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CLD exam 1
(b)
| Question | Answer |
|---|---|
| what are the aspects of an SLP's job (5) | 1)education 2) prevention 3) screening + assessment 4) intervention 5) support + counseling |
| prevention definition (ASHA position statement) | includes all efforts to "eliminate the onset of communication disorders and their causes and to promote the development and maintenance of optimal communication |
| primary intervention (2 methods) | elimination or inhibition of the onset and development of a disorder by: 1) altering susceptibility 2) reducing exposure |
| secondary intervention | early detection + treatment of disorders, which may lead to: 1) elimination of disorder 2) preventing further complications; reducing/slowing progression of disorder |
| risk factors for developing a LD (5) | 1) family history 2) poverty 3) low level of CG education 4) prenatal/perinatal health problems 5) neglect/abuse |
| when is secondary prevention the main critical method | when a systemic risk factor is at play, primary prevention isn't always possible |
| advantages of prevention (4) | 1) reduce incidence 2) identify disorders 3) reduce impact (rather than eliminate) 4)identify at-risk populations and give support/resources |
| prevention: people involved (4) + activities (5) | people involved: 1) families- educate + advocate + counsel 2) teachers- educate + collab 3) administration- collab 4) general public- educate, raise awareness, advocate |
| how can assessments be described as | a complex, multi-step process for observing, describing and interpreting an individual's communication process |
| screening | -brief, reliable/valid -doesn't result in diagnosis. instead indicates whether full assessment is needed -can be checklist or formal |
| comprehensive assessment | -in depth, multi-step, valid/reliable -used to diagnose and develop intervention goals -indicates areas of strength + weaknesses |
| how many steps are there in a comprehensive assessment | 6 |
| what are the 6 steps of a comprehensive assessment | 1) case history 2) interview 3) review of developmental areas 4) standardized/NON-standardized measuring of specific aspects 5) identify potential for effective intervention strategies 6)follow up services |
| what should be gathered in case history | -medical status -education -backgrounds (cultural, linguistic, + socioeconomic) -relevant info from teachers/service providers |
| who can be included in an interview (during comprehensive assessment) | the client (/student) -family interview |
| what developmental areas are reviewed in a comprehensive assessment | 1) auditory 2) visual 3) motor 4) cognitive |
| what are the specific aspects measured (standardized OR non-standardized), what is included | -speech - spoken/non-spoken language - cognitive communication - swallowing function *include observations and analysis of any work samples* |
| why are follow up services an important part to the comprehensive evaluation process | to monitor communication status -ensure appropriate intervention + support |
| additional aspects of a comprehensive assessment | - conduct cultural/linguistic assessments (to distinguish disorder from difference) - cultural competency (avoid false positives) |
| what might cause bias in testing | the linguistic background of the examiner * and test item bias |
| interprofessional practice | -referring to other professionals to rule out other conditions, determine etiology, facilitate access to comprehensive services |
| why is interprofessional practice important | because language disorders often occur in association with other conditions |
| comprehensive definition | |
| when can a treatment plan be developed | after a client's language needs have been assessed in ALL AREAS, and a disorder is identified |
| general process of treatment | 1) use assessment data + EBP guidelines to develop treatment plan 2) use culturally responsive techniques/materials 3)document progress (soap notes) 4) determine dismissal criteria |
| additional intervention roles | 1) counseling (client and CG) 2) collaboration (working with other professionals) 3) advocacy (law/policies/services) |
| what are SLPs commonly considered | coordinators of care |
Created by:
liz gelles