Midterm Exam SLPA 2023 updated

Midterm Exam SLPA 2023 updatedBe familiar with the SLPA Scope of Practice according to the CA Speech-Language Pathology and Audiology Board - correct answer ▪ Conducting a speech-language screening, without interpretation, and using screening protocols developed by the supervising Speech-Language Pathologist (SLP) ▪ When competent to do so, as determined by the supervising SLP, acting as an interpreter for non- English speaking patients or clients and their family members ▪ Providing direct treatment assistance to patients or clients under the supervision of a SLP ▪ Scheduling activities and preparing charts, records, graphs, and data ▪ Following and implementing documented treatment plans or protocols developed by a supervising SLP ▪ Performing checks and maintenance of equipment, including, but not limited to, augmentative communication devices ▪ Documenting patient or client progress toward meeting established goals, and reporting the information to the supervising SLP ▪ Assisting with speech-language pathology research projects, in-service training, and family or community education ▪ Assisting a SLP during assessments, including, but not limited to, assisting with formal documentation, preparing materials, and performing clerical duties for the supervising SLP ▪ Maintaining a minimum of 12 professional development hours over a two year period ▪ Disclosure of his/her name and registration status, as granted by the state, on a name tag in at least 18 point type Be familiar with activities outside the scope of practice of an SLPA - correct answer ▪ Represent himself or herself as an SLP; ▪ Perform standardized or nonstandardized diagnostic tests, formal or informal evaluations, or swallowing screenings/checklists ▪ Perform procedures that require a high level of clinical acumen and technical skill (e.g., vocal tract prosthesis shaping or fitting, vocal tract imaging and oral pharyngeal swallow therapy with bolus material) ▪ Tabulate or interpret results and observations of feeding and swallowing evaluations performed by SLPs ▪ Participate in formal parent conferences, case conferences, or any interdisciplinary team without the presence of the supervising SLP or other designated SLP ▪Provide interpretative information to the student/patient/client, family, or others regarding the patient/client status or service ▪ Write, develop, or modify a student's, patient's, or client's treatment plan in any way; ▪ Assist with students, patients, or clients without following the individualized treatment plan prepared by the certified SLP and/or without access to supervision; ▪ Sign any formal documents (e.g., treatment plans, reimbursement forms, or reports; the SLPA should sign or initial informal treatment notes for review and co-sign with the supervising SLP as requested) ▪ Select students, patients, or clients for service; ▪ Discharge a student, patient, or client from services; ▪ Make referrals for additional service; ▪ Disclose clinical or confidential information either orally or in writing to anyone other than the supervising SLP (the SLPA must comply with current HIPPA and FERPA guidelines) unless mandated by law; ▪ Develop or determine the swallowing strategies or precautions for patients, family, or staff; ▪ Treat medically fragile students/patients/clients independently; ▪ Design or select augmentative and alternative communication systems or devices. Be familiar with what interpretation means, specifically within the roles of SLPA/ SLP - correct answer Summarizing, integrating, and using data for the purpose of clinical decision making, which may only be done by SLPs. SLPAs may summarize objective data from a session to the family or team members Understand the qualifications of a Supervising SLP - correct answer ▪ Current ASHA certification and/or state licensure ▪ Completion of at least 2 years of practice following ASHA certification ▪ Completion of an academic course or at least 10 hours of continuing education credits in the area of supervision, completed prior to or concurrent with the first SLPA supervision experience. ▪ CA law requires a minimum of 6 hours in supervision training in the initial 2 year period of supervision, and 3 hours of supervision training every two years thereafter ▪ The SLP: -Will ensure that the extent, kind, and quality of the clinical work performed are consistent with the training and experience of the assistant and shall be accountable for the assigned tasks performed by the assistant. -Will review client/patient records -Monitor and evaluate assessment and treatment decisions of the assistant -Monitor and evaluate the ability of the assistant to provide services at the site(s) where he or she will be practicing and to the particular clientele being treated -Will ensure compliance with all laws and regulations governing the practice of speech-language pathology -Will assist with the development of a plan for the assistant to complete twelve (12) hours of continuing professional development every two years --Through state or regional conferences, workshops, formal in-service presentations, independent study programs, or any combination of these, concerning communication disorders -Will discuss with the assistant the manner in which emergencies will be handled. -Will not supervise more than three (3) support personnel, not more than two of which hold the title of Speech- Language Pathology Assistant. Be able to explain the supervision requirements in the first 90 days, including how much direct and indirect time is required weekly - correct answer ▪ A total of at least 30% supervision, including at least 20% direct and 10% indirect supervision, is required weekly. -This ensures that the supervisor will have direct contact time with the SLPA as well as with the student, patient, or client. ▪ During each week, data on every student, patient, and client seen by the SLPA should be reviewed by the supervisor. ▪ In addition, the direct supervision should be scheduled so that all students, patients, and clients seen by the assistant are directly supervised in a timely manner. ▪ Supervision days and time of day (morning/afternoon) may be alternated to ensure that all students, patients, and clients receive some direct contact with the SLP at least once every 2 weeks. Understand the differences between direct and indirect supervision: Direct Supervision - correct answer ▪ On-site, in-view observation and guidance while a clinical activity is performed by the assistant. ▪ This can include the supervising SLP viewing and communicating with the SLPA via telecommunication technology as the SLPA provides clinical services, because this allows the SLP to provide ongoing immediate feedback. ▪ Does not include reviewing a taped session at a later time. ▪ Observation of a portion of the screening or treatment procedures performed by the SLPA, ▪ Coaching the SLPA, and modeling for the SLPA ▪ The supervising SLP must be physically present during all services provided to a medically fragile client by the SLPA (e.g., general and telesupervision). Understand the differences between direct and indirect supervision: Indirect Supervision - correct answer ▪ Does not require the SLP to be physically present, in close proximity, or available via telecommunication in real time while the SLPA is providing services. ▪ Activities may include: -Demonstration tapes -Record review -Review and evaluation of audio- or videotaped sessions -Supervisory conferences that may be conducted by telephone and/or live -Secure webcam via the Internet -The SLP will review each treatment plan as needed for timely implementation of modifications -Means the supervising SLP is available to provide supervision by electronic means State the difference between a goal and an objective: Goal - correct answer ▪ Understanding goals can be challenging in the beginning because the language is often unfamiliar and complex. ▪ It gets easier! ▪ Although SLPAs do not write goals, it is still valuable to review their format so you know how to decipher them. ▪ Goals are statements of the outcome you want to obtain ▪ Describe a behavior over course of treatment -Over months or a full year ▪ Long-Term Goals/ Annual Goal -States a behavior to be accomplished -Includes measurable terms (increase, decrease, maintain) -An expected ending level of performance -Example: "The student will increase (measurable term) the number of conversational topics that he spontaneously initiates (the behavior want to accomplish-the do) with no verbal or other prompts (the condition) in a student-adult conversation from one to four (the number of times-the criterion)." State the difference between a goal and an objective: Objective - correct answer ▪ Accompany goals and are a series of steps needed to accomplish the behavior listed in goal ▪ Also known as Short-Term Goals or Benchmarks ▪ Precise and measurable language used -States behavior to be obtained -What level -By when -Under what conditions Be familiar with the three components of a goal and identify when one component is missing or not correct - correct answer ▪ Do Statement -The performance statement states what the client will do ▪ Condition -What the client will be provided with, or denied, when performing behavior ▪ Criterion -How objective will be evaluated Be familiar with the three components of a goal and identify when one component is missing or not correct: The Do Statement - correct answer ▪ Needs to be something you can actually observe (see or hear it) -If you cannot observe it, the objective cannot be implemented -Ex: understand, analyze, process are not things you can see or hear -These things cannot be outwardly measured ▪ Performance/ Do Statements -Independently say the names of primary colors -Legibly write in numbers 1-10 -Spontaneously greet members of the social group -Accurately produce the phoneme /t/ in the final positions of words ▪ When deciphering the objective, ask yourself these questions about the Do/ Performance Statement -Is the performance stated? -What is the performance? -Is the performance observable (can I see or hear it)? Be familiar with the three components of a goal and identify when one component is missing or not correct: Condition - correct answer ▪ Must be something a SLPA can reproduce -Ex: "when speaking with grade level peers" cannot be targeted in a one on one session with clinician -Ex: if fluency is targeted and the goal includes a condition of "during episodes of blocking" but you don't know what an episode of blocking is, you cannot replicate that condition ▪ Condition statement -In the community, with typical peers -During a classroom group reading activity, given a story starter -In a one on one setting, given a verbal model from the clinician -In response to a written command, without verbal cues to initiate ▪ Condition Statement: Ask yourself -Is the condition stated? -What is the condition? -Can I replicate the condition? Be familiar with the three components of a goal and identify when one component is missing or not correct: Criterion - correct answer ▪ Must be stated in a way you can measure it ▪ Information you record is referred to as data ▪ If criteria states 80% accuracy in the production of /r/, but you cannot distinguish correct, partially correct, and incorrect productions, you cannot be accurate in recording information about clients performance ▪ Criterion Statement -With 80% accuracy, given at least 20 attempts -Within 2 minutes of a verbal prompt, in 8 out of 10 opportunities -For 2 minutes on two separate occasions Understand the SLPAs role in data collection - correct answer ▪ Assist in collection of data during treatment, screening, and assessment