The third edition also includes expanded coverage of:Writing measurable short-term goalsElectronic medical recordsGenerational differencesProfessional writingProfessional written correspondenceUpdated documentation requirements
Building on the success of previous editions, the fifth edition includes more information on alternative delivery methods and flexible schedule modules, reporting and documentation, state standards, telepractice, evidence-based practice, school-based leadership and career development, and an expansion of the information on the school-based clinicians role and contributions to the education team.
The introduction to the text describes the importance of communication skills to audiologic practice. This section highlights important aspects of communicating in a clinical setting, including forces affecting reporting guidelines, privacy considerations, and the use of electronic medical records. The next section provides readers with fundamental principles that provide a framework for critically thinking about communication. These universal principles can be applied as a model to all areas of clinical communication. The text then leads the readers through application of these principles in the two most common methods of clinical communication: talking and writing. These skills are discussed specifically in relation to clinical audiologic practice, in the realms of both diagnostic and audiologic intervention paradigms. Examples reflective of real-world encounters are provided. The text also provides abundant examples of audiologic reports that can be utilized as templates in audiologic practice.
With a global perspective, this book addresses the huge gap faced by students in the leap to clinical practice, drawing on the latest research, and contains commentary from leadership of the American Speech-Language-Hearing Association.
Currently, there is no other book, and little in the way of curricular guidance for this growing and critical area of professional training. The author covers the scientific underpinnings of successful supervision and mentorship and, uniquely, uses a case study approach to present each of the teaching/supervision exemplars. With competencies and strategies for clinical education at the highest level, Science of Successful Supervision and Mentorship is original and comprehensive in its accounts of practitioners and their practice.
Based on the pioneering work of Carol C. Frattali,Outcomes in Speech-Language Pathology, Second Edition provides readers with a focused, comprehensive review of current policies, principles, and practices pertaining to outcome measurement in speech-language pathology with particular emphasis on healthcare. It is a unique text that covers outcomes in speech-language pathology practices within the context of contemporary issues across work settings that include clinical practice, applied clinical research, and graduate education.
Key Features:The only text that specifically focuses on outcome measurement in speech-language pathology Major themes from the first edition are revisited in light of the impact of contemporary issues and shifts in emphasis in outcomes, including: The prominence of the WHO-ICF as a conceptual model for intervention The impact of public policies and federal mandates Emphasis on value-based, cost-effective clinical healthcare services Growing transparency in organizational performance in accreditation processes The weight currently placed on patient satisfaction and patient-reported outcomes Outcomes assessment across stakeholders in school settings Challenges and revised perspectives on the application of evidence-based practice Increasing demand for applied effectiveness research to inform clinical practices Renewed reliance on single subject experimental designs in SLP intervention research and the application of N=1 research designs to clinical practice The growing emphasis on outcomes in graduate clinical education and supervision as well as in higher education
Directors and managers of clinical speech-language pathology programs in healthcare settings as well as clinical staff and supervisors will find this book to be a valuable desk reference and graduate students will use it as a key resource in the course of their studies.
The first section of the book provides a conceptual and theoretical framework for the use of autoethnographic narratives, and synthesizes knowledge from narrative-based work that is relevant to clinical practice in speech-language pathology. Included are a series of autoethnographic narratives that describe important turning points in the author's own development as a clinician. By assuming that her own development as a clinician is typical, the author provides examples that can be discussed and reflected on so that professional growth can be fostered. The book concludes with a practical section on the use of narratives in clinical training, clinical practice, and professional development.
This book will be of value in professional issues courses for graduate students in speech-language pathology or related disciplines and because of its relatively new introduction to the field, it will also be of value to the experienced clinician for professional development.