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Midterm Flashcards

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1
Q

where was the first graduate program?

A

University of Wisconsin - Madison by Smiley Blanton

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2
Q

Who was awarded the first PhD?

A

Dr. Sara Stinchfield Hawk

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3
Q

Who was the first ASHA president?

A

Robert W. West

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4
Q

Who is the current ASHA president?

A

Tena McNamara

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5
Q

Professional Credentialing

A

ASHA certification: Certificate of Clinical Competence
State Licensure (IL): from the Department of Financial and Professional Regulation
Professional Educator’s License (PEL-IL): from the Illinois State Board of Education

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6
Q

Purpose of Credentials

A
  • Define populations which are served
  • Define types of services that can be offered
  • Place restrictions on how services are provided
  • Impose restrictions on how practitioners are trained
  • Influence how professionals are paid for services
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7
Q

ASHA

A

American Speech-Language-Hearing Association
- initiated in 1925, official name in 1948
- Certificate of Clinical Competence: instituted in early 1950s
- 2 certificates: SLP & Audiology

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8
Q

IDFPR

A

Illinois Department of Financial and Professional Regulation
- grants professional licensure REQUIRED to work in state of Illinois
- re-new every 2 years with 20 hrs of continuing education and required fee

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9
Q

ISBE

A

Illinois State Board of Education
- Springfield
- grants teacher certification status: called the Professional Educator License
- Typically requires testing, coursework, school practicum where a minimum of 150 hrs is required

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10
Q

ASHA CCCs

A

Certificate of Clinical Competence
4 components required:
1. complete master of arts or science degree from an accredited program
2. earn 400 hours of supervised clinical observation (25 hrs), screening, assessment, & treatment across the scope of practice
3. Pass the Praxis
4. Complete a supervised Clinical Fellowship Year (CFY)

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11
Q

How to maintain CCCs

A
  1. 30 hours are required every 3 years. ASHA has a registry that keeps record of your CEU ($28)
  2. annual dues ($250)
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12
Q

SIGs

A

Special Interest Groups

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13
Q

Code of Ethics

A
  • primary focus is to monitor the ethical clinical & research practices of its members
  • all who have ASHA certifications (& this applies to students in training to be SLPs) agree to be bound by our professional code
  • the Code of Ethics deals with general principles of professional behavior
  • Ethical Practices Board investigates charges
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14
Q

The 4 Ps

A

Principles of Ethics:
I. Persons served
II. Professional competence & performance (of individual, so personal)
III. Public (responsibility to the public)
IV. Professional harmony (to the professions)

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15
Q

ASHA Scope of Practice

A

Screening & Eval of speech-language skills
Providing prevention, screening, consultation, assessment, and diagnosis, treatment, intervention, management, counseling, and follow-up services for disorders of speech, language, swallowing, cognitive, sensory awareness, AAC, hearing loss, screening hearing, instrumentation, prosthetic/adaptive devices, CAPDs, educating & counseling, advocating, collaborating, behaviors & environments, providing services to modify or enhance communication performance, & recognizing diverse cultural backgrounds

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16
Q

Assessment purpose?

A
  • collect valid & reliable information, integrate it, & interpret it to make a decision
  • measure behaviors of interest
  • Is there a communication delay, disorder, or difference?
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17
Q

Informal or Formal Assessments

A
  • allow us to gather info
  • make professional diagnosis & generate conclusions
  • ID the need for referaal to other professionals
  • ID the need for treatment
  • determine the frequency, duration, & structure of treatment
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18
Q

Important Guiding Principles:

A
  1. the assessment is thorough
  2. the assessment uses a variety of modalities
  3. the assessment is valid
  4. the assessment is reliable
  5. the assessment is tailored to an individual client
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19
Q

Assessment Methods

A
  • Norm-referenced
  • Criterion-referenced
  • Authentic assessment
  • Most SLPs use a combo to obtain the most complete data
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19
Q

Normal distribution

A

bell curve
- ~68% of outcomes will fall w/in 1 SD of the mean
- ~95% of all outcomes will fall within 2 SDs of the mean
- ~99.7% of all outcomes will fall w/in 3 SDs of the mean

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19
Q

Norm-referenced tests

A
  • Always “standardized”
  • allows for a comparison of an individual to a larger group (normative)
  • answers the Q: How does the client compare to the average?
  • Ex: articulation & pediatric language tests
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20
Q

3 M’s

Study These Flashcards
A

mean, median, mode

21
Q

Standard Score

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A

-aka: z-score
- represents each score w/ reference to the rest of the scores
- show how far away (SDs) the standard score is from the mean

22
Q

Percentile rank

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A
  • where the individual stands in comparison to the normal distribution
  • show # of ppl at or below a particular score
  • 90%- person scored higher than 90% of the ppl taking the test
23
Stanine
-score based on a 9-unit scale, where 5 represents average performance - most clients will earn scores of 4, 5, 6
24
Criterion Referenced Tests
- not comparing an individual to a group, but IDing what a person can/cannot do compared to pre-defined criterion - assume that there's a level of behavior that must be met for a behavior to be acceptable - may or may not be standardized - ex: neurogenic disorders, fluency, voice
25
Authentic Assessment Approaches
- aka: as "alternative" or "non-traditional" - IDed what an individual can/cannot do - ex: fluency - sampling when talking w/ friends - options: parent/child observations, real-life simulations, various language samples, audio/video recordings, caregiver interaction or anecdotal reports, "arena testing"
26
Typical process for an assessment
- obtain background info about client - interview client, the client's family and/or caregivers, or anyone who can provide pertinent info (ex: teacher) - sample & evaluate the client's skills: artic, receptive & expressive lang, social lang/pragmatics, fluency, voice and resonance, oral mech structure and function, possibly feeding/swallowing - screen hearing/ obtain hearing info - determine accuracy of assessment info (typical of client behaviors on other days?) - make some initial conclusions & recommendations - share clinical findingd in a timely manner w/ client, families, and/or caregiver - create a written report as documentation
27
Pre-assessment info
1. written case history 2. info from other professionals 3. interview with client, parent(s), spouse, other caregivers
28
Clinical interview
an extension of written info on the case history form
29
Pursuit of excellence
striving to maximize potential 1. providing care in a competent, professional, and compassionate manner that exceeds professional standards 2. pursuing learning opportunities to advanceknowledge & clinical skills 3. integrating academic, clinical, & research endeavors to provide optimal client care, superior teaching/learning, excellence in service & promote the profession
30
6 behaviors for striving to maximize potential
1. communicate w/ clients, caregivers & other professionals w/ accuracy, excellence & in a professional manner 2. empathize w/ clients, caregivers, & 1 another 3. take an active part in educational & research opportunities outside of the classroom 4. seek out leadership opportunities 5. work collaboratively w/ other professionals in an engaged & respectful manner 6. stay current w/ & contribute to scholarly work & evidence-based practice
31
Mutual respect & inclusiveness
valuing others by: 1. maintaining confidentiality of info 2. promoting the highest level of moral & ethical principles 3. treating others w/ respect & promoting an environmenr that respects human rights, personal values, & cultural & spiritual beliefs 4. committing to nondiscriminatory interpersonal & professional relationships
32
Social responsibility
acting for the benefit of society at large by: 1. acting to promote & advance social welfare; advocating for the rights of clients & the profession 2. conserving resources & promoting sustainability
33
HIPAA
Health Insurance Portability and Accountability Act of 1996
34
treatment/intervention
3 basic purposes: 1. eliminate the underlying cause of the disorder 2. teach client compensatory strategies 3. modify the disorder
35
Selecting "target behaviors"
- need to teach multiple targets to most clients - multiple clients should be sequenced (&some need to be taught before others) point is to : - evoke communicative behaviors - create non-existent communicative behaviors - increase existing communicative behaviors - strengthen & sustain behaviors - control undesirable behaviors
36
2 targeting approaches
1. normative approach - expectations for a person in a specific age-group 2. client-specific approach - choose targets that are culturally & linguistically appropriate
37
Continuum of Naturalness
Least natural: - clinician directed, drill, drill play, modeling Hybrid: - organized activities, Milieu teaching (manipulating stimuli in preschool child's nat. environment), focused stimulation, script therapy. role playing, conversational coaching, naturalistic modifications of children directed activities (structured scripts) Most natural: - client-centered, daily activities, facilitative play, daily routines, vocational activities
38
Choosing objectives
- select behaviors that will have immediate impact - be specific regarding the behavior addressed - select behaviors that expand communication skills (can be expanded into phrases, sentences, etc) - select behaviors that are linguistically & culturally appropriate for the client
39
Modeling
don't HAVE to hear it
40
prompting
hints or cues used to draw the desired response; can be verbal, visual, or physical
41
Shaping
- aka: successive approximation - technique that capitalizes on a sound that the client can already make to help the client learn a new sound - guide client through a series of graded steps, each becoming closer to the target sound
42
Reinforcement
Positive: doesn't have to be verbal Social: verbal Tangible: ex: get a sticker
43
schedules of reinforcement
1. continuous schedule 2. fixed-ratio schedule: response reinforced after a specific # on unreinforced trials 3. variable-ratio schedule: # of responses rewuired around an average before giving a reinforcement (5= +/- 2 would be 3 or 7)
44
feedback
reinforcer for either correct behavior or a corrective stimulus when response is inaccurate or in error - reinforcement & feedback could be the same
45
Baselines
pre-treatment response rates 1. document the client's progress over time 2. establish treatment effectiveness 3. establish clinician accountability 4 steps to establish baselined of potential targets: 1. specify treatment targets in measurable terms 2. prepare the treatment items 3. prepare a recording sheet 4. administer the baseline trials
46
Probe
Checking ahead - is the target response maintained when the treatment variables (modeling, reinforcement, instructive feedback) is withheld - how do you decide when to move on?
47
Fluency hierarchy
1. word/phrase 2. sentences 3. reading 4. picture description 5. monologue: structured/unstructured 6. Q and A 7. Dialogue 8. transfer, generalization, maintenance 9. ongoing: counseling
48
Highly structured
- clearly defined target responses - predetermined response criteria - carefully selected stimuli to evoke target productions - appropriate consequent events, such as reinforcers & corrective feedback - Ex: drill, a highly structured & efficient stimulus-response mode
49
loosely structured
drill play - similar to drill except that a motivational event is included structured play - training stimuli are presented as part of play activities; feedback about correct/incorrect responses is optional play - stimulus & response events occur as natural components of play activites
50
3 facts about history
- AHSA founded in 1925 - changed named officially to ASHA in 1948
51
What happens if you don’t have your CCCs yet?
You work under temorary licensure

Clinical Methods (1 decks)

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