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Exam 1 Study Guide

CD 3503 Principles of Clinical Management

disability a physical or mental condition that limits a person's movements, senses, activities, or intellect
impairment a disruption or abnormality in physiologic structure or function
multi-disciplinary an approach to service provision in which professionals from different disciplines work independently and report to the team
prognosis a statement that describes the likelihood that a benefit will be gained from treatment
Confidentiality a set of rules or a promise that limits access or places restrictions on certain types of information
What areas are included in the Scope of Practices for speech language pathologists? Language, Speech, Voice, Fluency, Hearing, Collateral Areas (cognitive status, literacy, social/emotional/behavioral, motor functioning), AAC (augmentative and alternative communication), dysphagia (swallowing)
ASHA American Speech-Language-Hearing Association
Referrals - where do our referrals come from? Parents, teachers, doctors, self-referrals (rare for children), screenings
Baselines help establish starting points on goals that the client wants to achieve
goal the object of a person's ambition or effort; an aim or desired result
Screening identifies who might have a problem; it is an initial assessment procedure that allows individuals who require a complete evaluation to be identified
Assessment Do they have a problem? If so, what is it? The process of collecting and analyzing data about an individual in order to make clinical decisions
What can you do to document behavior challenges? I can note what behaviors are present and which ones are absent. I can also document the frequency of the behavior, the magnitude, the rate (how fast it occurs), and the duration of the behavior.
What areas does an SLP assess? Language, speech, voice, fluency, hearing, collateral areas (cognitive status, literacy, social/emotional/behavioral, and motor functioning), AAC (augmentative and alternative communication), dysphagia (swallowing)
Reliability The consistency of a test or a procedure over repeated administrations and by different examiners; example: A test is given to a client by 2 separate clinicians and yields identical results. This would show excellent reliability of the test.
Validity The extent to which a test measures what it claims to measure; example: Giving a vocabulary test to a client to determine their IQ. This test would not have validity because there are multiple areas of IQ, not just vocabulary.
Norm-referenced test Standardized instruments that can be used to compare an individual's performance to the performance of others with similar demographic characteristics such as age and gender. (Comparing to others)
Criterion referenced test Allows us to measure skills in terms of absolute levels of mastery. They are useful in establishing baseline functioning, developing intervention targets, and to document progress.
Standardized score a derived score so that raw scores from the different tests can be compared and the mean and SD are consistent
Age equivalent a person's raw score is the average performance for a given grade (expressed in grades and tenths of grades (6.2 = 6th grade, second month)
Percentile ranks percentage of people in the norming sample who scored below a given raw score
What does "conflict of interest" for SLPs mean? A conflict of interest occurs when a SLP or an audiologist accepts personal or financial gifts from clients or manufacturers that compromise professional judgement because there are strings and/or expectations attached.
What are the areas of language? Language: expressive and receptive Content Form Use
content semantics (vocabulary)
semantics the meaning of language
form phonology, morphology, syntax
phonology sound system of language
morphology the smallest meaningful units of language
syntax study of sentences, phases, clauses, and word order
Use pragmatics; how language is used as a social tool
pragmatics the social side of language; how language is used as a social tool
What is the CCC for SLPs? Certificate of Clinical Competence
disorder to disturb the regular or normal functions of
Preferred Practices 1. to enhance quality of professional services 2. serves as an educational tool for other professionals, general public, consumers, administrators, regulators, and third-party payers
Preferred Practices (continued) 3. Used with sensitivity to and knowledge of cultural and linguistic differences and the individual preferences and needs of client/patients and their families in all settings 4. Provide and informational base to promote delivery of quality patient care
Preferred Practices (continued) 5. Focus on professional preparation, continuing education, and research activities 6. Not a yardstick to measure acceptable conduct nor a set of aspirational principles
Preferred Practices (continued) 7. Reflect the normally anticipated professional response to a particular set of circumstances 8. Awareness of carefully considering the justification for alternate practices
Created by: ryanriggs_90