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Professional Issues in Speech-language Pathology And Audiology

by ; ;
Edition:
3rd
ISBN13:

9781418015480

ISBN10:
1418015482
Format:
Paperback
Pub. Date:
11/3/2006
Publisher(s):
Cengage Learning
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Summary

This book provides comprehensive coverage of the issues critical to professional practice in communication sciences. The text is multi-contributed and each chapter is written by a leading expert in the field. This is the most up-to-date text on the market, and it provides in-depth coverage of the recently updated 2005 Standards of Clinical Competence. The text is clearly organized and highly approachable for readers, and it provides a number of excellent pedagogical features such as case studies, tables and decision-trees to help reinforce the material.

Table of Contents

Foreword xxxi
Preface xxxiii
About the Authors xxxvi
Acknowledgments xxxviii
Contributors xxxix
Table A
xlii
SECTION I Overview of the Professions
1(23)
Professional Issues: From Roots to Reality
3(21)
Scope of Chapter
3(2)
History of the Professions
5(10)
What Is a Profession?
5(1)
Roots
5(2)
What's in a Name?
7(2)
University of Iowa and Lee Edward Travis
9(1)
Stuttering and Autonomy
10(1)
Speech-Language Pathology and Audiology in the United States
10(1)
Professional Associations and ASHA
11(1)
Chronology
11(4)
Observations on Our History
15(1)
Access
15(4)
Demographics
15(1)
Outcome Measurement
16(1)
Funding
16(1)
Technology
17(1)
Community Inclusion
18(1)
Currency
19(1)
Positive Workplace Skills
20(1)
Summary
21(1)
Critical Thinking
22(1)
References
22(2)
Resources
24(1)
APPENDIX 1--A Scope of Practice in Audiology
24(12)
Statement of Purpose
24(1)
Framework for Practice
25(2)
Definition of an Audiologist
27(1)
Professional Roles and Activities
28(3)
Practice Settings
31(1)
References
31(1)
Resources
31(1)
General
31(1)
Amplification
32(1)
Audiologic Rehabilitation
33(1)
Audiologic Screening
33(1)
(Central) Auditory Processing Disorders
33(1)
Business Practices
33(1)
Diagnostic Procedures
34(1)
Educational Audiology
34(1)
Electrophysiological Assessment
34(1)
Geriatric Audiology
34(1)
Occupational Audiology
35(1)
Pediatric Audiology
35(1)
Vestibular
35(1)
APPENDIX 1--B Scope of Practice in Speech-Language Pathology
36(61)
Statement of Purpose
36(2)
Framework for Practice
38(1)
Education and Qualifications
39(1)
Scope of Practice
40(1)
Professional Roles and Activities
41(1)
Practice Settings
41(1)
Reference and Resource List
42(4)
General
42(1)
Augmentative and Alternative Communication
42(1)
Cognitive Aspects of Communication
43(1)
Deaf and Hard of Hearing
43(1)
Hearing Screening
43(1)
Language and Literacy
43(1)
Multicultural Issues
44(1)
Prevention
44(1)
Research
44(1)
Speech: Articulation, Fluency, Voice, Resonance
44(1)
Supervision
45(1)
Swallowing/Upper Aerodigestive Function
45(1)
Establishing Professional Competencies Through Education, Certification, and Licensure
46(28)
Scope of Chapter
46(1)
Professional Education
47(10)
Undergraduate Preprofessional Education
48(1)
Graduate Education
49(4)
Doctoral Education
53(3)
Postdoctoral Study
56(1)
Distance Education
56(1)
Professional Licensure and Certification
57(7)
The State License
57(7)
Support Personnel
64(2)
Support Personnel in SLP
64(1)
Support Personnel in Audiology
65(1)
ASHA and Support Personnel
65(1)
Professional Certification: Certificate of Clinical Competence and Board Certification
66(1)
ASHA Certification
66(2)
Requirements for the Certificate of Clinical Competence
66(1)
Certification by the American Board of Audiology
67(1)
Specialty Recognition
68(1)
The ASHA Program of Specialty Recognition
68(1)
Board Certification in Neurologic Communication Disorders (BC-NCD)
68(1)
ABA Specialization in Cochlear Implants
69(1)
International Issues
69(1)
International Guidelines for Education in Speech-Language Pathology
69(1)
ASHA Certification: International Issues
69(1)
The Bologna Agreement in Europe
70(1)
Mutual Recognition Agreement Among English-Speaking Countries
70(1)
International Terminology
70(1)
Code of Ethics
70(1)
Summary
71(1)
Critical Thinking
71(1)
References
72(1)
Resources
73(1)
Financial Aid and Scholarships
73(1)
Professional Organizations
74(13)
Scope of Chapter
74(1)
Practical Dilemmas and Affiliation
75(1)
How Do Professional Associations Work?
75(1)
ASHA: A National Professional Organization for Speech-Language Pathologists and Audiologists
76(5)
Purpose
76(1)
Membership
77(1)
Standards
78(1)
Governance
78(1)
The National Office
78(2)
The Future
80(1)
Special Interest Divisions
80(1)
AAA: A National Professional Organization for Audiologists
81(2)
Purpose
81(1)
Membership
81(1)
Standards
82(1)
Governance and the National Office
82(1)
The Future
82(1)
Related Professional Organizations
83(1)
State Organizations
83(1)
Student Organizations
83(1)
NSSLHA
84(1)
NAFDA
84(1)
International Professional Organizations
84(1)
Summary
84(1)
Critical Thinking
85(1)
References
85(1)
Resources
85(2)
Related Professional Organizations
86(1)
Professional Ethics
87(10)
Scope of Chapter
87(1)
Role of a Professional
88(1)
Regulation of the Professions
88(1)
Ethical Standards of Conduct
88(2)
Speech-Language Pathology and Audiology Codes of Ethics
89(1)
Unethical Practice Complaint Process
90(1)
Types of Complaints
91(1)
Sanctions
91(1)
Disclosure
91(1)
Appeals
91(1)
Preparing for Future Ethical Practice Concerns
91(3)
Ethical Practice Risk Management
94(1)
What to Do If You Face an Ethical Dilemma
94(1)
Summary
95(1)
Critical Thinking
95(1)
References
95(1)
Resources
96(1)
APPENDIX 4--A ASHA Code of Ethics
97(3)
Preamble
97(1)
Principle of Ethics I
97(1)
Rules of Ethics
97(1)
Principle of Ethics II
98(1)
Rules of Ethics
98(1)
Principle of Ethics III
99(1)
Rules of Ethics
99(1)
Principle of Ethics IV
99(1)
Rules of Ethics
99(1)
APPENDIX 4--B Code of Ethics of American Academy of Audiology
100(39)
Preamble
100(1)
Part I. Statement of Principles and Rules
100(2)
Part II. Procedures for the Management of Alleged Violations
102(4)
Introduction
102(1)
Procedures
102(3)
Confidentiality and Records
105(1)
Professional Liability
106(17)
Scope of Chapter
106(1)
Sources of Law
107(8)
United States Constitution
107(1)
State Government
108(1)
Federal Government
108(1)
Rights and Duties
109(4)
The Law of Negligence
113(2)
Professional Negligence (Malpractice)
115(4)
Duty, Breach, Causation, and Damages
116(2)
Liability of Health Care Institutions
118(1)
Managing Risk
119(1)
Summary
120(1)
Critical Thinking
120(1)
References
121(2)
International Alliances
123(16)
Scope of Chapter
123(1)
Benefits of International Alliances
124(3)
The Benefit of Learning New Skills, Procedures, and Perspectives
125(1)
The Benefit of Gaining New Perspectives of Cultural Diversity
126(1)
The Benefit of Pooling Resources
126(1)
Strategies for International Alliances
127(1)
Practice in Other Countries
128(3)
Australia
128(1)
Canada
129(1)
Ireland
130(1)
New Zealand
130(1)
South Africa
130(1)
United Kingdom
130(1)
International Professional Associations
131(1)
International Association of Logopedics and Phoniatrics
131(1)
International Society of Audiology (ISA)
131(1)
Developing and Other Nations
131(1)
Summary
132(1)
Critical Thinking
133(1)
References
133(2)
Resources
135(4)
Speech-Language Pathology
135(1)
Audiology
136(1)
Additional Resources
137(2)
SECTION II Employment Issues
139(44)
Workforce Issues in Communication Sciences and Disorders
141(17)
Scope of Chapter
141(1)
A Look Back
142(1)
The Current Workforce
142(1)
ASHA Membership and Affiliation Data
143(5)
Demographics
143(1)
Employment Characteristics
144(2)
U.S. Department of Education Data
146(1)
Enrollment and Graduation Data
147(1)
A Look Forward: Factors Affecting Employment in Future Years
148(7)
U.S. Bureau of Labor Statistics Projections
148(1)
Health Care and Reimbursement Reform
149(1)
Competition
149(1)
Federal Policy
150(1)
Changing Demographics
151(1)
Technological Change
152(1)
Telehealth
152(1)
ASHA Data
153(2)
Summary
155(1)
Critical Thinking
155(1)
References
155(2)
Resources
157(1)
Preparing for Employment
158(25)
Scope of Chapter
158(1)
Career Development
159(1)
Employment Settings
160(1)
Job Search
160(4)
Self-Assessment and Job Analysis
161(3)
Cover Letter
164(1)
Style Suggestions
164(1)
Content Suggestions
165(1)
Resume
165(3)
Style Suggestions
166(1)
Content Suggestions
167(1)
Letters of Recommendation
168(1)
Interview
169(6)
Preinterview
169(2)
Polished Professionalism of Attire and Style
171(1)
Location of Interview
172(1)
Interview
172(1)
What Is the Interviewer Evaluating?
173(1)
End of Interview
173(1)
Postinterview Follow-up
174(1)
Second Interview
174(1)
Is This Where I Want to Work?
174(1)
Formal Offer
175(1)
Advancement
175(1)
Changing Employment
176(1)
Financial Considerations
177(1)
The Between Jobs Interval
177(1)
Salary
177(1)
Part-Time Employment
178(1)
Benefits
178(1)
Retirement
179(1)
Summary
179(1)
Critical Thinking
180(1)
References
180(1)
Resources
181(2)
Securing Employment
181(1)
Federal Government Uniformed Services Positions
181(1)
Internet Sources
182(1)
Sample Interview Questions
182(1)
State and Local Association Resources
182(1)
APPENDIX 8--A Sample Cover Letter
183(1)
APPENDIX 8--B Sample Resume
184(42)
Professional Autonomy and Collaboration
186(13)
Scope of Chapter
186(1)
Definitions of Autonomy and Collaboration
187(5)
Sources of Professional Autonomy
187(2)
Legal Autonomy of the Professions
189(1)
Referrals
189(2)
Prescription and Threats to Professional Autonomy
191(1)
Employer Challenges to Professional Autonomy
191(1)
Autonomy and Liability
192(1)
Models of Collaboration
192(2)
Medical Model
193(1)
Educational Model
193(1)
Collaboration and Scope of Practice
194(1)
Multiskilled Providers and Encroachment on the Scope of Practice
194(2)
Adding Basic Client Care Skills
195(1)
Additional Threats to Autonomy
196(1)
Interdependence of Audiology and Speech-Language Pathology
196(1)
Collaboration and Confidentiality
197(1)
Summary
197(1)
Critical Thinking
197(1)
References
198(1)
Support Personnel in Communication Sciences and Disorders
199(27)
Scope of Chapter
199(1)
Rationale for the Use of Support Personnel
200(1)
Concerns about the Use of Support Personnel
201(1)
Evolving Professional Policies and Practices
201(4)
Ethical Responsibilities
203(1)
Chronology of Professional Practice Policies
203(1)
SLP Support Personnel
204(1)
Audiology Support Personnel
204(1)
State Regulation
205(4)
Current Use of Support Personnel
209(1)
SLP Support Personnel
209(1)
Audiology Support Personnel
209(1)
Training for Support Personnel
209(2)
Training SLP Support Personnel
209(1)
Training Audiology Support Personnel
210(1)
Supervision of Support Personnel
211(2)
Supervision of SLP Assistants
212(1)
Supervision of Audiology Support Personnel
213(1)
Job Responsibilities of SLP Assistants
213(2)
Job Responsibilities of Audiology Support Personnel
215(1)
Reimbursement of Services Provided by Support Personnel
215(1)
Research Related to Support Personnel
216(4)
Have Any Studies Compared SLP or Audiology Assistants with Professionals?
216(1)
Do Any Studies Show the Effectiveness of SLP or Audiology Assistants?
217(1)
Effectiveness of Support Personnel in Audiology
218(1)
Are There Any Studies on the Amount or Type of SLP or Audiology Assistant Supervision?
219(1)
Do Any Studies Show the Effectiveness of Training Programs for SLP or Audiology Assistants?
219(1)
Future Research Issues
219(1)
Summary
220(1)
Critical Thinking
220(1)
References
221(5)
APPENDIX 10--A Support Personnel in Communication Sciences and Disorders: Key Word Definitions
226(1)
APPENDIX 10--B Verification of Technical Proficiency of a Speech-Language Pathology Assistant
227(3)
APPENDIX 10--C Supervisor Log of Direct and Indirect Observations
230(1)
SECTION III Expanding Clinical Populations and Professional Settings
231(47)
Working with Special Populations
233(22)
Scope of Chapter
233(1)
Definitions of Incidence and Prevalence
234(1)
Special Populations
234(11)
Educated Professionals and Consumers
234(1)
Hearing Impaired
235(1)
Fetal Alcohol Exposure
236(1)
Language Learning Disabilities
237(1)
(Central) Auditory Processing Disorder
237(1)
Developmental Apraxia of Speech
238(1)
Autism Spectrum Disorders
238(1)
Subtractive Bilingualism
239(1)
Persons with Traumatic Brain Injuries
240(1)
Medically Fragile Children
241(1)
The Elderly
242(2)
Individuals with Dementia
244(1)
Individuals with Dysphagia
245(1)
Underserved Populations
245(3)
Linguistic Minority Populations
245(1)
Economically Disadvantaged Populations
246(1)
Prison Populations
247(1)
Remote/Rural Populations
247(1)
Native Americans
248(1)
Summary
248(1)
Critical Thinking
249(1)
References
249(5)
Resources
254(1)
Health Care Legislation, Regulation, and Financing
255(23)
Scope of Chapter
255(1)
Health Care Legislation
256(4)
Social Security Act Amendments of 1965
256(1)
Social Security Act Amendments of 1967
257(1)
Social Security Act Amendments of 1972
257(1)
Social Security Act Amendments of 1982
257(1)
Social Security Act Amendments of 1983
257(1)
United States Public Health Services Act (1944)
258(1)
The Health Maintenance Organization Act of 1973
258(1)
Technology-Related Assistance for Individuals with Disabilities Act of 1988
259(1)
Health Insurance Portability and Accountability Act of 1996
259(1)
Omnibus Budget Reconciliation Acts (OBRAS)
260(3)
Omnibus Budget Reconciliation Act of 1980
261(1)
Consolidated Omnibus Budget Reconciliation Act of 1985
261(1)
Omnibus Budget Reconciliation Act of 1986
261(1)
Omnibus Budget Reconciliation Act of 1987
262(1)
Omnibus Budget Reconciliation Act of 1989
262(1)
Omnibus Budget Reconciliation Act of 1990
263(1)
Social Security Act Amendments of 1993
263(2)
Health Care Coding
265(1)
Medicare Physician Fee Schedule
266(1)
The Balanced Budget Act of 1997
267(1)
Recent Changes to the Medicare Statute and Impact on SLP and Audiology
268(3)
The Medicare, Medicaid, and SCHIP Balanced Budget Refinement Act of 1999 (BBRA)
268(1)
The Medicare, Medicaid, and SCHIP Benefits Improvement and Protection Act of 2000 (BIPA)
268(1)
The Medicare Prescription Drug, Improvement, and Modernization Act of 2003 (MMA)
268(1)
$1,500 Financial Limitation
269(1)
Prospective Payment Systems
269(2)
Role of State Governments
271(1)
Private Health Insurance
271(1)
Future of Health Care
272(2)
Summary
274(1)
Critical Thinking
275(1)
References
275(2)
Resources
277(1)
APPENDIX 12--A Common Health Care Acronyms and Abbreviations
278(131)
Service Delivery in Health Care Settings
279(23)
Scope of Chapter
279(2)
Clinical Practice in Context: The Business of Health Care
281(1)
Health Care Accreditation
282(2)
Joint Commission on Accreditation of Health Care Organizations (JCAHO)
282(1)
CARF: The Rehabilitation Accreditation Commission
283(1)
Health Care Compliance Programs
284(6)
HIPAA---Protecting Confidential Health Information
285(5)
Patient Safety and Quality Improvement
290(3)
Patient Safety Initiatives
290(2)
Quality and Performance Improvement
292(1)
Clinical Accountability: Evidence-Based Practice
293(2)
Clinical Documentation, Coding, and Payment for Services
295(1)
Documenting Health Care Services
295(1)
Health Care Coding
296(2)
Diagnosis Coding
296(1)
Procedure Coding
297(1)
Payment for Services
298(1)
Summary
299(1)
Critical Thinking
299(1)
References
300(1)
Resources
301(1)
Education Policy
302(27)
Scope of Chapter
302(1)
Federal Legislation
303(4)
Brown v. Board of Education
303(1)
Section 504 of the Rehabilitation Act of 1973
303(1)
PL 94-142 The Education for All Handicapped Children Act of 1975
303(4)
Federal Eligibility Requirements
307(2)
Eligibility for Enrollment
307(2)
Developing the IEP
309(1)
IEP Implementation
309(1)
Dismissal
310(2)
Rationale for Paperwork
312(2)
Medicaid Reimbursement
312(1)
Related Service versus Special Education Program
313(1)
Impact of Educational Policies on SLP Services
314(9)
Full Continuum of Service
314(5)
Teaming and Consultative Models
319(2)
Outcome Data and Evidence-Based Practice
321(1)
Increased Role of the SLP in Literacy
322(1)
Impact of Legislation on Audiology in Schools
323(1)
Section 504 of the Rehabilitation Act of 1973
323(1)
PL 94-142 The Education for All Handicapped Children Act
323(1)
PL 99-457 The Education for the Handicapped Act Amendments of 1986
324(1)
PL 104-476 Individuals with Disabilities Education Act (IDEA)
324(1)
PL 105-17 1997 IDEA Amendments and PL 108-446 IDEA 2004
324(1)
Summary
324(1)
Critical Thinking
325(1)
References
325(2)
Resources
327(2)
Service Delivery in Educational Settings
329(20)
Scope of Chapter
329(1)
Special Opportunities for the School-Based SLP
330(2)
Relevance and Continuity
330(1)
Developing Collegial Relationships
330(2)
Procedures for Serving Children in School Settings
332(3)
Prevention
333(2)
Comprehensive Assessment Leading to Eligibility
335(6)
Planning the Assessment
335(3)
Planning and Providing Intervention
338(1)
Evidenced-Based Practice (EBP)
338(1)
Reporting on Progress
339(1)
Planning for Children with Multiple Disabilities
340(1)
Service Delivery Models
341(3)
Consultative Collaborative Service
341(1)
Family-Centered Service
341(1)
Classroom-Based Service
342(1)
Team Teaching
343(1)
Pull-out Service
343(1)
Self-Contained Classrooms
344(1)
How a Workload Approach Differs from a Caseload Approach
344(1)
Summary
345(1)
Critical Thinking
346(1)
References
346(3)
Service Delivery Issues in Early Intervention
349(22)
Scope of Chapter
349(1)
What Is Early Intervention?
350(1)
Why Early Intervention?
351(1)
Child Development
351(1)
Family Support and Assistance
352(1)
Societal Benefits
352(1)
Is Early Intervention Cost Effective?
352(1)
Young Children with Disabilities
352(6)
Legislation
353(1)
Early Intervention Eligibility/Developmental Delay
354(2)
Screening, Evaluation, and Assessment
356(1)
Evaluation
357(1)
Areas of Evaluation
358(1)
Assessment of Results
358(1)
The Individualized Family Service Plan (IFSP)
358(1)
Principles to Guide the IFSP Process
359(1)
Service Coordination
359(2)
Service Delivery Collaboration: Teaming
360(1)
Personnel and Disciplines in Early Intervention
361(1)
Working with Culturally and Linguistically Diverse Families
362(1)
Different Cultural Views on Health and Disorders
362(1)
Different Service Delivery Preferences Among Minority Language Groups
362(1)
Transition from Early Intervention to Preschool Special Education
362(1)
Practical Issues for Speech-Language Pathologists and Audiologists
363(2)
Employment Opportunities
363(1)
Home Care Services
363(1)
Infection Control
363(1)
Physical Environment
364(1)
Safety
364(1)
Continuing Challenges of Providing Early Intervention
365(1)
Definitions and Eligibility
365(1)
Family Centeredness
365(1)
Personnel Preparation
365(1)
Early Intervention and Advocacy
365(1)
Summary
366(1)
Critical Thinking
366(1)
References
367(3)
Resources
370(1)
Service Delivery Issues in Private Practice
371(16)
Scope of Chapter
371(1)
Service Delivery Issues in Private Practice
372(11)
Private Practice Options
372(7)
Other Issues
379(4)
Summary
383(1)
Critical Thinking
384(1)
References
384(2)
Resources
386(1)
Strategically Promoting Access to Speech-Language Pathology and Audiology Services
387(22)
Scope of Chapter
387(1)
Barriers to Access
388(1)
The Need for Service
388(1)
Optimizing Reimbursement for Clinical Services
389(3)
Rebutting Denials Based on ``Medical Necessity''
390(1)
Evidence-Based Practice
391(1)
Alternative Funding Approaches
392(1)
Legislation Improving Access
393(1)
Advocacy and Professional Assertiveness
394(4)
Advocacy Among Clinicians and Clinical Administrators
395(2)
Advocacy Among Consumers and Their Significant Others
397(1)
Advocacy Among Educators and Students
398(1)
Care Extenders
398(3)
Support Personnel
398(1)
Graduate Students
399(1)
Trained Volunteers
400(1)
Family Members and Other Caregivers
400(1)
Multiskilling of Professionals
400(1)
Technological Access
401(1)
Telehealth
401(1)
Information Technology
402(1)
Educating the Public
402(1)
Adjustments in Service-Providing Environments
403(1)
Summary
403(1)
Critical Thinking
403(1)
References
404(4)
Resources
408(1)
SECTION IV Providing Quality Care
409(19)
Policies and Procedures
411(17)
Scope of Chapter
411(1)
Defining Terminology
412(2)
What Is a Policy?
412(1)
What Is a Procedure?
412(1)
What Are Institutional, Departmental, and Programmatic P&Ps?
413(1)
What Is a P&P Manual?
413(1)
Necessity and Value of Policies and Procedures
414(2)
Accrediting and Regulatory Requirements
414(1)
Legal Considerations
415(1)
Identification and Definition of Relevant Rules and Regulations
415(1)
What to Include in a Policy and Procedure Manual
416(4)
Accrediting Body Requirements
416(2)
Other Necessary Policies and Procedures
418(2)
How to Write Policies and Procedures
420(2)
Components and Format
420(2)
Who Should Write Policies and Procedures
422(1)
Primary Responsibility
422(1)
Solicitation of Input
422(1)
Administrative Review and Approval
423(1)
When Should Policies and Procedures Be Written?
423(1)
New Policies and Procedures
423(1)
Policy and Procedure Review and Revision
423(1)
Access to Policies and Procedures
424(1)
Summary
425(1)
Critical Thinking
425(1)
References
426(1)
Resources
427(1)
APPENDIX 19--1 Sample P&P
428(15)
Leadership and Communication Skills
430(13)
Scope of Chapter
430(1)
Leadership
431(5)
Follow the Leader
431(1)
Leader versus Manager: What Is the Difference?
431(1)
Leadership in Audiology and Speech-Language Pathology
431(1)
The Leader's Source of Influence is Power
432(1)
Mutual Dependency of the Leader and Follower
433(1)
Development of Leadership Skills: Nature versus Nurture
433(1)
Leadership Characteristics
434(1)
The Roles of a Leader
434(2)
Business Communication
436(5)
Communication in the Profession of Communication Disorders
436(1)
Communication in Leadership Roles
437(1)
Use of Communication in Leadership Roles
437(3)
Barriers to Effective Communication
440(1)
Active Listening
440(1)
Methods of Communication
441(1)
Summary
441(1)
Critical Thinking
441(1)
References
442(1)
Resources
442(1)
APPENDIX 20--1 Assessment of Leadership Qualities
443(102)
Infection Prevention
444(17)
Scope of Chapter
444(1)
Importance of Infection Prevention to Speech-Language Pathologists and Audiologists
445(1)
Infection and Its Pathway
446(1)
Examples of Communicable Diseases
447(4)
Staphylococcal Infections
447(1)
Hepatitis B Virus (HBV)
447(1)
HIV/AIDS
447(1)
Cytomegalovirus (CMV)
448(1)
Herpes Simplex Virus (HSV)
449(1)
Tuberculosis
449(1)
Scabies
450(1)
Influenza Viruses
450(1)
Program for Infection Prevention
451(4)
Preemployment Screening and Follow-Up
451(1)
Orientation and Training in Infection Prevention
452(1)
Hygiene Plan
452(1)
Hygiene Plan Techniques
452(3)
Regulated Waste Containers
455(1)
Issues of Special Concern
455(2)
Educational Settings
456(1)
Long-Term Care Facilities
456(1)
Day Care Centers
456(1)
Staff Who Are Pregnant
457(1)
Reporting Exposure Incidents
457(1)
Summary
457(1)
Critical Thinking
458(1)
References
458(2)
Resources
460(1)
Child Abuse and Elder Mistreatment
461(13)
Scope of Chapter
461(1)
Child Abuse and Neglect
462(4)
Child Abuse
462(1)
Maltreatment and Neglect
462(1)
Causes and Risks
462(2)
Munchausen by Proxy
464(1)
Who Is an Abuser?
465(1)
Extent of the Problem
465(1)
Financial Costs of Child Abuse
465(1)
What to Do If You Suspect Abuse
465(1)
Elder Abuse, Neglect, and Exploitation
466(5)
Elder Abuse
467(1)
Elder Neglect
467(1)
Specific Types of Elder Abuse
467(2)
Who Is Abused?
469(1)
Who Is at Risk?
469(1)
Who Is an Abuser?
469(1)
Extent of the Problem
469(1)
Why Does Elder Abuse Occur?
470(1)
Elder Abuse in Long-Term Care Facilities
470(1)
What to Do?
471(1)
Summary
471(1)
Critical Thinking
471(1)
References
472(1)
Resources
472(2)
Service Delivery for Culturally and Linguistically Diverse Populations
474(16)
Scope of Chapter
474(1)
Demographics and Definitions
475(2)
Minority Speech-Language Pathologists and Audiologists
476(1)
ASHA Position Statements
477(3)
Social Dialects
477(1)
Clinical Management of Communicatively Handicapped Minority Language Populations
477(1)
Bilingual Speech-Language Pathologists and Audiologists
478(1)
The Speech-Language Pathologist and English as a Second Language
479(1)
Students and Professionals Who Speak English with Accents and Nonstandard Dialects: Issues and Recommendations
479(1)
Knowledge and Skills Needed by Speech-Language Pathologists and Audiologists to Provide Culturally and Linguistically Appropriate Services
479(1)
Cultural Competence
480(1)
Clinical Issues Affecting Culturally and Linguistically Diverse Populations
480(5)
Bilingualism and Second Language Acquisition
480(1)
Assessment
481(2)
Treatment
483(2)
Paraprofessionals and Interpreters
485(1)
Audiology and Multicultural Populations
485(1)
Summary
486(1)
Critical Thinking
486(1)
References
487(2)
Resources
489(1)
Supervision and the Supervisory Process
490(21)
Scope of Chapter
490(1)
Historical Overview
491(1)
Definitions
492(1)
Continuum Model of the Supervisory Process
492(3)
Stages of the Continuum
493(1)
Styles of Supervisor Behavior
494(1)
Phases of Supervision
495(3)
Understanding Phase
495(1)
Planning Phase
496(1)
Observation and Data Collection Phase
496(1)
Analysis Phase
497(1)
Integration Phase
497(1)
Considerations Across Different Levels of Supervisees
498(1)
Critical Thinking and the Supervisory Process
499(1)
Expectations of Students About Supervision
499(1)
Supervision in Service Delivery Settings
499(1)
Utilization and Supervision of Speech-Language Pathology Assistants
500(1)
Supervision Standards of SLPAs
500(1)
Amount of Supervision for SLPAs
500(1)
Phases of SLPA Supervision
501(1)
Supervision in the Work Place
501(4)
Supervision of Clinical Fellows and Audiology Externs
502(1)
Credential Verifications
502(1)
Orientations and Probationary Periods, and Performance Appraisals
503(1)
Performance Appraisals
503(1)
360 Degree Assessments
504(1)
Evaluating the Supervisor
504(1)
Professional Development
504(1)
Supervisor Competencies
505(1)
Individual Supervisor Accountability
506(1)
Summary
507(1)
Critical Thinking
507(1)
References
508(1)
Resources
509(2)
Technology as a Professional Issue
511(15)
Scope of Chapter
511(1)
Technology Time Line
512(1)
Computing Basics
512(3)
Machine Language
512(1)
The Network
513(2)
Importance of Technology to Practice
515(1)
Ethics and Technology
516(1)
Office Software
516(1)
Considerations for Using Electronic Documentation
517(3)
Therapy Tools (Noninstrumental)
518(1)
Instrumentation
518(2)
Technological Competencies of Clinicians
520(1)
The Future of Clinical Practice
521(1)
Telepractice
521(2)
Distance Learning
523(1)
Summary
523(1)
Critical Thinking
523(1)
References
524(1)
Resources
525(1)
Stress, Conflict, and Coping in the Workplace
526(19)
Scope of Chapter
526(2)
Definitions and Symptoms
528(5)
Stress
528(1)
Burden
528(1)
Burnout
529(2)
Stages of Burnout
531(1)
Effects of Burnout
531(2)
Stress in Human Service Professions
533(1)
Burnout in Speech-Language Pathology and Audiology
534(1)
Self-Identification Strategies
535(1)
Remediation of Stress and Burnout
535(4)
Changing Yourself and Your Attitudes
535(3)
Humor
538(1)
Conflict Resolution on the Job
538(1)
Changing Jobs
539(1)
Prevention of Burnout
539(1)
Needed Research
540(1)
Stress and Burnout Among Caregivers
540(1)
Summary
541(1)
Critical Thinking
542(1)
References
542(3)
SECTION V Evidence-Based Practice
545(14)
The Future of Science
547(12)
Scope of Chapter
547(1)
Science and the Social Contract
548(1)
The Clinical Imperative: Doing Good at an Acceptable Cost
549(1)
Dissemination: The First Fruits of Research
550(3)
Clinical Trials
551(1)
Placebos
552(1)
Reviews and Meta-Analyses
552(1)
Consensus Conferences
552(1)
Translational Research
553(1)
Technology
553(1)
Interdisciplinary Research
553(1)
The Challenge of Population Diversity
554(1)
International Perspectives
554(1)
Promoting Research and Research Training Within the Profession
555(1)
Summary
555(1)
Critical Thinking
556(1)
References
556(3)
APPENDIX 27--1 Guidelines for Written Review
559(18)
Applying Evidence to Clinical Practice
560(17)
Scope of Chapter
560(1)
Ranking Research and Recommendations
561(3)
Research and Scientific Affairs Committee (RSAC) Report
562(1)
Meta-analysis
563(1)
Conducting Systematic Reviews
563(1)
Conducting Phased Research
564(3)
Outcomes, Efficacy, and Effectiveness
564(3)
Evaluating Diagnostic and Screening Procedures
567(7)
Specificity and Sensitivity
567(5)
Likelihood Ratios
572(2)
Summary
574(1)
Critical Thinking
574(1)
References
575(1)
Resources
576(1)
Index 577


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