phonology, morphology, syntax, semantics, and pragmatic/social aspects of communication
Scope of practice for an SLP includes providing prevention,
screening, consultation, assessment, treatment, counseling, & follow-up services for disorders of speech, _____, _______, _______ and sensory awareness related to ____ and _____.
language, swallowing, cognitive aspects of communication
communication and swallowing
What are some examples of disorders relating to cognitive aspects of communication?
attention, memory, problem solving, executive functions
Establishing augmentative and alternative communication techniques and strategies including developing,
selecting, and prescribing of such systems and devices is with an SLPs scope of practice. T or F?
True
SLPs can provide services to those with hearing loss. This includes what 4 things?
Auditory training
Speech reading
Spc and lang intervention secondary to hearing loss
Visual inspection and listening checks of amplification devices for purpose of troubleshooting, including verification of appropriate battery voltage.
SLPs can conduct hearing screenings for ____, middle ear pathology using _____.
conventional pure-tone air conduction methods
tympanometry
SLPs can select, fit, and establish effective use of prosthetic/adaptive devices for ____,
_____, or other upper aerodigestive functions (e.g., tracheoesophageal prostheses, speaking valves, electrolarynges).
communication
swallowing
SLPs can educate and counsel individuals, families, co-workers, educators, and other persons in the community regarding ___, ___, and ___ about communication, swallowing, or other upper aerodigestive concerns.
acceptance
adaptation
decision making
SLPs can collaborate with and provide referrals and information to ___, ___, and ___ as individual needs dictate.
audiologists
educators
health professionals
SLPs are also responsible for addressing ___ and ___ that affect communication, swallowing, or other upper aerodigestive functions.
behaviors (e.g., disruptive actions)
environments (e.g., seating, positioning for swallowing safety, communication opportunities)
Where can an SLP practice?
Public and private schools
Health care settings (e.g., hospitals, medical rehabilitation facilities, long-term care facilities, home health agencies, community clinics, behavioral/mental health facilities)
Private practice
Universities and university clinics
Individuals’ homes
Group homes and sheltered workshops
Neonatal intensive care units, early intervention settings, preschools, and day care centers
Correctional institutions
Research facilities
Corporate and industrial settings
Types of testing and psychometric principles fall under _____.
assessment
List 3 types of testing.
Norm-referenced
Criterion-referenced
Authentic, alternative or non-traditional
Describe a norm-referenced test.
How does client compare to the average?
Performance compared to norms
Scores refer to relative standing in relation to group norms
Used most often with articulation and language disorders and in these cases we have developmental expectations that have been documented
Describe pros of a norm-referenced test. (5)
Less time consuming than descriptive measures
Provide scores often required by schools
Tests are objective
Easy to administer
Most preferred for 3rd party reimbursement
Describe cons of a norm-referenced test. (5)
Do not explore learning potential
Do not provide info about communicative competence in real-life situations
Only evaluates isolated skills
Must be accurately administered
May not be appropriate for culturally and/or linguistically diverse clients
Describe criterion-referenced tests.
How does client compare to expected level of performance?
Performance based on a predetermined standard not in comparison to others
Identifies what a client can and cannot do
Used most often with disorders of fluency, voice, and neurogenic disorders and in these cases it’s more helpful to compare abilities to a clinical expectation (e.g., intelligible speech)
Describe pros of a criterion-referenced test. (3)
Less time consuming than descriptive measures
Tests are usually objective
Can receive 3rd party reimbursement
Describe cons of a criterion-referenced test. (2)
Do not provide information about communicative competence in real-life situations
Only evaluates isolated skills
How is the Authentic, Alternative, or Non-traditional Approach different from criterion-referenced tests?
Emphasizes contextualized test stimuli
Test environment is a realistic situation
Is Ongoing - Evaluates client’s performance during both the assessment and treatment. All info maintained in client portfolio. If appropriate, client will add to, review folder allowing for both self evaluation and self monitoring
Using the Authentic, Alternative, or Non-traditional Approach hypotheses may be generated around what five different factors that may be related to the learner’s problem?
Curricular - questions regarding the content,material, or objective that impact the learner
Teacher/instructional - the manner in which the teacher is using the curriculum, instructing the learner, or interacting with the learner
Environmental - the learning environment and how it impacts the learner’s performance
Student skills - the learner’s mastery of prerequisite skills to perform specific academic or nonacademic tasks
Learner process - questions regarding the learner’s capacity to learn as well as the learner’s problem-solving strategies.
Describe pros of Authentic, Alternative, or Non-traditional Approach. (5)
Naturalistic approach, similar to real world
Client participation in self evaluation and monitoring
Allows for individualization
Flexible
Can provide descriptive information useful for planning intervention
Describe cons of Authentic, Alternative, or Non-traditional Approach. (6)
May lack objectivity
Most procedures not standardized, thus may lack reliability and validity
Requires advanced level of clinical skills
Requires lots of time for planning
May not be practical in some situations
Not preferred by 3rd party reimbursement
What are psychometric principles?
Validity
Reliability
We don’t say a test is reliable or valid—instead we talk about whether estimates of reliability and validity for a test are high or low.
What is the difference between content and face validity?
Content validity is usually estimated by the opinions of experts while face validity is estimated by the average person.
