Final Quiz Flashcards
(45 cards)
What do slps do?
Cover lifespan, aid communication
Categories of what SLPs do?
- Speech-apraxia (motor speech disorder), voice, fluency, articulation
2) language-aphaxia ( absence of lang. ), receptive vs. Expressive lang.,
- cognition, memory, learning executive functioning
- Swallowing/ feeding (how diet is modified)
What is it important to remember about your clients?
Our clients are first and foremost people with emotions, backgrounds, etc
“This means that a good clinician must be part scientist and also part humanist.”
What are qualities of SLPs, that no one can teach us?
Com passionate, empathetic, flexible, active listener, can adapt, observant, patient, ethical, resourceful, creative, culturally responsive, collaborative, lifelong learners
What is the purpose of CAPCSD?
Council of academic programs incommunication sciences and disorders; separate from ASHA; ideas on now to engage in education and what students need to be the best slps
What is the CAA?
The Council on Academic Accreditation in Audiology and Speech Language Pathology
It tells grad programs what standards and ethics they need to achieve and graduate to tell get accredited. A program is accredited every 8 years but there’s an annual review
What is the CFCC?
Council for Clinical Certification in Auduology and Speech Language Pathology
Part of ASHA; we interact when applying for clinical certification as SLP
When CF is complete, you gain CCC- Certificate of Clinical Competence
ASHA scope of practice
Deal with birth to end of life; Communication includes speech production and fluency, language, cognition, voice, resonance, and hearing (screenings). Swallowing includes all aspects of swallowing, including related feeding
What does clinical observation mean to you?
As a student, watching students and licensed SLPs; observation is including in evaluation
Report on observation when writing SOAP notes (S-subjective)- what impacts performance
What are the 3 purposes of clinical observation?
- Fulfill ASHA Requirements of 25 Guided observation hours
- Use as part of clinical assessment process
- Use it to develop self reflection skills
Why do we need to self- reflect?
Need to 24/7; to analyze, shoe impact, goals, and recognize positives
Reflection about YOU as a clinician
What is the importance of observation?
Use experience to interpret what you observe. Apply academic info, to understand perspectives, values, and family dynamic (all which can impact your progress)
Bottom-up observation (inductive reasoning)
Observation-> Pattern->Tentative Hypothesis->Theory
look for signs/symptoms
we collect data on specific components of communication and compare to standards
looking at parts to make a whole
Top-down (Deductive reasoning)
Theory( based on case history prior)-> Tentative hypothesis-> Observation-> Confirmation
helps us think about structure of evaluation, assessment tools, etc
a diagnosis (which may not be correct) can help way of thinking
Levels of observation
- Clinical material (case history)
- Description of personal characteristics, appearance and behavior
- Description of interactions ( pragmatics, expressive a receptive language)
- Insight on clinician’s own feelings and behaviors
What are qualities of a good observer?
Emotionally aware, aware of own emotions, always writing things down, active listener, patient focused, make ourselves unidentifiable, detail oriented, adaptable, patient
what is an evaluation?
tools we use to evaluate someone’s deficits
valid information
true, correct information that can be backed by evidence.
what’s tested and getting right info/results
if comparable to normative inforrmation of what’s being assessed
administering standardized test correctly
what do you need to take into account when collecting valid and reliable information?
client’s state- sick, tired, emotions, etc.
reliable information
repeatability; is it consistent to normal behavior throughout daily life
elements of an assessment
collect valid and reliable data –>
integrate info for interpretation (developmental norms, comparison to general population, etc) –>
make decisions (where you make diagnosis, prognosis, treatment/no treatment, referrals to other professionals)
norm referenced tests
compare individual’s performance to the performance of a larger group
criterion referenced tests
assess what a person can or cannot do compared to a predetermined criteria (age-level expectations)
authentic assessment approaches
criterion based approach that looks at performance across a variety of activities/environments
