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CMD quiz 1
| Question | Answer |
|---|---|
| ASHA Scope of practice | |
| What the scope of purpose does | -describes areas of professional practice -inform about prof. roles and responsibilities -provide SLP's with services for EBP -help with research -guide and prepare SLP for effective services |
| definitions of speech-language pathologist (specific) | a professional who holds the ASHA Certificate of Clinical Competence in Speech-Language Pathology [CCC-SLP |
| 5 domains of SLP professional practice | ASEAR -advocacy and outreach -supervision -education -administration/leadership -research |
| 8 domains of SLP service delivery (details) | -collaboration- for shared ideas, best outcome -counseling- educate, empower, support -prevention and wellness- education -screening -assessment-diagnose and review -treatment- restore/establish skill -modalities (tech) -population and systems- |
| specific areas of clinical focus of SLP | early intervention, hearing. fluency, feeding |
| elective service areas of the SLP | -transgender communication -preventative vocal hygiene -business communication -accent/dialect modification -professional voice use |
| disability | restriction in ability to perform a function. is the result of an impairment |
| handicap | social disadvantage one faces with impairments or disability, barriers prevent individual from reaching potential |
| disorder | disrupt function, has matters of degree, blindness v. far-sightedness |
| impairment | biological or physiological condition, the loss of physical, social, or cognitive function. physical or mental impairment that substantially limits one or more major life activity |
| communication disorder | -impaired hearing, language, and or speech process -impairs ability to receive, send, and process/comprehend concepts or (verbal, non-verbal, and graphical) information. -severity: ranges from mild to profound -developmental or acquired |
| speech disorder | -atypical production of speech sounds -interruption in flow -abnormal voice quality: loudness, pitch, resonance, duration |
| language disorder impairs what? | comprehension and/or USE of spoken, written, and/or other symbol systems (english) |
| hearing disorder | -impaired sensitivity of auditory system -deafness, HOH -central auditory processing disorders- cant process things said |
| AAC | -augmentative alternative communication -digital variation of communication -compensates and facilitates those w impaired or disabled communication disorders |
| audiologist job role | -identify, assess, manage, and prevent disorders of hearing and balance -measure and examine hearing (infancy-old age) -work in educational or clinical settings -select, fit, and give hearing aids -also help patients with auditory processing disorder |
| audiologist education and credentials | -3-5 yrs beyond bachelor's degree -doctorate -professional and clinical experience -pass Certificate of Clinical Competence of Audiology (CCC-A) exam -state licenes |
| speech pathology credentials | -Master of Science (MS) OR doctoral degree -communication, swallowing (anatomy and physiology) + phonetics: speech and hearing science + speech,language,swallowing disorders -CCC exam -monitored clinical fellowship yr -ongoing professional dvlp. |
| speech-language and hearing scientists | -doctorate degree, PhD or EdD -work for universities, gov't agencies, industry+research centers -some serve as clinical SLP or audiologists |
| EBP definition and parts | Evidence-based practice- essential and ethical- optimally effective care -provide best and most well-grounded research-based intervention -do what has been proven to work best/be most effective |
| C2 elements of communication | ideas shared between sender and receiver, message transmission and feedback, two parties |
| cultural identity | -belonging to a language community -communication is more effective when cultural identity is shared -where you interact affects what you say, and how you say it |
| cultural competence | -challenge for SLPs -provide services in a culturally competent and humble manner, understand how to respond to diversity |
| cultural humility | recognizing that learning and self-reflection are life long |
| ASHA cultural humility checklist | |
| language definition | socially shared code that is used to represent concepts -arbitrary code -rule-governed system -generative process (can add) -dynamic scheme (changes) |
| 3 elements of language | content, form, use |
| content | what words are being used (semantics) |
| form | consists of phonology, morphology, and syntax |
| use | how words are being used, pragmatics, driving force behind language, why are we speaking? -varies greatly by culture |
| articulation | how speech sounds are formed, how we move our mouth |
| fluency | -flow of communication -influenced by rhythm and rate -cluttering v. stuttering |
| voice | voice tends to match physical makeup -based on anatomy -measured as hertz |
| language disorder | disorders of FORM -issues of phonology, morphology, and syntax |
| phonological disorder- what does it demonstrate | leaving off the ends of words |
| morphological- what does it demonstrate | difficulty with plurals or past tense markers |
| syntactical- what does it demonstrate | difficulty with word order |
| use disorder- what does it demonstrate | incorrect/unacceptable conversational, social, and narrative skills, incorrect responses to questions |
| language scientist | study syntax, semantics, morphology, phonetics, phonology, pragmatics |
| hearing scientist | investigate and develop evidence-based methods for those w hearing problems and balance problems |
| speech scientist | investigate and develop evidence-based methods for diagnosing and treating |
| phonology- | sounds of english, individual speech sounds |
| morphology | structure of words |
| free morphemes | stand alone as words- cat, go, more |
| bound morphemes | attached to free morphemes- ing, s, ly |
| syntax | how words are arranged in a sentence, grammar |
| content disorder | difficulty with word finding, limited vocabulary |
| prosody | rate and rhythm |
| advocacy and outreach | SLPs provide community awareness, prevention activities, educate |
| supervision | SLPs supervise clinical fellows, trainees, colleagues |
| education | teach students at institutions, mentor students in programs |
| research | SLPs conduct research related to cognition, verbal/nonverbal comm, pragmatics, etc. |
| administration and leadership | SLPs administer programs in many settings, make decisions for management |
Created by:
liz gelles
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