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Fall '13-147 (Exam 1) > Study Guide > Flashcards

Study Guide Flashcards

1
Q

What is Meningitis?

A
  • an inflammation of the meninges.
  • bacteria or viruses can spread to these membranes through the bloodstream or cavities and bones of the skill, or from a skull fracture.
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2
Q

What are the symptoms of Meningitis?

A
  • chills
  • confusion
  • fever
  • headache
  • irritability
  • nausea
  • stiff neck
  • vomiting
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3
Q

What are the two most common types of meningitis?

A
  • Bacterial

- Viral

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4
Q

Who is more prone to bacterial meningitis?

A
  • Elderly

- Babies

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5
Q

When observing the client what would be clinically significant for meningitis?

A
  • Brain damage can occur in severe cases

- Speech and Language problems associated with hearing loss or neurological problems may be present

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6
Q

What are the implications we gave in class for meningitis?

A
  • Behavioral Problems
  • Delay in Language Development
  • Hearing Loss / Tinnitus
  • Learning Difficulties (ranging from temporary learning deficiencies to long term mental impairment)
  • Memory Loss / Difficulty Retaining Information / Lack of Concentration
  • Ongoing problems Language Development
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7
Q

What are some assessment considerations for meningitis?

A

Has their hearing been checked?

Assess speech and all aspects of language

Make sure to have varying tasks and take breaks

Do oral-motor exam to check for weakness and paralysis

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8
Q

What are the measles (Rubeola)?

A
  • It is a viral disease that primarily affects the skin and respiratory tract.
  • It is extremely contagious and is spread through general human contact.
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9
Q

Who is MORE susceptible to get measles?

A
  • children

** Adults CAN get it but it is seen most in childhood.

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10
Q

What are the implications of measles rubeola?

A

Bronchitis

Death

Learning disability

Mental retardation

Meningitis

Otitis media

Seizures

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11
Q

What is the clinical significance of measles?

A
  • Speech and language difficulties associated with hearing loss
  • Client may have learning disabilities
  • Neurological disorders may be present
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12
Q

What else would we like to know as you are going into an assessment with clients who have had either measles or meningitis?

A
  • Collaborating with other professionals that have been around this specific individual
  • Collecting information from family and caregivers
  • Researching further into the diagnoses
  • Analyzing what clients with these issues usually needs from therapy –> So you have a baseline while going into the appointment, then you can make it more individualistic
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13
Q

How does a developmental disability or acquired disability impact the parents and family members?

A

Be very sensitive to what they are going through

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14
Q

What do we need to know about reliability, validity, stanine, and percentile rank as a part of our assessment?

A

This information determines the eligibility criteria for the client to qualify for services

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15
Q

T/F: Multicultural is a huge umbrella?

A
  • True; it isn’t just about dealing with another person who is from a different country or speaks another language, it is much bigger than that
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16
Q

T/F: We should be very sensitive and respectful to another persons culture and/or language when going in to do an assessment?

A

True

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17
Q

What is the pre-assessment knowledge we need going into an assessment with someone of a different culture?

A
  1. Differing veiws of disability/intervention
  2. Women’s role in society
  3. Familial history
  4. Names & titles used
  5. Case history may be uncomfortable
  6. Testing practices may be uncomfortable
  7. Individual achievement viewed differently
  8. Child’s behavior in the company of adults
  9. Use of eye contact
  10. Time
  11. Disapproval
  12. Personal Space
  13. Small talk
  14. Be aware that here is a mistrust of others’ cultures
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18
Q

What does an information-getting interview consist of?

A
  • Opening phase
  • Body of the interview
  • Closing Phase
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19
Q

What is the opening phase of the information -getting interview?

A
  • Introductions
  • Describe the purpose of the meeting
  • Indicate approximately how much time the session will take
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20
Q

What is the body of the interview of the information -getting interview?

A
  • Discuss the clients history and current status in depth
  • If a written case history form has already been completed, clarify and confirm relevant information during this portion of the interview
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21
Q

What is the closing phase of the information -getting interview?

A
  • Summarize the major points from the body of the interview
  • Express your appreciation for the interviewee’s help
  • Indicate the steps that will be taken next
22
Q

T/F: The opening and closing phases of an interview are usually brief and succinct?

A

True

23
Q

T/F: A majority of the interview occurs in the body of the interview, during which the major content areas are discussed?

A

True

24
Q

SOAP BOX***
How can you make a difference in an individuals life when you only work with them for 1 hour a week and they’re awake 106 hours a week?

A
  • Whatever you know and whatever skills or tools you have can be taught to others who are a part of that child’s world.
25
Q

What information can you obtain from other professionals about your client?

A
  • History/etiology
  • Associated or concomitant problems
  • Treatment histories
  • Prognostic implications
  • Treatment options and alterations
26
Q

What are some potential problems with the case history form as a pre-assessment tool?

A
  • Terminology
  • Insufficient time
  • Vague recall of information
  • Too much time elapsed
  • Other life events
  • Cultural differences
27
Q

What are the various roles of an SLP during the assessment process?

A
  • coordinator
  • consultant
  • diagnostician
  • interviewer
  • parent counselor
  • record keeper
  • researcher
  • student
  • teacher
28
Q

Why do we look at normal development in children?

A
  • So when we are in therapy we will know what is normal and not normal for developmental milestones
29
Q

A diagnosis requires a synthesis of the entire assessment, what are the various parts?

A
  • norms (developmental norms)
  • testing techniques
  • observation
  • patient/caregiver/client report
  • ability to relate effectively/empathetically
  • creative intuition
  • scrutinize all aspects of behavior
30
Q

SOAPBOX***

Before you present your assessment results, what must you make sure to find?

A

-When you present assessment results, you need to find some strengths about the client before you address the weaknesses

31
Q

What requires a synthesis of the entire assessment?

A

A diagnosis

32
Q

What are 3 major purposes of a diagnosis?

A

1) Determine reality of the problem
2) Determine etiology
3) Provide clinical focus

33
Q

What are the characteristics of a good diagnostician?

A
  • Be flexible
  • Healthy skepticism: critically evaluate new techniques
  • Possess personal characteristics critical for the job (sensitive, insight, evaluate attitude, persistent curiosity, objectivity, rapport, focus, professional (leave your personal drama at home)
34
Q

What is the definition of assessment?

A
  • Process of collecting valid and reliable information, integrating it, and interpreting it to make a judgment or decision about something
35
Q

What are the characteristics of a good assessment?

A
  • Thorough
  • Valid
  • Reliable
  • Uses a variety of assessment modalities
  • Tailored to the individual client
36
Q

What are some behaviors that may indicate actually a disorder vs. a difference?

  • I don’t know if we really need this in here… but I do remember her specifying in that lecture that knowing the difference between difference and disorder are important *
A
  • nonverbal aspects of language are not appropriate
  • not adequately able to express
  • rarely initiate interactions with their peers
  • sporadic responses to a peer who may initiate a conversation with them
  • replace speech with gestures
  • peers can’t understand client
  • difficulty conveying and organizing thoughts
  • may give inappropriate responses
  • poor topic maintenance
  • word finding difficulties
  • not being able to turn take in a conversation
  • perseveration
  • echolalia
37
Q

What are the parts of an assessment? and what is a very important thing we must keep in mind?

A

Assessment tool

Analysis

Collaboration

Collection

Experience

knowledge

Interview

Observation

Research

Reporting

38
Q

What does the code of ethics say for SLPs?

A
  • You need to have a high standard of integrity and ethical principles
  • Promote public understanding
  • uphold dignity and autonomy
  • be professional
  • don’t do something you don’t have the qualification, education or skills to do
39
Q
  • MORE IN DEPTH *

According to Pieretti’s slide RE: What is Principle #1 of ASHA Code of Ethics?

A
  • Individuals shall honor their responsibility to hold paramount the welfare of persons they serve professionally or who are participants in research and scholarly activities, and they shall treat animals involved in research in a humane manner.
  • Make sure you…
    • PROVIDE SERVICES COMPETENTLY
    • DON’T DISCRIMINATE
    • DON’T MISREPRESENT YOURSELF
    • KEEP GOOD RECORDS
    • DON’T BREAK CLIENT CONFIDENTIALITY
      - DON’T CHARGE FOR SERVICES NOT RENDERED
40
Q
  • MORE IN DEPTH *

According to Pieretti’s slide RE: What is Principle #2 of ASHA Code of Ethics?

A
  • Individuals shall honor their responsibility to achieve and maintain the highest level of professional competence and performance.
  • Make sure you….
    • MUST HOLD CCC
    • Must work within scope of professional practice and competence, considering level of education, training, and experience.
41
Q
  • MORE IN DEPTH *

According to Pieretti’s slide RE: What is Principle #3 of ASHA Code of Ethics?

A
  • Individuals shall honor their responsibility to the public by promoting public understanding of the professions, by supporting the development of services designed to fulfill the unmet needs of the public, and by providing accurate info in all communications involving any aspect of the professions, including the dissemination of research findings and scholarly activities, and the promotion, marketing, and advertising of products and services.
  • Make sure you…
    • DON’T MISREPRESENT CREDENTIALS, TRAINING, EXPERIENCE, COMPETENCE, EDUCATION, ETC.
    • DON’T GET $ FOR REFERRING OUT
    • NO DEFRAUDING
    • EDUCATE PUBLIC HONESTLY RE: SLP
42
Q
  • MORE IN DEPTH *

According to Pieretti’s slide RE: What is Principle #4 of ASHA Code of Ethics?

A
  • Individuals shall honor their responsibilities to the professions and their relationships with colleagues, students, and members of other professions and disciplines.
  • Make sure you…
    • DON’T LET SUPERVISEE BE UNETHICAL
    • NO HARASSMENT OF ANY KIND
    • CITE AUTHORS;NOTIFY BOARD OF ETHICS IF YOU THINK SOMEONE HAS VIOLATED C.O.E.
43
Q

What is the ASHA Code of Ethics?

A
  • The preservation of the highest standards of integrity and ethical principles is vital
44
Q

Any violation of the spirit and purpose of this Code shall be considered what?

A

Unethical

45
Q

T/F: You can’t possibly share any information with anybody unless you have written permission, even if is from family members?

A

true

46
Q

What does the privacy rule in HIPAA state?

A

That it is not legal to request information about a client that is not reasonably necessary for the client’s care

47
Q

What is another name for the Information-getting interview?

A

Intake interview

48
Q

What are the 7 steps in completing an assessment?

A
  • obtain historical information
  • interview
  • oral peripheral examination
  • sample and evaluate the client’s speech/language and abilities and/or swallowing abilities
  • screen hearing **ALWAYS DO THIS!!!!
  • evaluate assessment information to determine conclusions and recommendations (make sure it is meaningful and functional for the client)
  • share clinical findings
49
Q

What are the three types of interviews?

A
  • information getting interview
  • information giving interview
  • counseling interviews
50
Q

When working with an interpreter, what should we do?

A
  • choose an interpreter who won’t deviate from what’s being said
  • choose an interpreter proficient in English/language of client
  • avoid using family/friends to interpret
  • look at parent/client when asking questions/giving information and when interpreter is translating
  • brief sentences/ normal rate…. pause
51
Q

What must we do when administering an assessment for CLD clients?

A
  1. use culturally appropriate assessment materials
  2. test in the client’s dominant language and in english
  3. Collect multiple speech samples
  4. Use narrative assessment
  5. Focus is on Child’s ability to learn vs. on what the client already knows
  6. Be prepared to modify your assessment
  7. consult with other professionals
  8. consult with an interpreter
  9. be sensitive when meeting with a client/caregiver for an interview

Fall '13-147 (Exam 1) (7 decks)

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