Models of practice

Question 1

What are the 4 models of practice?

Answer 1

Evidence based practice

Family centred practice

Inter professional practice

Culturally responsive practice

Question 2

What are 3 key steps involved in evidence-based practice? (E3BP)

Answer 2

Basing clinical decisions on evidence-based literature research. Also utilise clinical expertise of what you have seen works for clients and clients preferences and values.

Question 3

What is family centered practice?

Answer 3

Therapist takes into account the family environment of the client. Ensure the goals and therapy approaches fit in with the families daily life and capabilities. A relationship where both parties have equal say in the decisions that are being made.

Question 4

What is Inter professional practice?

Answer 4

Professionals and experts from different disciplines (OT, dietitians, medical team) that have a shared invested interest in the client and collaborate together to achieve towards the patients goal.

Question 5

What is culturally responsive practice

Answer 5

Clinician takes the cultural background of a client into account and also aware of possible personal cultural prejudices. Does his/her own research about the cultural background of the client to gain better knowledge about appropriate treatment.

Question 6

Heidi’s case (video tutorial): -what products or technology could be explored -natural environment, human made changes to the environment -support and relationships -attitudes -services, systems policies

Answer 6

-cards with images that reflect emotions or actions. she could point to these and express her emotions or needs. associate words with the cards to engage her -she enjoys active play, maybe introducing songs to her while she swings(favourite activity). -are there other languages involved? Who lives at home? Are grandparents often at the house? Siblings? How does Heidi communicate with her brother? -are other people around Heidi sharing the same concerns as her mother? -what exactly are the situation that cause Heidi to have a tantrum? -how well does Heidi understand language? - have other professional been consulted? e.g. audiologist? -did the preschool report similar behaviour? How do they support her? Could a SP visit her there for an assessment. ideas for activities for Heidi: animal related games, facts about animals, animal sounds, animal books, these environmental cues will relate to Heidi due to her interest and make her participate. Shift the demands on Heidi’s capacity to use language to some non language based tasks.

Question 7

Name and define the range of practice areas for speech pathology (6) (CBOS)

Answer 7

Language: preintentional/preverbal language, verbal/expressive language, comprehension/receptive language, literacy (phonological awareness), cognition, social communication

Speech: articulation, phonology, motor speech structural basis

Swallowing : dysphagia: oral/pharyngeal/ and oesopharyngeal, oral function for eating and drinking, meal time management

Voice: lanryngeal pathology/functional disorders

Fluency: stuttering in children through to adults

Multi-modal communiation: oral, manual, augmentative, alternative and assitive technology

Question 8

Name the parts of the ICF

Answer 8

Question 9

CBOS units

(AAPIPPL)

Answer 9

1. Assessment
2. Analysis+ interpretation
3. Planning evidence based speech pathology practice (SPP)
4. Implementation of SPP
5. Planning, providing and managing SPP
6. Professional and supervisory practice
7. Lifelong learning and reflective pratice

Question 10

Name 4 key areas of evidence-based practice and how are they used for clinical decision making

Answer 10

1. Framing the clinical question
2. Finding the evidence
3. Assessing the evidence
4. Making a clinical decision

(from ASHA)

Question 11

What is the difference between multidisciplinary, interdisciplinary and transdisciplinary teams?

Answer 11

Multidisciplinary teams comprise individuals from different professions conducting discipline-specific tasks. They may share some common purpose/goal (e.g., rehabilitation of an individual following a stroke), but group effort is not required to meet specific goals (e.g., increased intelligibility) and the individual professionals may or may not report back to the team regarding their progress towards goals.

Interdisciplinary teams comprise individuals from different professions who recognise their interdependence and aim to integrate their delivery of services. The intervention they provide is directed towards group-defined goals (e.g., using a telephone to communicate with family; catching the bus to the local cafe for a coffee with friends) and services may be delivered together or independently.

Transdisciplinary teams comprise individuals from different professions who may each conduct an initial assessment and develop intervention strategies, but the implementation of all of these strategies is assigned to one team member while other team members (professionals) provide ongoing consultation and support.

Question 12

give an overview of the roles a family plays in therapy and the role the professional takes on

Answer 12

Question 13

Explain the difference between expert model and empowerment model

Answer 13

Question 14

Name an approach for framing the clinical question.

What is another tool to support implementation of EBP

Answer 14

PICO literature search strategy

Population (patient/problem), Intervention (what type of intervention is being considered), Comparison (is there a comparison treatment considered), Outcome (what is the desired outcome)

SpeechBITE (Speech Pathology Database for Best Interventions and Treatment Efficacy).

Question 15

Which CBOS unit describes the expected professional competencies for planning evidence-based speech pathology practices?

Answer 15

unit 3: planning evidence based speech pathology practice

Question 16

Answer 16

D? seems to be swapped around? if you guys want to answer this go ahead.

Question 17

Isabella is a 4;3 year old girl who has been referred to your SP service by her pre-school teacher, Mrs Smythe. Mrs. Smythe is concerned that Isabella has difficultly following instructions and often behaves in a manner that is disruptive to other children. She has also reported that Isabella doesn’t speak very much when she or the other teachers are around, and when she does she is difficult to understand. She has noticed that Isabella has pronunciation errors such as ‘tid’ for ‘kid’ and ‘dod’ for ‘dog’. She has also commented that Isabella is a “slow and fussy eater” during preschool snack and mealtimes. Mrs Smythe informed you that Isabella’s mother, Patricia, had given her consent for a referral to speech pathology for assessment and intervention.

1. Identify the speech pathology range of practice areas that you will target in your assessment and explain why each of these is important for this client (4 marks).
2. At the end of your initial assessment, Patricia asks you what will happen next. Provide Patricia with a ‘roadmap’ of likely next steps, and explain the role of each of these steps (4 marks)

Answer 17

1.language: her language was reported to be intelligible when she speaks. her social communication has been reported to be limited. As she was reported to struggle to follow instruction her receptive language could be checked as well. maybe a referral to an audiologist to have her hearing checked.

Swallowing: as it has been reported that she is a fussy eater it might be worth assessing her oral function to be able to identify or exclude possible physical reasons for her eating habits (tongue tie?)

Speech: her articulation is affected when producing /k/ and /g/ sounds. She shows fronting when attempting to produce these sounds.

1. Analysis/Intepretation

At the next appointment we will chat about the results and information gathered from the assessments and what this means for Isabella. We can then also discuss whether Isabella might benefit from seeing other health specialists in addition to Speech Pathology and whether any more assessments are warranted.

2. Plan

This will naturally lead us into discussing what some good first goals might be for Isabella. Ideally we would like to choose goals that will make the most difference for Isabella and are motivating for her and your family.

After identifying the goal/s we will then brainstorm some ways of achieving those goals or strategies. This will involve discussing your capacity as a family, the schools capacity, what we know ‘works’ from research and my experience, as well as identifiying things that might get in the way of her achieving her goal as well as what might help assist her to acheive her goals.

3. Intervention

The next step I will work with you and Isabelle to show how the plan can be put into action through a school/home program as well do therapy with Isabella at school/in the clinic.

4. Reassess/Evaluate

After the plan is put into action, based on your feedback, my observations and any further formal/informal assessments we can discuss whether Isabella has achieved her goals and/or what strategies are helpful or might need tweaking or changing in order to acheive Isabella’s goals.

5. Discharge/Re-refer or new goal setting

After successful goal achievement we can discuss the possibility of discharge or discuss new goals.