Laws & Ethics Flashcards
IDEA (Individuals with Disabilities Education Act)
Free and Appropriate Public Education (FAPE) for children with disabilities.
Right to special education in LRE
Coverage: birth to graduation or 21 y/o
Early intervention: birth-3 y/o
Provided an Individualized Education Program (IEP).
Regular progress reports for parents and guardians.
Goal: prep kids for continued ed/work/independent living
IFPS (Individualized Family Service Plan)
Early intervention (birth-3)
Family centered: services for child and family
Reviewed every 6 months
Focused on developmental goals and transition to Pre-k at 3 y/o
IEP (Individualized Education Program)
Ages 3-21
MUST have identified disability that negatively impacts learning, focused on child’s educational needs
Reviewed annually
SLP’s job: ID areas of concern, address areas in IEP, write long and short term goals for each area to address
504 plan
ALL AGES (k-12-college)
Ensures ACCESS to education
Accommodations within general ed curriculum
ESSA (Every Student Succeeds Act)
Replaced NCLB to ensure success for student/schools
States have a bigger role in holding schools accountable (set their own standards and goals)
Annual testing, prep for college/work, and extra supports for ELLs
Public law 94-142 (education of the handicapped act)
Protection of rights through due process
Guaranteed education in LRE
Required IEPs and FAPE 3-21 y/o
Public law 99-457 (early intervention)
Mandated IFSPs
Increased support for infants and toddlers
ADA (American with Disabilities Act)
Civil rights protections in employment for individuals with disabilities
Anti-discrimination
Broad protection
Employer requirements: reasonable accommodations and accessibility measures
HIPAA (Health Insurance Portability and Accountability Act)
Protects patients, medical records, and other health info
Privacy standards across all forms (paper, electronic, etc.)
Patients have right to access their medical info
SSA (social security act)
Supports elderly with federal benefits
Enhanced public services
Impact on SLPs
Incentive reimbursements → optimize tx strategies
Cost limits → reduction in SLP service, SLPs must advocate for patients
Telepractice Guidelines
PRIVACY: Best practice is to use encrypted video conferencing platforms to protect client confidentiality.
Clinicians providing services via telepractice are bound by federal and state regulations as they would be when providing in-person services.
CONSENT: Clinicians obtain documentation of informed consent from the client (see Principle I, ASHA Code of Ethics) to manage risk.
ASHA Code of Ethics I
safeguard CLIENT welfare→ treatment of clients and research participants’ rights
Example of a Breach:
Sharing a client’s private health information without proper consent, violating HIPAA.
Providing a treatment approach that is not evidence-based, leading to potential harm.
Using coercive methods to involve clients in research studies without full disclosure of risks.
ASHA Code of Ethics I
ASHA Code of Ethics II
clinical competence: think “CC” → 2 c’s
Example of a Breach:
Offering voice therapy for a complex laryngeal condition without proper training in voice disorders.
Failing to stay up to date with current research and using outdated therapy methods.
Supervising graduate students or assistants without ensuring adequate competency in the assigned tasks.
ASHA Code of Ethics II
ASHA Code of Ethics III
responsibility to the PUBLIC → advocating
Example of a Breach:
Advertising fluency services with exaggerated claims of “guaranteed results,” misleading the public.
Handing out brochures that omit critical details or give false impressions about services.
Providing biased, inaccurate information to the public about treatment options or competing services
ASHA Code of Ethics III
ASHA Code of Ethics IV
responsibility to the PROFESSION
Example of a Breach:
Speaking negatively about a colleague’s competency without evidence, undermining their professional reputation.
Engaging in unprofessional behavior, such as refusing to share resources or knowledge with peers.
Falsifying clinical outcomes in reports or research to appear more competent.
ASHA Code of Ethics IV
Progress Notes
ASHA emphasizes the importance of accurate and timely documentation of therapy sessions. Progress notes should detail the services provided, the student’s response, and any modifications to the treatment plan. This documentation is essential for tracking student progress and ensuring continuity of care.
IEPs
reviewed annually
ASHA underscores the necessity of developing IEPs that are SMART and align with the curriculum and standards, focusing on the student’s present levels of academic achievement and functional performance. Regular monitoring and data collection are crucial to assess progress and make necessary adjustments.
lesson plans in schools
integrating speech and language goals into the general education curriculum.
encouraged to collaborate with educators to create lesson plans that support students’ communication needs within the classroom setting.
SMART Goals
Specific: Clearly define the desired outcome.
Measurable: Establish criteria to assess progress.
Attainable: Set realistic goals based on the student’s abilities.
Relevant: Ensure goals are pertinent to the student’s educational needs.
Time-bound: Specify a timeframe for achieving the goal.
SMART goal example
Specific: The goal is clearly focused on the student producing 3-4 word sentences.
Measurable: The progress will be tracked by the accuracy of sentence production, aiming for 80% accuracy.
Attainable: Based on the student’s current abilities, producing 3-4 word sentences is a reasonable target with the appropriate support and practice.
Relevant: This goal is relevant to the student’s need to improve sentence structure for better communication
Time-bound: The goal should be achieved within the next 4 weeks, with progress reviewed regularly.
