CDIS 411

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CDIS 411
2012-09-24 19:25:39
CDIS 411

CDIS 411
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  1. three things professional training can teach
    • ability to establish rapport
    • have technical knowledge associated with the various communication disorders
    • need insight into teaching strategies so clients can learn
  2. qualities SLPs should have
    • humanness
    • professionalism
    • humor/positive attitude
  3. qualities of good CDIS student
    • recognize and implement evidence-based practice
    • accept and learn from constructive criticism
    • generous and fair in interactions
    • show initiative in learning-goes beyond requirements
    • demonstrates life long learning knows how to seek info form other sources
    • problem solving skills, shows flexibility
    • interacts effectively with clients
    • academic performance
    • active participation in class and clinic
    • professionalism
  4. ASHA Code of Ethics Principle I
    • hold paramount welfare of persons they serve
    • treat animals humanely
  5. ASHA Code of Ethics Principle II
    honor responsibility to achieve and maintain highest level of professional competence
  6. ASHA Code of Ethics Principle III
    • promote public understanding of field
    • provide accurate information about field
  7. ASHA Code of Ethics Principle IV
    • honor responsibilities to the professions and their relationship with colleagues, students and members of allied professions
    • uphold dignity and autonomy of professions
    • maintain harmonious relationships
  8. nondiscrimination
    every client's right to quality services is guaranteed because clinicians must practice this
  9. prognosis
    a statement that describes the liklihood that a benefit will be gained from treatment
  10. informed consent
    clients are told about their speech-language or hearing condition and are informed about the relative strengths, weaknesses, and risks
  11. conflict of interest
    a compromise in professional judgement in which a clinician loses their sense of objectivity because of personal or financial gains
  12. misrepresentation
    a type of dishonesty that ocurs when truth is distorted or falsified
  13. essential qualities of an SLP
    flexibility; enthusiasm; organization; confidence; attitude; professionalism; optimism; recognize value of client; creativity; patience; humor; passion; goal oriented; rapport
  14. verbal communication skills
    • close ended questions
    • open ended questions
    • restatement
    • sharing
    • minimal response/encourager
    • silence
    • instruction
    • interruption
    • confrontation
    • summarization
  15. non-verbal communication skills
    • body tension or movement
    • proximity and posture
    • facial expression
    • visual cues: movement of hands, legs or body
    • cultural differences
  16. ways to improve interpersonal skills
    • self evaluation via observation and reflection
    • observation of clinicians
    • seek constructive ctiricism
    • seek solutions to improving areas that are identified
  17. assessment
    the process of collecting and analyzing data about an individual in order to make clinical decisions
  18. diagnosis
    indentification of a disease or disorder based on symptoms presented
  19. evaluation
    the formal and informal procedures conducted as part of an assessment
  20. screening
    initial assessment procedure that allows individuals who require a complete evaluation to be identified
  21. differential diagnosis
    the process of distinguishing a disorder or condition from others with similar symptoms
  22. etiology
    cause of a disorder or condition
  23. baseline
    frequency of a behavior or level of functioning prior to the initiation of treatment
  24. stimulability
    the degree to which a nonmastered skill or behavior can be elicited
  25. dynamic assessment
    assessement process in which the examiner modifies interactions in order to achieve success for client
  26. areas of assessment
    • gather case history
    • language domains
    • language modalities
    • speech and oral motor skills
    • voice
    • fluency
    • hearing
    • cognition
    • behavior
  27. gather case history
    • background/medical history/previous therapy
    • education/occupational history
    • social/personal background
    • handedness; hearing and visual acuity; use of aids or glasses
    • family/client's goals for assessment
  28. language domains
    • form: syntax, morphology, phonology
    • content: vocabulary, length of phrases/sentences, comprehension of directions, stories and others
    • use: social communication, pragmatics
  29. languae modalities
    • comprehension: auditory and reading
    • language formulation: verbal expression and written expression
    • production
  30. speech/oral motor skills
    • oral motor structure and function (symmetry, strenght, ROM)
    • speech intelligibility
    • dysphagia (oral, pharyngeal, laryngeal, diet level, laryngeal/respiratory function)
  31. voice
    • quality
    • resonance
    • volume
    • breath support
  32. fluency
    stuttering etc.
  33. hearing
    screening unless history of hearing issues
  34. cognition
    • orientation
    • memory
    • attention
    • problem solving
    • organization
    • sequencing
    • reasoning
    • abstract languaeg use and interpretation
  35. behavior
  36. 6 purposes of assessment
    • screening
    • determining a diagnosis
    • determine eligibility for services
    • establish a baseline
    • develop intervention targets
    • track and document progress
  37. steps of assessment
    • referral
    • data gathering
    • diagnosis
    • results
    • severity and prognosis
    • recommendations
    • share with family
    • write report
  38. data gathering
    • past/current supporting reports
    • creat case history
    • family/client interview
  39. case history
    • gathering information to inform the direction of the evaluation
    • creates the background for the assessment and diagnostic report
    • helps to develop the hypothesis of what the evaluation will need prove
  40. norm referenced tests
    • compare individual to a group
    • validity and reliability are high
    • average is on a range
    • quick to administer
    • basil and ceiling
  41. criterion referenced test
    • procedures devised to examine a particular form of communicative disorder
    • not a reference to other children's achievement
    • determines if child can attain a certain level of perfomance
    • not a reference, not compared to a norm
    • can be designed by a clinician
    • specific to exactly their strengths and weaknesses
    • naturalistic
  42. reliability
    • interrater reliability
    • test retest reliability
    • equivalent or alternative form reliability
  43. validity
    • test measures what it is assumed to measure
    • refers to the degree to which evidence and theoretical rationales support the adequacy and appropriateness of the interpretations of the test scores
  44. reliability and validity
    all valid tests are reliable but not all reliable tests are valid
  45. behavioral observations
    • define the behavior going to observe and which context in evaluation
    • behaviors to observe = difficult to formally assess
    • can lead to subjectiveness in interpretation
  46. the nature of interviewing
    • must be an exchange of information (talk and listen)
    • clinician is responsible for flow of information
    • use purposeful questions that are targeting background history and communication domains
    • interview should be goal oriented
    • mutual respect should be establshed with interviewee
  47. primary step in interviewing
    • communication: understanding
    • communicating: verbal and non-verbal
  48. secondary step in interviewing
    • open-ended questions
    • ex: describe the last time you noticed she didn't understand you.
  49. restatement or confirmation in interviewing
    ex: you had her attention, pointed to the car and then asked if se wanted her doll in the car?
  50. speech mechanism evaluation
    • physical evaluation of speech mechanisms
    • materials: pen light, tongue depressor, gloves, recording form
    • looking for structural and functional problems