CDS 602 Lecture 2

  1. 3 Models of Diagnosis
    • Behavioral model
    • Systems model
    • Medical model

    **pair of glasses to view diagnostic process
  2. Behavioral Model
    • describe client performance on tasks 
    • don't really look for the markers of a particular disease 
    • see how deficits impact functionality EDU or social
    • the cause of the problem is internal to the client  

    ***goal of intervention is to change client behavior
  3. Systems Model
    • how do deficits impact ability to exist appropriately in the system
    • looks at impact of communication problem on client's natural systems, (ie neighborhood, family, classroom, etc)
    • cultural context is important to intervention 
    • figure out what systems encourage/impede comm success
  4. The Medical model
    • classify symptoms in a disease category 
    • good for classification and explanation
    • belief that there is a name for something that is not right 
    • concerned with what is causing a problem and all the factors associated with it (3 etiological factors)
  5. Evidence Based Practice (EBP)
    • delivering high quality care that is proven 
    • care that reflects the interest, needs, values, and choices of the client 

    Facilitated by

    • clinician edu and skills
    • research with sound methods
    • client, caregiver perspectives (values, expectations, and personal circumstances/concerns)
  6. 5 As of Evidence Based Practice
    • Ask clinical questions
    • Acquire the best evidence 
    • Appraise the evidence
    • Apply evidence to the patient 
    • Assess the effectiveness/efficiency of the process
  7. Clinician Requirements for Building Rapport
    • be ethical
    • be flexible (creative, change on the fly to meet client needs)
    • healthy dose of skepticism 
    • ability to think critically and critique methods and literature 
    • empathy
    • congruence  (don't be fake)
    • positive and respectful demeanor (don't treat them like a deficit)
    • be sensitive
  8. Rapport for Children
    • bring interesting materials
    • know their interests
    • be fair 
    • follow their lead
  9. Rapport for Adolescents
    • give breaks 
    • be authentic 
    • don't treat them like children
    • know their interests
  10. Rapport for Adults
    • be respectful
    • be authentic
    • learn about their live experiences and values 
    • do not treat them like their deficit
  11. Clinician as a Diagnostician
    • have an evaluative attitude
    • have persistent curiosity
    • be objective 
    • build rapport
    • be focused
  12. Prognosis
    • hypothesis for outcome of proposed treatment
    • NOT CONSTANT, can change at any time
  13. Factors Affecting Prognosis
    • length of impairment - shorter time dealing with the problem makes the problem easier to fix
    • age 
    • existence of other problems - may precipitate or perpetuate the problem 
    • reactions of significant others - support received
    • client motivation - the more motivated the better
  14. Initiating Diagnostic Process
    • Referral - from self, teachers, family, early intervening services, social service agencies, doctors 
    • screenings - test to see if within normal limits or more testing needs to be done
  15. Hearing Screening
    • determines if hearing skills are sufficient for normal communication  
    • CANNOT diagnose hearing loss 
    • pass/fail results 
    • refers for further testing if necessary 

    • pure tones presented at 20-25 dB
    • frequencies 500, 1000, 2000, and 4000 Hz 
    • tested bilaterally
  16. Hearing Screening Procedures
    • prepare client
    • place headphones on client 
    • orient (give practice; present sound at higher dB level so they know what they are looking for)
    • present pure tones
    • record results
Card Set
CDS 602 Lecture 2
CDS 602