Ethcs / Ax/ Tx info

Question 1

List the advantages, disadvantages, and limitations of standardized assessments.

Answer 1

Advantage: Can provide clear evidence of disorder
Scores can be used to justify services
Disadvantages: Requires assessor to administer same items in the same way
Limitations: Most are not culturally sensitive
Require translation from test scores to real world implication

Question 2

List the advantages, disadvantages, and limitations of non-standardized assessments.

Answer 2

Advantage: Often more “real life” and “functional”
Can be specifically tailored to your clients expressed needs, interests, and environments
Can provide more information about more communication/swallowing environments
Disadvantage:In settings where a score is needed to justify services, these may not cut it.
Limitations: May not cue to presence of less expected difficulties the way standardized tests can, more difficult to analyze for patterns
Ex. CAPE-V, Rosetti, OASES

Question 3

Compare norm and criterion referenced assessments.

Answer 3

Norm: translate a raw score on a test into standard scores, percentiles and age or grade equivalents - where in the “normal” population does this client fall? i.e., PLS-5, CELF-5, REEL-4
Criterion: Determine what items on a list a client can do, that they are expected to do by a certain age or within a certain ability. I.e. Rosetti, Cognitive Linguistic Quick Test (CLQT)

Question 4

Provide the general scope of an OT and what some indicators for referrals might be.

Answer 4

Supporting individuals in activities of daily living including personally meaningful activities such as work and leisure. Often very functionally based.

Pediatrics: fine motor, sensory, self-feeding, self-regulation

Adults: fine motor, daily living skills, return to work, return to driving, pacing, fatigue management/energy conservation, environmental modifications

Question 5

Provide the general scope of a PT and what some indicators for referrals might be.

Answer 5

Rehabilitation of gross motor function

Pediatrics: balance, gait, difficulties with gross motor activities

Adults: balance, gait, difficulties with gross motor activities

Question 6

Provide the general scope of an audiologist and what some indicators for referrals might be.

Answer 6

Hearing testing, hearing aids, cochlear implants, aural rehabilitation

Pediatrics: language and/or attention concerns with no known underlying cause

Adults: family or self report of difficulties with attention and/or responsiveness

Question 7

Provide the general scope of a psychologist and what some indicators for referrals might be.

Answer 7

Mental health professional- does not prescribe medication can perform:
Psychoeducational assessment
Neuropsychological assessment
Assessments for mental health conditions

Psychoeducational assessment: indicators of developmental disability, learning disability and need for confirmation to access supports in school

Neuropsych: understand cognitive implications of ABI, often for funding purposes

Question 8

Describe the pheonix theory of family attendance.

Answer 8

6 aspects
A - Family composition (the family vehicle): number of adults who contribute to care, the parents’ age, and the number of children in the family.
B - Health complexity (working condition): accumulated child, sibling, and parent physical and mental health.
C - Service complexity (the road): number of organizations and professionals.
D - Process of attendance, participation, and engagement (parent gears): skills, feelings, knowledge, values and beliefs, logistics, parent-professional relationship.
E - Factors that affect the process (grease and grit): child, parent, professional, or organizational factors that affect gears.
F - destination (child health and happiness)

Question 9

Define and compare direct vs. indirect intervention. Provide examples for each.

Answer 9

Direct intervention: The SLP is eliciting specific targets from a child/client/patient. Aims/targets are written for the child
Examples: Articulation therapy, apraxia therapy with PROMPT, VNEST (aphasia) Semantic Feature mapping (aphasia)

Indirect intervention: The SLP works with communication partners and trains them to change their strategies to elicit more from the child/client/patient including typically by changing their communication to facilitate child’s communication. Aims/targets are written for the parent
Examples: Hanen, Communication Partner Training, Supported Conversation Training, Lidcombe, Palin, Play Project

Question 10

What do you do if a client’s goals don’t match reality?

Answer 10

We never really know what clinical reality is → might think there’s no chance someone can do it, or somebody can’t do it, and you could be totally wrong
definition of clinical reality changes with experience

Educate in a gentle way over time, they have assessment results etc

Component skills → wants to be a pilot? what are all the skills you need to be a pilot?
steps along the way → want to go back to being a prof? what is the first thing you need to do? and next?

Need to keep breaking the component skills down until you can think “in a half hour session, can I work on this?” -then you’ll have a decent target –if you can design a task to work on a target in the session

Question 11

When might you discharge someone who still needs services?

Answer 11

Patient or client requests the discontinuation
Alternative services are arranged, or reasonable attempts have been made to arrange alternative services
The patient or client is given a reasonable opportunity to arrange alternative services
Restrictions in length or type of service are imposed by an agency
The patient or client is unwilling or unable to pay and reasonable attempts have been made to arrange alternative services
Discharge criteria are imposed by the employing agency
The member reasonably believes that he or she may be physically or sexually abused by the patient or client and reasonable attempts have been made to arrange alternative services.

Question 12

When are you not required to maintain a patient health record?

Answer 12

Another member of a multidisciplinary team who is a member of a professional college maintains the record
Consultative nature to a member of a regulated college

Question 13

What are the ethical responsibilities of an SLP according to CASLPO?

Answer 13

The primary ethical obligation of SLPs and Auds is to practice their skills for the benefit of their patients/clients
We have an ethical obligation to respect clients as persons

Question 14

What are the SLP responsibilities in regard to support personnel?

Answer 14

a) Be an Initial or General member in good standing, without terms, conditions or limitations that preclude the supervision of support personnel
b) Have sufficient and ongoing direct contact with patients to develop a professional relationship, evaluate and update the plan of care, and ensure effective and safe delivery of quality speech language pathology services
c) Be available on a regular basis to review and discuss specific patients, issues and provide additional support to the support personnel when requested
d) Ensure that informed consent has been obtained from the patient or substitute decision maker to receive services from support personnel and that the consent is documented in the patient record. The consent process should outline the support personnel’s roles and responsibilities
e) Ensure that the support personnel has the knowledge, skill and judgement to provide the intervention assigned. If the support personnel requires additional training/education, the SLP must ensure that it is provided
f) Define his/her role as supervisor to the support personnel, patient, family and employer
g) Discuss the roles and professional boundaries to the support personnel. This includes, but is not limited to: what may be communicated to patients and other professionals, record keeping content and responsibilities, and use of an appropriate title
h) Be competent in the areas of clinical practice that he/she is supervising
i) Perform a risk analysis when considering the type of tasks assigned. This would include risk to the patient, the patient’s progress and risk to the support personnel

Question 15

What are the SAC standards in regards to practicing?

Answer 15

Professional competence: meet national membership requirements and hold provisional registration, provide service in scope of practice, considering educational level, training, expecerice, and access to supervision and assistance, maintain and enhance professional competence throughout careers, and withdraws if compromised
Safety: take every precaution to avoid harm to patients or clients, and ensure employees and/or supervised personnel comply with relevant policies and procedures.
Business practices: ensure advertisements, promotions, sales, and fees for products and/or services are honest, appropriate, and fair, disclose all applicable fees, charges, and billing arrangements prior to providing services, and donor product and service contracts.
Scholarly, clinical and research practices: obtain approval where required, doesn’t delay with methods of assessment or intervention, use peer review process, acknowledge other professionals.
Ethical: understand application of professional ethical and practical standards, cooperate with investigations, refrain from advocating, sanctioning, participating in or condoning any act or person in violation of code or bylaws/policies, and report suspected violations.

Question 16

What skills must an SLP demonstrate according to SAC to use support personnel?

Answer 16

Evaluate his/her own supervisory skills
Assess the support personnel’s competencies regarding the assigned task
Determine appropriateness of assigning tasks and areas of patient care to support personnel
Monitor the support personnel’s adherence to the obligations, responsibilities and boundaries associated with their position
Identify and communicate constructive feedback to support personnel, including strengths and areas for growth

Question 17

What tasks can’t support personnel do?

Answer 17

Any task where the risk of harm is significant
Selecting, admitting, discharging or referring patients to other services
Reviewing a patient record where clinical interpretation is required
Collecting a patient’s health history where clinical interpretation is involved
Assessing speech, language or communication skills and communicating assessment results
Developing or changing patient intervention plans
Supervising other support personnel
Consulting with other professionals, families or significant others regarding specific patient care

Question 18

Describe the supervision requirements for support personnel.

Answer 18

All support personnel must be directly observed providing patient intervention on a regular basis; however, not necessarily with every patient. Direct observation can be in person, via secure live video or video recordings as close to the therapy session as possible.
The SLP must provide guidance to support personnel as requested and to intervene in service-related matters as required.
The SLP must ensure that sufficient time is available to supervise effectively every support person for which the member has responsibility.

Question 19

Describe the documentation requirements for support personnel.

Answer 19

The SLP will ensure that support personnel document necessary information and are informed of expectations related to record keeping.
The SLP must demonstrate that they review the support personnel’s documentation.
The SLP must document, either in the patient record or separately, the amount and type of supervision provided.

Question 20

What are is the SACs code of ethics in regards to delegation and supervision of care?

Answer 20

a) Are responsible for all professional services they delegate to communication health assistants and/or students under their supervision.
b) Shall accurately represent the credentials of communication health assistants and students and shall inform patients or clients of the name and professional credentials of persons providing services.
c) May endorse a student or supervisee for completion of academic or clinical training or employment only if they have had direct experience with the student or supervisee, and only if the student or supervisee demonstrates the required competencies and expected ethical practices.

Question 21

What is the SACs code of ethics regarding privacy?

Answer 21

a) Be familiar and comply with applicable federal, provincial or territorial privacy legislation in all of their clinical, administrative, scholarly and research activities. b) Ensure that any supervised personnel comply with appropriate federal, provincial or territorial privacy legislation.
c) Adhere to all relevant legislation and policies related to security, privacy, encryption, consent and documentation in the delivery of services via electronic technology

Question 22

Provide the general scope of an OT and what some indicators for referrals might be.

Answer 22

Supporting individuals in activities of daily living including personally meaningful activities such as work and leisure. Often very functionally based.

Pediatrics: fine motor, sensory, self-feeding, self-regulation

Adults: fine motor, daily living skills, return to work, return to driving, pacing, fatigue management/energy conservation, environmental modifications

Question 22

When can SLPs disclose PHI without consent?

Answer 22

Mandatory reporting to external organizations (CAS for child abuse, harm or risk to retirement or LTC residents)
Mandatory reporting to CASLPO (sexual abuse by a regulated health care provider, peer assessment by a peer assessor)
Risk of harm (elder abuse, danger to themselves or others, medical emergency)
Legal authority (subpoena, warrant, court order)
Auditing and accreditation

Question 23

When does a privacy breach occur and what is required of an SLP?

Answer 23

A privacy breach occurs when Ontario’s Personal Health Information Protection Act (PHIPA) has been contravened, for example, where personal health information is stolen, lost or if it is used or disclosed without authority.
Agents must notify the health information custodian if there was a privacy breach when: A person used or disclosed PHI without authority
PHI was stolen
A subsequent breach flows from an initial breach
Pattern of similar breaches over time
Disciplinary action against a College member in connection with a breach
Disciplinary action against a non-college member
The breach was significant

Question 24

When do we notify CASLPO about a privacy breach?

Answer 24

An employee is terminated, suspended or subject to disciplinary action as a result of the unauthorized collection, use, disclosure, retention or disposal of personal health information by the employee.
An employee resigns and the HIC has reasonable grounds to believe that the resignation is related to an investigation or other action by the custodian with respect to an alleged unauthorized collection, use, disclosure, retention or disposal of personal health information by the employee.

Question 25

When does the circle of care apply in relation to consent?

Answer 25

The Health Information Custodian (HIC) is entitled to rely on assumed implied consent. Audiologists are considered HICs.
The personal health information must have been received from the individual, SDM or another HIC
The personal health information was collected, used and disclosed for the purposes of providing health care
The HIC must use the personal health information for the purposes of providing health care, not research or fundraising
Disclosure of personal health information from one HIC must be to another HIC
The receiving HIC must not be aware that the individual has expressly withheld or withdrawn consent

Question 26

What is required for consent to be valid?

Answer 26

Be informed.
Be given voluntarily.
Not be obtained through misrepresentation or fraud.
Relate to the service being proposed.

Question 27

What is the SACs code of ethics in relation to consent?

Answer 27

a) Inform a patient or client about the nature of their communication disorder and the services and intervention options available.
b) Ensure that the patient or client understands this information.
c) Obtain verbal or written consent from the patient or client before screening, assessment, intervention or participation in a research study.
d) Ensure that patients or clients understand their right to refuse consent or withdraw consent once given without impacting any clinical services available to them.
e) Obtain informed consent from the patient or client before sharing the patient or client’s information with others, unless the member or associate is required to do so by law

Question 28

What are the various types of outcome measures?

Answer 28

Evaluative Measures: measure the magnitude of change over time or after treatment. They are typically criterion-reference measures. They measure change in status of specific conditions or skills pre and post treatment.
Predictive Measures: are used to classify persons into categories based on what is expected regarding current status (e.g., screening) or future outcomes.
Discriminative Measures: distinguish between groups or individuals based on whether or not specific characteristics exist. Most standardized tests are discriminative.

Question 29

Discuss an SLPs responsibilities in regards to caseload.

Answer 29

SLPs have the right to choose their caseload
SLPs should be competent in the area of practice they are providing treatment for
SLPs have an obligation to refer to the most relevant profession when a client requires support outside of our scope of practice
See section on use of support personnel for when you can refer to support personnel

Question 30

What is the SACs code of ethics in relation to conflict of interests?

Answer 30

a) Using information or resources from their employer for their own personal or financial benefit.
b) Initiating or continuing intervention with a patient or client if such intervention is ineffective, unnecessary or no longer clinically indicated.
c) Endorsing any service, product or individual to accrue any personal benefit.
d) Accepting any form of benefit, financial reward or gift that may compromise or influence professional judgment or service recommendations.

Question 31

Describe the steps for resolving a disagreement between service providers.

Answer 31

1) Make reasonable attempts to resolve the disagreement directly with the other service provider and take actions in the best interest of the patient/client. If not appropriate to contact directly, document why.
2) Document all relevant information to disagreement.
3) If the disagreement is not resolved to the member’s satisfaction, the member must:
inform the patient/client of the nature of the disagreement.
inform the patient/client of any other options, including that of obtaining another opinion.
document all relevant information regarding the disagreement including information provided to the patient/client, the nature of the disagreement and the protection of the best interests of the patient/client.
respect the patient/client’s fully informed decision.

Question 32

What are CASLPOs general standards for collaboration?

Answer 32

Members must communicate effectively and collaboratively with all involved, focusing on a patient centered approach.
Members must recommend involvement of appropriate professionals and provide information about community resources when indicated.
Members must determine if concurrent intervention, when it arises, is in the best interests of the patient.
Members must make reasonable attempts to resolve disagreements between Service Providers involved in the patient care.

Question 33

What assessments might you consider for a child with suspected phonological impairments?

Answer 33

Comprehensive single-word speech sample from a standardized phonology test
Connected speech Ax : targeting specific areas of difficulty (e.g., consonant clusters, fricatives, affricates, liquids)
Informal probes of patterns of errors (e.g., fronting, stopping, cluster reduction). Can do this with minimal pairs.
Speech perception ability (e.g., % correctly identified target sounds given array of correct, incorrect, and other sounds).

Question 34

What assessments might you consider for a child with suspected inconsistent speech disorders?

Answer 34

Inconsistency assessment: sample 25 words on 3 occasions from the Diagnostic evaluation of articulation and phonology
Assessment of the same words in imitated and spontaneous speech contexts
Stimulability testing
Independent phonological analysis: inventory of phones (consonants, vowels), syllable and word shapes, stress patterns
Relational phonological analysis → calculate % inconsistency. See if there is greater than 40% variability.

Question 35

What assessments might you consider for a child with suspected articulation impairment?

Answer 35

Single-word standardized articulation Ax: to determine exactly which consonants and vowels are in error, and any phonotactic constraints (e.g., whether the errors occur in all word positions, only consonant clusters, only in polysyllabic words)
Informal probes of consonant errors (e.g., s,z, r): sample 10-20 words containing the consonant errors to determine consistency of production and any phonotactic constraints that were not tested or were not apparent during single word testing.
Connected speech assessment

Question 36

What assessments might you consider for a child with suspected CAS?

Answer 36

Comprehensive single-word sample from standardized phonology ax
Informal assessment of words increasing length (e.g., but, butter, butterfly)
Assessment of polysyllables (real and nonwords) reflecting varying stress patterns
Assessment of the same words in imitated and spontaneous speech contexts
Connected speech assessment: paying particular attention to intelligibility, juncture, and prosody (look for inappropriate phrasing, rate, sentinel stress, lexical stress, and emphatic stress in addition to syllable segregation)
Stimulability testing
Oral structure and function (look for slower trisyllabic reps, e.g., PTK, and slower fricative durations /f/, /s/)
Ax of views on communication, and differences b/w communication at home vs school

Question 37

What assessments might you consider for a child with suspected childhood dysarthria?

Answer 37

Comprehensive single-word sample from standardized phonology test
Informal probe of specific speech sounds in error (particularly plosives, fricatives and affricates) → compare across word positions, compare singletons vs. consonant clusters, monosyllables vs. polysyllables, and single word vs connected speech
Intelligibility test (single word) → especially if the child’s speech is highly unintelligible
Connected speech Ax and/or reading passage such as “the caterpillar”: take note of respiration, phonation, prosody, voice, intelligibility, and acceptability.
Stimulability
Oral structure and fxn → look out for shorter phonation rate on prolonged /a/ and monosyllabic repetition rates on puh puh puh

Children with dysarthria are likely to have respiratory, phonatory, resonance, articulation, and prosodic difficulties in addition to increases or decreased muscle tone, uncoordinated mouth movements, and/or imprecise or weak articulation (particularly for plosives, fricatives, and affricates)

Question 38

How might you assess a child with craniofacial anomolies for SSD?

Answer 38

Will benefit from having similar Ax procedures as children with suspected SSDs
Assessments to consider:
Assess consonants and vowels, paying close attention to high pressure consonants (stops) and high vowels (more susceptible to hypernasality). Assess consonants in sounds, words, and sentences – compare children’s total inventories (including compensatory arctic) with the sounds ambient in the spoken language
Assess short sentences that are loaded with several consonants of the same type to look at hyper-nasality (e.g., /p/) and hyponasality (e.g., /m/)
Assess oral structure and fxn, include velopharyngeal function

Instrumental Ax that may be considered:
Nasometer or nasopharyngoscopy: nasal resonance and nasal escape
Videofluoroscopy: velopharyngeal competence
Note: nasal resonance + use of glottal stops can be related to velopharyngeal insufficiency or phonological learning.
Do intervention focusing on these prior to looking at velopharyngeal insufficiency.
Electropalatography (EPG): Tongue placement

Question 39

How might you assess a child with hearing loss for SSD?

Answer 39

Assessments that are useful for assessing sound detection and discrimination are:
The Ling sounds /ah, i, u, s, sh, m/ can be used to determine which frequencies the child can perceive and discriminate → good quick check to test hearing aids/implant is working
The PLOTT Test, contains 9 subtests to assess children’s ability to detect a range of phonemes as well as to discriminate between phonemes based on place, manner, and voice features.
Assessments for speech perception:
Functional auditory performance index (FAPI): assesses 7 categories of auditory development: sound awareness, sound is meaningful, auditory feedback, localizing a sound source, auditory discrimination, short-term memory, and linguistic and auditory processing
The Meaningful Auditory integration Scale (MAIS)
Parent’s evaluation of Aural/Oral Performance of Children (PEACH): are parent/teacher diaries containing the listening behaviour of children in everyday life.

Question 40

Describe primary prevention and provide at least two examples.

Answer 40

The elimination or inhibition of the onset and development of a disorder by altering susceptibility or reducing exposure for susceptible individuals

Reduces the incident of the disorder

Ex. Inoculation to prevent Rubella
Proper health and medical care
Prenatal care
Education on impacts of drugs/alcohol/smoking on fetal development

Question 41

Describe secondary prevention and provide at least two examples.

Answer 41

Early detection and treatment are used to eliminate the disorder or retard its progress, thereby preventing further complications

Ex. Newborn hearing screening to detect hearing loss and provide early amplification or cochlear implantation
Kindergarten/Preschool speech/language screening

Question 42

Describe tertiary prevention and provide at least two examples.

Answer 42

Intervention is used to reduce a disability by attempting to restore effective functioning

ex. Providing rehabilitation and special education services to a child with down syndrome
Ongoing support as disability persists

Question 43

What is the two/too rule for genetic testing referral?

Answer 43

When describing a patient or family history with words like “two” or too
Too tall/short, too many, too young/old
Two congenital anomalies
Two (or more) family members/generations affecte

Question 44

What do you do if a client’s goals don’t match reality?

Answer 44

We never really know what clinical reality is → might think there’s no chance someone can do it, or somebody can’t do it, and you could be totally wrong
definition of clinical reality changes with experience

Educate in a gentle way over time, they have assessment results etc

Component skills → wants to be a pilot? what are all the skills you need to be a pilot?
steps along the way → want to go back to being a prof? what is the first thing you need to do? and next?
Need to keep breaking the component skills down until you can think “in a half hour session, can I work on this?” -then you’ll have a decent target –if you can design a task to work on a target in the session

Question 45

What are the SLP responsibilities in regard to support personnel?

Answer 45

a) Be an Initial or General member in good standing, without terms, conditions or limitations that preclude the supervision of support personnel
b) Have sufficient and ongoing direct contact with patients to develop a professional relationship, evaluate and update the plan of care, and ensure effective and safe delivery of quality speech language pathology services
c) Be available on a regular basis to review and discuss specific patients, issues and provide additional support to the support personnel when requested
d) Ensure that informed consent has been obtained from the patient or substitute decision maker to receive services from support personnel and that the consent is documented in the patient record. The consent process should outline the support personnel’s roles and responsibilities
e) Ensure that the support personnel has the knowledge, skill and judgement to provide the intervention assigned. If the support personnel requires additional training/education, the SLP must ensure that it is provided
f) Define his/her role as supervisor to the support personnel, patient, family and employer
g) Discuss the roles and professional boundaries to the support personnel. This includes, but is not limited to: what may be communicated to patients and other professionals, record keeping content and responsibilities, and use of an appropriate title
h) Be competent in the areas of clinical practice that he/she is supervising
i) Perform a risk analysis when considering the type of tasks assigned. This would include risk to the patient, the patient’s progress and risk to the support personnel

Question 46

What skills must an SLP demonstrate according to SAC to use support personnel?

Answer 46

Evaluate his/her own supervisory skills
Assess the support personnel’s competencies regarding the assigned task
Determine appropriateness of assigning tasks and areas of patient care to support personnel
Monitor the support personnel’s adherence to the obligations, responsibilities and boundaries associated with their position
Identify and communicate constructive feedback to support personnel, including strengths and areas for growth

Question 47

What tasks can’t support personnel do?

Answer 47

Selecting, admitting, discharging or referring patients to other services
Reviewing a patient record where clinical interpretation is required
Collecting a patient’s health history where clinical interpretation is involved
Assessing speech, language or communication skills and communicating assessment results
Developing or changing patient intervention plans
Supervising other support personnel
Consulting with other professionals, families or significant others regarding specific patient care

Question 48

Describe the supervision requirements for support personnel.

Answer 48

All support personnel must be directly observed providing patient intervention on a regular basis; however, not necessarily with every patient. Direct observation can be in person, via secure live video or video recordings as close to the therapy session as possible.
The SLP must provide guidance to support personnel as requested and to intervene in service-related matters as required.
The SLP must ensure that sufficient time is available to supervise effectively every support person for which the member has responsibility.

Question 49

What are is the SACs code of ethics in regards to delegation and supervision of care?

Answer 49

a) Are responsible for all professional services they delegate to communication health assistants and/or students under their supervision.
b) Shall accurately represent the credentials of communication health assistants and students and shall inform patients or clients of the name and professional credentials of persons providing services.
c) May endorse a student or supervisee for completion of academic or clinical training or employment only if they have had direct experience with the student or supervisee, and only if the student or supervisee demonstrates the required competencies and expected ethical practices.

Question 50

What is the SACs code of ethics regarding privacy?

Answer 50

a) Be familiar and comply with applicable federal, provincial or territorial privacy legislation in all of their clinical, administrative, scholarly and research activities. b) Ensure that any supervised personnel comply with appropriate federal, provincial or territorial privacy legislation.
c) Adhere to all relevant legislation and policies related to security, privacy, encryption, consent and documentation in the delivery of services via electronic technology

Question 51

When does a privacy breach occur and what is required of an SLP?

Answer 51

A privacy breach occurs when Ontario’s Personal Health Information Protection Act (PHIPA) has been contravened, for example, where personal health information is stolen, lost or if it is used or disclosed without authority.
Agents must notify the health information custodian if there was a privacy breach when: A person used or disclosed PHI without authority
PHI was stolen
A subsequent breach flows from an initial breach
Pattern of similar breaches over time
Disciplinary action against a College member in connection with a breach
Disciplinary action against a non-college member
The breach was significant

Question 52

When does the circle of care apply in relation to consent?

Answer 52

The Health Information Custodian (HIC) is entitled to rely on assumed implied consent. Audiologists are considered HICs.
The personal health information must have been received from the individual, SDM or another HIC
The personal health information was collected, used and disclosed for the purposes of providing health care
The HIC must use the personal health information for the purposes of providing health care, not research or fundraising
Disclosure of personal health information from one HIC must be to another HIC
The receiving HIC must not be aware that the individual has expressly withheld or withdrawn consent

Question 53

Do members need to get consent personally?

Answer 53

a member is not required to personally obtain the required consent; rather a member can assign the task of obtaining the consent to the member’s services to another person. Nevertheless, the member maintains the full responsibility of ensuring that the consent obtained is valid and informed.

Question 54

What is the SACs code of ethics in relation to consent?

Answer 54

a) Inform a patient or client about the nature of their communication disorder and the services and intervention options available.
b) Ensure that the patient or client understands this information.
c) Obtain verbal or written consent from the patient or client before screening, assessment, intervention or participation in a research study.
d) Ensure that patients or clients understand their right to refuse consent or withdraw consent once given without impacting any clinical services available to them.
e) Obtain informed consent from the patient or client before sharing the patient or client’s information with others, unless the member or associate is required to do so by law

Question 55

Discuss an SLPs responsibilities in regards to caseload.

Answer 55

SLPs have the right to choose their caseload
SLPs should be competent in the area of practice they are providing treatment for
SLPs have an obligation to refer to the most relevant profession when a client requires support outside of our scope of practice
See section on use of support personnel for when you can refer to support personnel

Question 56

What is the SACs code of ethics in relation to conflict of interests?

Answer 56

a) Using information or resources from their employer for their own personal or financial benefit.
b) Initiating or continuing intervention with a patient or client if such intervention is ineffective, unnecessary or no longer clinically indicated.
c) Endorsing any service, product or individual to accrue any personal benefit.
d) Accepting any form of benefit, financial reward or gift that may compromise or influence professional judgment or service recommendations.