a nonmastered skill or behavior can be elicited

assessement process in which the examiner modifies interactions in order to achieve success for client

• gather case history
• language domains
• language modalities
• speech and oral motor skills
• voice
• fluency
• hearing
• cognition
• behavior

• 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

• form: syntax, morphology, phonology
• content: vocabulary, length of phrases/sentences, comprehension of directions, stories and others
• use: social communication, pragmatics

• comprehension: auditory and reading
• language formulation: verbal expression and written expression
• production

• oral motor structure and function (symmetry, strenght, ROM)
• speech intelligibility
• dysphagia (oral, pharyngeal, laryngeal, diet level, laryngeal/respiratory function)

• quality
• resonance
• volume
• breath support

stuttering etc.

screening unless history of hearing issues

• orientation
• memory
• attention
• problem solving
• organization
• sequencing
• reasoning
• abstract languaeg use and interpretation

actions

• screening
• determining a diagnosis
• determine eligibility for services
• establish a baseline
• develop intervention targets
• track and document progress

• referral
• data gathering
• diagnosis
• results
• severity and prognosis
• recommendations
• share with family
• write report

• past/current supporting reports
• creat case history
• family/client interview

• 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

• compare individual to a group
• validity and reliability are high
• average is on a range
• quick to administer
• basil and ceiling

• 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

• interrater reliability
• test retest reliability
• equivalent or alternative form reliability

• 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

all valid tests are reliable but not all reliable tests are valid

• define the behavior going to observe and which context in evaluation
• behaviors to observe = difficult to formally assess
• can lead to subjectiveness in interpretation

• 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

• communication: understanding
• communicating: verbal and non-verbal

• open-ended questions
• ex: describe the last time you noticed she didn't understand you.

ex: you had her attention, pointed to the car and then asked if se wanted her doll in the car?

• physical evaluation of speech mechanisms
• materials: pen light, tongue depressor, gloves, recording form
• looking for structural and functional problems