Clinical Competencies in Communication Disorders SCSU

Jan. 2001

 

GENERAL COMMUNICATION DISORDERS PROFESSIONAL COMPETENCIES

 

1)  Demonstrate understanding of professionalism and professional issues such as standards of ethics, confidentiality, and scope of practice.

 

2)   Demonstrate knowledge of the organization, function, and purposes of the American Speech‑Language‑Hearing Association.

 

3)   Demonstrate ability to obtain pertinent case history effectively, accurately, and with minimal expenditure of time.

 

4)   Demonstrate flexibility in assessment practice in order to accommodate the needs of low functioning, difficult‑to‑test and culturally different clients.

 

5)   Demonstrate ability to interpret test data and present recommendations accurately to the level of comprehension of the patient.

 

6)   Describe assessment procedures, preliminary findings and recommendations to clients/families in a manner appropriate to their educational and cultural backgrounds.

 

7)   Describe the functioning of a team approach to early intervention, education and rehabilitation, including familiarity with multidisciplinary, interdisciplinary and transdisciplinary service models in a variety of settings. Participate as appropriate in these teams for client care.

 

8)   Develop and use interview and assessment protocols appropriate to the age, education, cultural background and communication concerns of the client/family.

 

9)   Demonstrate clinical integration skills needed to describe and interpret test results and observations, synthesize case history information with other findings, evaluate etiologic and prognostic factors to make appropriate recommendations and referrals.

 

10) Write clear, cohesive and complete clinical reports that include a pertinent case history, accurate interpretation of test data and proper recommendations using appropriate professional style.

 

11) Identify opportunities for collaboration regarding client services with families, educators, medical and other professionals and, when appropriate, engage in collaborative intervention.

 

12) Demonstrate understanding of state and federal regulations governing the delivery of communication services.

 

13) Coordinate client treatment services directly and through consultation. Identify the need for assistance from other disciplines and make appropriate referral when necessary.

 

14) Identify sources of support for clients in the community, and serve as client advocate to obtain needed support.

 

SPECIFIC COMPETENCIES:

 

Graduates in Speech‑Language Pathology will be able to:
 

1)   State in detail the typical stages of communication, speech, and language acquisition including age ranges and stages for specific structures and functions and demonstrate knowledge of cultural variations, as appropriate.

 

2)   Describe the functional communicative challenges and pathogensis associated with specific speech, language, and hearing disorders and related conditions.

 

3)   Demonstrate knowledge and use of instrumental technology to diagnose and treat the broad range of communication and swallowing disorders.

 

4)   Evaluate and choose testing procedures and materials with regard to appropriateness of use with people presenting a range of communication disorders and cultural backgrounds.

 

5)   Correctly administer standardized tests and non‑standard assessments and modify a diagnostic protocol based on client response style and ability.

 

6)   Collect, transcribe, analyze and interpret communication samples from clients at various developmental levels in various aspects of communicative function.

 

7)   Use on‑going assessment procedures to evaluate progress in therapy and make decisions about discharge or changes in therapy goals or techniques.

 

8)   Use multiple baseline and other single subject experimental designs to evaluate treatment effectiveness.

 

9)   Write appropriate long‑term goals and short‑term behavioral objectives, based on assessment data.

 

10)  Identify and present activities at a level appropriate to the age needs, interests,

      ability and cultural and linguistic background of a client.

 

11) Sequence objectives using task analysis to achieve specified goals

 

12) Use appropriate formats for intervention including individual, small group, and classroom‑based service delivery models in order to maximize effectiveness of intervention for each client; demonstrate flexibility by modifying approaches as necessary.

 

13) Communicate expectations, directions in a coherent and logical manner.

 

14) Uses clinical time effectively, pacing activities appropriately to maximize time on task.

 

15) Use appropriate reinforcement and feedback strategies to maximize client performance.

 

16) Develop and implement strategies for generalizing targeted communication and swallowing skills into functional contexts.

 

17) Demonstrate the ability to manage challenging behavior.

 

18) Develop and introduce augmentative and alternative communication strategies in an intervention program, when appropriate.

 

19) Accurately and concisely summarize treatment results in standard (SOAP) format.

 

20) Assist individuals and families to prioritize their goals for outcomes of treatment, using a client‑guided model.

 

21) Integrate speech, language, and hearing support into classroom, vocational and residential settings. Train significant others to facilitate communication skill development.

 

22) Train and supervise support personnel.