I: Foundational Knowledge Flashcards
anaphys
planes of section (3)
frontal:coronal, sagittal:median, horizontal:axial
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directional nomenclature (5)
cranial:caudal, ventral:dorsal, medial:lateral, proximal:distal, flexion:extension
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major body cavities (2)*
dorsal, ventral (includes subcavities: thoracic and abdominal)
*separated by diaphragm
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tissue types (4)
epithelial, connective, muscular, nervous
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relationship between input and output of neurons
dendrites:input :: axons:output
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relationship between myelination in the CNS and PNS
oligodendrocytes myelinate axons in the CNS :: Schwann cells myelinate axons in the PNS
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action potentials (APs) (6)
specialized by axons, originate at the trigger zone, insulated by myelin sheath, all-or-nothing (threshold is reached or is not reached), terminate at boutons, resting potential restored by Na+/K+ pump
anayphys
major divisions of the PNS (2)*
somatic: action and awareness :: autonomic/visceral:detects and acts on body’s internal environment
* autonomic/visceral subdivided into parasympathetic (homeostasis) and sympathetic (fight or flight)
anaphys
cranial nerves V and VII through XII
V:trigeminal, VII:facial, VIII:vestibulocochlear, IX:glossopharyngeal, X:vagus, XI:spinal accessory, XII:hypoglossal
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trigeminal nerve (5)*
CN V, three major branches (ophthalmic, maxillary, mandibular), face sensation, muscles of mastication and tensor tympani
*oral stage of swallowing
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facial nerve (4)*
CN VII, taste anterior 2/3 tongue, facial expression, salivation
*oral stage of swallowing AND speech articulation
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glossopharyngeal nerve (5)*
CN IX, taste posterior 1/3 tongue, sensation of middle ear and upper pharynx, motor innervation of stylopharyngeus, gag reflex
*oral and pharyngeal stages of swallowing
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vagus nerve (7)
CN X, sensation of lower pharynx, motor innervation of pharyngeal-laryngeal muscles of soft palate, velum elevation, gag reflex, VF tension, add-abduction
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spinal accessory nerve (2)
CN XI, motor innervation of sternocleidomastoid and trapezius muscles (for head turning and shoulder elevation)
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hypoglossal nerve (3)
CN XII, motor innervation of intrinsic tongue muscles, oral stage of swallowing (bolus formation and propulsion)
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CNS meninges layers (3)
meninges cover CNS in three protective layers (pia, arachnoid, dura matter** – think PAD)
**listed from deep to superficial
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CSF (3)
cerebrospinal fluid, flows between pia and arachnoid layers of meninges, brain floats in CSF for protection from mechanical injury
anaphys
dura mater (2)
encapsulates brain and spinal cord, physically separates major regions of the brain
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in reference to separation between the brainstem and the spinal cord, ‘There is continuity in much of the neuroanatomy, but one identifying feature is that…’
‘…the corticospinal fibers in the pyramidal tracts cross the midline (decussate) in the medulla and the travel in the lateral corticospinal tracts within the spinal cord.’
anaphys
brainstem (3)
region of the brain spanning between forebrain and spinal cord, the route through which nearly all neural information travels between the body and the brain, three segments (medulla oblongata, pons, midbrain)
anaphys
medulla oblongata of the brainstem and CN involvement (2)
X:larynx, pharynx and upper esophagus, XII:tongue
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pons of the brainstem and CN involvement (2)
V:mastication and sensory nuclei for the head, VII:facial expressions
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cerebellum (2)
important role in motor control, lesions do not cause paralysis but may cause ataxia
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reticular formation (3)
centered primarily in the pons, coordinate muscle functions of the body and head, guide attention and arousal
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CNS lobe anatomy (4)*
frontal, parietal, temporal, occipital
*marked by/at central sulcus
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frontal lobe (5)
anterior to central sulcus and superior to lateral fissure
executive function (prefrontal cortex), language production (L inferior frontal gyrus of the prefrontal cortex), skilled movements (premotor cortex), motor strip which sources majority of body motor control signals (precentral gyrus – site of primary motor cortex)
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parietal lobe (2)
posterior to central sulcus and superior to lateral fissure
body sensation including hearing and vision
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temporal lobe (3)
inferior to lateral sulcus and anterior to occipital lobe
primary auditory cortex (Heschl’s gyrus), language comprehension (Wernicke’s area)
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occipital lobe (2)
most posterior lobe of the brain (no distinct separation from neighboring lobes)
higher-order processing of visual information (primary visual cortex)
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limbic cortex (4)
memory, emotion, drive-related behavior, primitive behavior
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basal ganglia (4)
aka basal nuclei, guide behavior via inhibition, four subdivisions (striatum, globes pallidus, substantia nigra, subthalamic nucleus, dopamine production
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diencephalon (1)*
four regions (epithalamus, thalamus, subthalamus, hypothalamus)
*thalamus relays majority of sensory information, motor pathways of basal ganglia and cerebellum travel through thalamus en route to motor cortex – the gatekeeper!
anaphys
pyramidal system (4)
aka direct motor pathway, responsible for skilled-voluntary movements of extremities, two major pathways (corticospinal tract, corticobulbar tract), houses axons which descend from UMNs in the cerebrum to LMNs in the spinal cord and brainstem
anaphys
corticospinal tract of the pyramidal system (3)
houses descending fibers that decussate from lateral corticospinal tract, main function is contralateral-fine-rapid limb control
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corticobulbar tract of the pyramidal system (2)
UMNs in the cerebrum descend to LMNs in the brainstem, main function is to control muscles of the face-head-neck
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extrapyramidal system (5)
aka indirect motor pathways, involved in reflexes and coordination of muscle groups, involved in regulation of posture-balance-tone, three tracts (rubrospinal, reticulospinal, vestibulospinal), two control circuits (cerebellar, basal ganglia)
anaphys
basal ganglia of the extrapyramidal system (3)*
indirectly regulates motor activity, refines movement by increasing precision and form, two predominant pathways (direct:output, indirect:input)
*interruptions to these pathways leads to movement disorders of initiation or muscle tone!
anaphys
ascending pathways (1)*
contain sensory signals called afferent signals (Afferent:Arrive) because information propagates from the body’s periphery to the brain
*remember, descending nerve impulses aka efferents exit the brain (Efferent:Exit)
anaphys
veins vs arteries
veins:carry deoxygenated blood and waste from body back to heart and lungs :: arteries:deliver oxygen and nutrient-rich blood to the body
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carotid arteries (1)*
two carotid artery branches (internal*, external)
*internal carotid arteries subdivided into anterior cerebral arteries and middle cerebral arteries and supply blood to the brain
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middle cerebral arteries of the internal carotid arteries (1)
supply blood to the brain (lateral frontal lobes, lateral temporal lobes, portions of parietal lobe, basal ganglia)
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subclavian arteries (1)
supply blood to spinal cord, brainstem, cerebellum, occipital lobe, thalamus
anaphys
respiratory anatomy (4)*
L lung:two lobes :: R lung:three lobes, trachea (average 10-16 cm long), major muscles of respiration (diaphragm, abdominals, external intercostals, internal intercostals), accessory muscles (sternocleidomastoid, scalene)
*aspiration is more common in the R lung!
anaphys
inspiration during quiet breathing (3 steps)*
contraction lowers-flattens diaphragm -> lungs expand and create negative pressure -> negative pressure draws air inward (inhalation)
*during quiet breathing, inspiration:40% :: exhalation:60%, changes to I:10% :: E:90% during speech breathing
anaphys
respiratory volumes/capacities (4)
four discreet and non-overlapping volumes aka capacities (tidal, inspiratory reserve, expiratory reserve, residual)
anaphys
tidal vs residual volume
TV:average volume air exchanged per cycle of passive breathing :: RV:volume air remaining in lungs after maximum exhalation
anaphys
inspiratory reserve vs expiratory reserve volume
IRV:max volume air that can be inspired above the level of tidal inspiration :: ERV:max volume air that can be expired below relaxation volume
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respiratory capacities/combined volumes (4)*
vital capacity (IRV+TV+ERV), functional residual capacity (ERV+RV), inspiratory capacity (TV+IRV), total lung capacity (IRV+TV+ERV+RV)
*VC is approximately 4 L:women and 5 L:men
anaphys
larynx (5)
organ important for airway protection and phonation, located C3-C6, connects oropharynx and laryngopharynx to trachea, single-midline cartilages (thyroid, cricoid, epiglottis), paired carriages (arytenoids, corniculates, cuneiforms)
anaphys
functions of intrinsic muscles of the larynx (3 groups)*
pitch (vocalis, cricothyroid, thyroarytenoid), adduction (transverse interarytenoids, oblique arytenoids, lateral cricothyroids), abduction (posterior crivoarytenoids)
*innervated by CN X
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extrinsic suprahyoid muscles of the larynx
hyoid elevation (mylohyoid, geniohyoid, stylohyoid, diagastric muscle)
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extrinsic infrahyoid muscles of the larynx
hyoid/thyroid depression (sternohyoid, omohyoid, thyrohyoid, sternothyroid)
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layers of the vocal folds (5)*
body (thyroarytenoid, deep lamina propria, intermediate lamina propria) and cover (superficial lamina propria and epithelium)
*body is stiffer than cover
anaphys
myoelastic aerodynamic theory (5 steps)
VFs adduct and close the glottis -> subglottic pressure builds and blows open VFs (this is where you see mucosal wave via sheathing motion) -> Bernoulli effect -> decrease in air pressure and pliability of VFs closes VFs -> subglottic pressure builds for next cycle
anaphys
muscles of mastication (4)*
all muscles of mastication are paired and are innervated by trigeminal CN V (masseters, temporals, medial pterygoids, lateral pterygoids)
*temporomandibular joint aka TMJ allows three planes of direction
anaphys
muscles of the tongue (8)*
intrinsic (superior longitudinal, inferior longitudinal, transverse, vertical), extrinsic (genioglossus, hyoglossus, styloglossus, palatoglossus)
*almost all innervated by hypoglossal CN XII
anaphys
three major systems of speech production (3)
respiratory:driving force of voice production and articulation :: laryngeal:valving for airway protection and VF vibration :: supralaryngeal:filter and shape phonation via resonances
acoustics
frequency (2)*
(f) is a count of the number of repetitions of a cyclic pattern in 1 second, measured in Hertz (Hz) or kilohertz (kHz)
* (f) is perceived as pitch, equal changes in (f) DO NOT correspond to equal changes in pitch
acoustics
semitones vs octaves*
semitones: intervals between sounds (1 semitone change is always perceptually equal), octaves:doubling of (f)
* 12 semitones=1 octave
acoustics
period (2)
(T) is the duration of one cycle, (f) and (T) have an inverse relationship*
*T=1/f and f=1/T – if (f)=100 Hz then (T)=0.01 seconds
acoustics
amplitude (4)
(A) is the physical measure of extent of vibrational change from resting position, measured in decibels, two measurements (peak amplitude:max pressure reached by pressure wave, root mean square amplitude:average amplitude of a sound over some period of time), perceived as loudness
acoustics
intensity (3)*
(I) is the power of a sound over a particular area, measured in decibels, perceived as loudness
*intensity=amplitude squared
acoustics
decibels (2)*
a ratio of a sounds amplitude or intensity relative to a reference, amplitude:measured in dB-SPL :: intensity:measured in dB-IL
*0 dB is the quietest sound that can be heard
acoustics
wavelength (2)*
distance travelled by a sound during a single cycle, wavelength is influenced by the medium through which a sound is traveling
*wavelength=velocity/frequency
acoustics
phase (2)
location of a particular point in a waveform cycle relative to the zero line, if you add two sine waves with the same phase then you have the same (f) and higher (A) :: if you add two sine waves 180 degrees out of phase then you have the same (f) and a lower (A)
acoustics
waveforms (1)*
graphical representation showing variations in amplitude, pressure or intensity of a sound over time where X-axis is time and Y-axis is amplitude, pressure or intensity
*use waveforms to find the exact fundamental frequency (F0), voice onset time (VOT), signal periodicity, pitch contours
acoustics
spectrograms (3)*
graphical representation showing regions of high-amplitude energy and changes over time, level of detail can be adjusted by changing analysis bandwidth (broadband vs narrowband), dark areas show amplitude or intensity at different frequencies
*use spectrograms to analyze speech
acoustics
broadband spectrogram use (3)
to find sounds by manner of articulation and voicing, to measure time-related cues aka VOT, to measure frequency-related cues aka formant frequency
acoustics
narrowband spectrogram use (2)
to check pitch contour accuracy by comparing to harmonic contours, to estimate periodicity by examining number of harmonics that are clearly visible
acoustics
sinusoids (2)*
aka simple sounds or pure tones, a single frequency
*adding sinusoids of the same frequency gives another sinusoid with the same frequency :: adding sinusoids of different frequencies gives a complex sound
acoustics
aperiodic complex sounds (2)
aka noises [since waveforms of aperiodic complex sounds don’t have a pattern then they don’t have a cycle nor do they have a (F0)]
acoustics
glottal source (3)
complex periodic sound produced by VF vibration aka phonation or voicing, source of sound energy for vowels and resonant consonants, determines vocal pitch and vocal quality
acoustics
source-filter theory of speech production (3)*
aka acoustic theory of speech production, states speech is produced by passing a sound source through a sound filter, supralaryngeal vocal tract filters human sounds
*resonant frequencies=formants
acoustics
supralaryngeal vocal tract (1)
SLVT filters sounds based on its shape (infinite since shape can be changed), ex:approximates shape for the vowel schwa in neutral position
acoustics
resonant sounds (5)
includes vowels and resonant consonants, vowels=most open vocal tract shape, NO aperiodicity for resonant sounds, default sound source=VF vibration, perceived and identified via F1-F2-F3
acoustics
formant F1 (2)
most associated with pharynx size which may be manipulated via tongue height, high vowels and glides have low F1 frequency :: low vowels have high F1 frequency
acoustics
formant F2 (2)
most associated with oral cavity size which may be manipulated via tongue advancement, front vowels=high F2 frequency :: back vowels=low F2 frequency
acoustics
formant F3 (1)
important for distinguishing rhotic vowels and consonant /r/ in English
acoustics
nasal consonants (3)
have complete closure at some location in the oral cavity, air flows through the nose and resonates in the nasal cavity at a low frequency (aka nasal formant), will show up with zeros in the output
acoustics
liquids and glides (1)
resemble vowels acoustically (aka semivowels) BUT has a lower amplitude than vowels d/t vocal tract constriction
acoustics
obstruent fricatives (2)
narrow constriction results in turbulent airflow (aka aperiodic noise), airflow is continuous (aka friction noise)
acoustics
obstruent stops (3)*
airflow is completely blocked for a brief period (aka noncontinuant), silent during the blockage then burst of energy when the blockage is released, sound source=aperiodic noise
*VOT:period of time from the beginning of the burst until the onset of voicing
acoustics
obstruent affricates (2)
combine the features of stops and fricatives (aka silent blockage -> blockage released to narrow constriction -> airflow through constriction produces frication noise), sound source=aperiodic noise
acoustics
voiced and voiceless obstruent cognates (3)
aperiodic noise is the primary sound source (aka no VF vibration required), voiced obstruents have shorter duration than voiceless obstruents, sound is filtered by portion of vocal tract in front of the noise source
acoustics
stability (2)*
measured as jitter (cycle-to-cycle variability in frequency) or shimmer (cycle-to-cycle variability in amplitude)
*measured using sustained ‘ahh’
acoustics
voice quality (1)*
three types (modal, creaky, breathy) where modal=healthy
*noise-to-harmonics/harmonics-to-noise ratio measures the amount of aperiodic versus periodic energy in a voice (healthy=99%periodic aka 20 dB HNR ratio)
preverbal early lang
language domains (3)
form (phonology, morphology, syntax), content (semantics), use (pragmatics)
preverbal early lang
stages of pragmatics (3)
perlocutionary stage (adults infer intent from child’s unintentional behaviors), illocutionary stage (preverbal - gestures and vocalizations), locutionary stage (word use integrated with nonverbal behaviors by 2 years of age)
preverbal early lang
theory of mind (1)
the ability to take the listener’s POV including what they may believe, know or feel
preverbal early lang
phonological rules for vowels (3)*
characterized by tongue height (high, mid, low) or anterior-posterior lingual posture (front, central, back), vowels are also characterized by tension and rounding
*vowels are always voiced
preverbal early lang
word learning (1)
begins with fast mapping a sketch of the word and subsequently slow mapping the details of the word, nouns are most easily learned
preverbal early lang
phonological loop for word learning (3)*
loop includes (encode -> maintain -> manipulate) for learning phonological information, predicated by working memory, gold standard measure is nonword repetition
*children who are better at repeating nonword tend to have larger vocabularies
preverbal early lang
word retrieval errors (2)
children make the same types and patterns of word retrieval errors but children with language impairments make many more errors overall, the most common errors are semantic (“key” for “door”) and indeterminate (saying “thing,” “I don’t know,” or providing no response) errors
preverbal early lang
number of words at 15, 19 and 24 months (3)
10, 50, 100-300
preverbal early lang
referential vs expressive children
referential:more words, reach morphosyntactic milestones sooner :: expressive:slow and steady pace in word learning with no spurt, produce and use function words later than referential children
preverbal early lang
motherese (1)
modifications made in an adult’s speech when it is directed toward young children
preverbal early lang
bootstrapping (1)
use of language to infer the meaning of unknown words, for example, syntactic bootstrapping to infer that “gorp” is the noun of the verb “gorping”
preverbal early lang
principle of reference (1)
the belief that words but no other sounds label objects, actions and events
preverbal early lang
novel-name-nameless category principle (N3C) (1)
the belief that a novel word will be taken as the name for a previously named object
preverbal early lang
principle of mutual exclusivity (1)
the belief that a referent cannot have more than one label
preverbal early lang
whole-object bias (1)
the belief that words refer to an entire object and not just a part, an attribute or its motion
preverbal early lang
principle of extendability (1)
the belief that a word refers to a category of objects, events or actions if they share similar properties, namely shape or function
preverbal early lang
shape bias (1)
the belief that a word refers to a category of objects that are defined by sharing the same shape
preverbal early lang
mean length of utterance (MLU) (4)*
the average length of utterance based on free and bound morphemes (not words), good indicator of grammatical development before 6 years of age, sample is taken from the middle 50-100 utterances of spontaneous language elicited in a natural environment, MLU=total # of free and bound morphemes/total # utterances
*the morpheme is the smallest unit of language that carries meaning
preverbal early lang
brown’s 14 grammatical morphemes stage I (1)
combine basic words
*12-30 mo, 1.5-2.0 MLU range
preverbal early lang
brown’s 14 grammatical morphemes stage II (2)
present progressive -ing, prepositions (“in,” “on”), -s regular plurals
*28-36 mo, 2.0-2.5 MLU range
preverbal early lang
brown’s 14 grammatical morphemes stage III (3)
irregular past tense (“ate”), -s possessives, uncontractible copula (“this is cold”)
*36-42 mo, 2.5-3.0 MLU range
preverbal early lang
brown’s 14 grammatical morphemes stage IV (3)
articles, regular past tense -ed, third person regular present tense (“she dances”)
*40-46 mo, 3.0-3.7 MLU range
preverbal early lang
brown’s 14 grammatical morphemes stage V (4)
third person irregular, uncontractible auxiliary (“Kayla is dancing”), contractible copula (“she’s nice”), contractible auxiliary (“she’s dancing”)
*42-52+ mo, 3.7-4.5 MLU range
preverbal early lang
mastery of brown’s 14 grammatical morphemes (1)
whether or not children have mastery over each phoneme (90% in all obligatory contexts in a spontaneous sample)
preverbal early lang
morpheme mastery for children with SLI (2)
particular difficulty with mastery of verb inflections that indicate tense and agreement, difficulty with verb inflections is a clinical marker of SLI
preverbal early lang
theory of universal grammar and the government and binding theory by Noam Chomsky (2)
describe the learning and use of syntax, two levels of representation (deep structures:what is conceptualized :: surface structures:what is said)
preverbal early lang
syntactic construction and combination (2)
sentences are constructed of content words (open-class words aka nouns and verbs) and function words (closed-class words aka prepositions, articles, conjunctions and pronouns)
EBP
guiding research principles (3)
testability (ask specific research questions that can be evaluated and answered), replication (reproducing findings is valuable) and objectivity (interpreted without bias and able to consider alternative interpretations)
EBP
ASHA code of ethics principles (4)
the welfare of persons, professional competence and performance, responsibilities to the public, responsibilities to the profession
EBP
independent vs dependent variable
independent:condition that can change behavior :: dependent:behavior that may change
EBP
measures of reliability (3)
stability (using test-retest method), equivalence (comparing performance on alternate of parallel forms of test), and internal consistency (split-half method aka compare halves of one test to each other)
EBP
sources of error (4)
systematic, unsystematic, day-to-day changes, behavior of the researcher
EBP
standard error of measurement (1)*
indicates the expected variability of a subject’s score if the measurement were repeated several times
*small standard error suggests higher reliability
EBP
interobserver vs intraobserver agreement
interobserver:consistency of 2+ researchers in a particular measurement :: intraobserver:consistency of a single researcher in making a particular measure more than once
EBP
measures of validity
content (how well test items measure characteristics/behaviors of interest), criterion (how well the measure correlates with a good outside criterion indicator of the characteristic/behavior of interest) and construct (how well measure reflects a theoretical construct of the characteristic/behavior of interest)
EBP
threats to internal::external validity (4::3)
internal:subject selection, bias, test environment, subject performance :: external:subjects do not represent population, setting, number of treatments observed
EBP
research designs (2)
quantitative (experimental:manipulate independent variable :: descriptive:unable to manipulate independent variable), qualitative (focuses on factors of behavior)
EBP
research subject types aka group or subject (4)
group (between-subject, within-subject) or single subject (withdrawal design, multiple-baseline design)
EBP
terms of interval or ratio measurement (4)
central tendency aka average score of group (mean, median, mode), variability (range, variance, standard deviation), skewness (symmetry), kurtosis (shape)
EBP
parametric::nonparametric statistics criteria (2)*
parametric if and only if – data has a normal distribution, large sample size at least 30+
*if not, use nonparametric statistical measures
EBP
statistical significance error types (2)
accept or reject the null hypothesis, two error types (true null hypothesis is rejected aka Type I, false null hypothesis is accepted aka Type II)
EBP
level of significance (2)
the probability of making a Type I error (null rejected), when the level of significance is small then the researcher usually rejects the null hypothesis
EBP
one-tailed vs two-tailed tests (2)
one-tailed:hypothesis is directional (X > Y) :: two-tailed:hypothesis is nondirectional (X and Y are different)
EBP
correlational statistics (3)*
evaluates relationships among data and often described using correlation coefficients, Pearson product-moment correlation (r) coefficient (parametric) – used with interval or ratio level data, Spearman rank-order (p) coefficient (nonparametric) – used with ordinal level data
*perfect positive relationship:1.0 :: perfect negative relationship -1.0 where a small number either direction is a WEAK relationship
EBP
chi-square and the contingency coefficient (2)*
used to present results of correlational statistics via nominal level data, “the level of significance of any relationship among the nominal variables can be examined using chi-square or the contingency coefficient”
*they do not measure strength of the relationship
EBP
inferential statistics (2)
evaluates differences among data either between-subjects or within-subjects, usually parametric (z ratio when sample >30 and t-test when sample <30)
EBP
ANOVA (2)
analysis of variance which allows simultaneous comparisons of several means (yields an F ratio), used when there is a single dependent variable but more than two sets of data being compared between-groups or within-groups
EBP
chi-square test for independent variables (1)
used for nominal level data
EBP
effect size (2)
helps to understand the practical significance of data in a research study, estimates the degree to which the null hypothesis is false
EBP
NOMS (2)
national outcome measurement system, developed by ASHA to collect data on clinical outcomes in the field
EBP
meta-analyses vs systematic reviews
meta-analyses:accumulated evidence from multiple studies is analyzed statistically to evaluate consistency of results and effect sizes across studies :: systematic reviews:objective-comprehensive overviews of research focusing on a single clinical issue
EBP
sensitive vs specificity
sensitivity:refers to how well a test detects that a condition is present when the condition is actually present :: specificity:how well the test detects that a condition isn to present when the condition is actually is not present
best practices
CCC (2)*
certificate of clinical competence (ASHA-accredited degree, CF placement, pass PRAXIS, 3 CEUs for every 3-year period), gold standard credential
*makes the holder eligible for state licensure
best practices
the big 9
articulation, fluency, voice and resonance, receptive and expressive language, hearing, swallowing, cognitive aspects of communication, social aspects of communication, communication modalities
best practices
four speciality recognition credentials
child language, fluency disorders, swallowing and swallowing disorders, intraoperative monitoring
best practices
ASHA vision and mission
vision:”Making effective communication a human right, accessible and achievable for all” :: mission:”Empowering and supporting SLPs, audiologists and speech, language and hearing scientists”
best practices
five philosophical concepts underlying ethical standards
five approaches – utilitarian (most good, least harm), rights (respects rights of all stakeholders), fairness/justice (treat people equally), common good (to best serve community and not just one or few members), virtue (act as who you want to be as a person)
best practices
service delivery models (3)
multidisciplinary (little communication and little cooperative service delivery), interdisciplinary (seen by multiple professionals who communicate regarding treatment), transdisciplinary (professionals cooperate in service delivery and are all involved in assessments and treatments)
best practices
social security act amendments, 1965-1996 (5)
title XVIII of the social security act (medicare), title XIX of the social security act (medicaid), social security act of amendments of 1982-3, technology-related assistance for individuals with disabilities act of 1988, health insurance portability and accountability act (HIPAA) of 1996
best practices
social security act amendments of 1993 (2)
defined SLP and SLP services for the first time, standardized health care coding (billing using ICD-9 and CPT codes)
best practices
balanced budget act of 1997 (1)
annual cap on SLP services to outpatients of $1500
best practices
patient protection and affordable care act of 2010 (1)
provided coverage for habilitation care (issues associated with developmental delay) in addition to rehabilitative care (acquired issues)
best practices
IEP (2)
individualized education program aka the written record of the commitment to meet a student’s goals as determined by school personnel and the child’s parents, supported by PL 94-142 – the education for all handicapped children act of 1975
best practices
IDEA
individuals with disabilities education act aka PL 101-476 of 1990
best practices
NCLB
no child left behind aka PL 107-110 of 2001
best practices
RTI
response to intervention, essentially trail therapy or classroom support to determine if difficulties can be overcome without resorting to special education services
best practices
early intervention and IFSP (2)
supported by IDEA part C (provides services to children age 3 years and younger with special needs), individualized family service plan (goals, plan, outcome of services)
