What you want to be when you grow up Intro to Clinical Processes

You tell me? 1. What does an SLP/Audiologist look like? characteristics 2. What do SLPs do? 3. What do Audiologists do? 4. Where can they work?

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Quick Overview - Education AUDIOLOGY Master’s degree required (8 states require doctorate as of 2007) All 50 states require licensing CCC meets requirements for some states GREAT job outlook Avg earning as of 2006 – 57, 120

Audiology – a day in the life identify, assess, and manage auditory, balance, and other neural systems; use audiometers, computers, and other testing devices to measure the loudness at which a person begins to hear sounds, the ability to distinguish between sounds, and the nature and extent of hearing loss; interpret these results and may coordinate them with medical, educational, and psychological information to make a diagnosis and determine a course of treatment; may recommend, fit, and dispense personal or large area amplification systems, such as hearing aids and alerting devices;hearing aidsalerting devices provide fitting and tuning of cochlear implants and provide the necessary rehabilitation for adjustment to listening with implant amplification systems;cochlear implants measure noise levels in workplaces and conduct hearing protection programs in industry, as well as in schools and communities;hearing protection

SLP - education In most state, must have a master’s degree Some states will only license individuals who have graduated from an accredited program Must be licensed in 47 states Must pass the Praxis supervised clinical hours 9 month post-graduate CFY year All are in demand – especially bilingual pathologists Avg earning in 2006 – 57, 710

A Day in the Life - SLP use written and oral tests, as well as special instruments, to diagnose the nature and extent of impairment and to record and analyze speech, language, and swallowing irregularities; develop an individualized plan of care tailored to each patient's needs; select augmentative or alternative communication methods, including automated devices and sign language, and teach their use to individuals with little or no speech capability; teach those with little or no speech capability how to make sounds, improve their voices, or increase their language skills to communicate more effectively; help patients who have suffered loss of speech develop, or recover, reliable communication skills so patients can fulfill their educational, vocational, and social roles

What you need to know - SLP speech sound production articulation apraxia of speech dysarthria ataxia dyskinesia resonance hypernasality hyponasality cul-de-sac resonance mixed resonance voice phonation quality pitch loudness respiration fluency stuttering cluttering language (comprehension and expression) phonology morphology syntax semantics pragmatics (language use, social aspects of communication) literacy (reading, writing, spelling) prelinguistic communication (e.g., joint attention, intentionality, communicative signaling) paralinguistic communication cognition attention memory sequencing problem solving executive functioning feeding and swallowing oral, pharyngeal, laryngeal, esophageal orofacial myology (including tongue thrust) oral-motor functions

Clinical Services prevention and pre- referral screening assessment/evaluation consultation diagnosis treatment, intervention, management counseling collaboration documentation referral using data to guide clinical decision making and determine the effectiveness of services; making service delivery decisions (e.g., admission/eligibility, frequency, duration, location, discharge/dismissal) across the lifespan; determining appropriate context(s) for service delivery (e.g., home, school, telepractice, community); documenting provision of services in accordance with accepted procedures appropriate for the practice setting; collaborating with other professionals (e.g., identifying neonates and infants at risk for hearing loss, participating in palliative care teams, planning lessons with educators, serving on student assistance teams); screening individuals for hearing loss or middle ear pathology using conventional pure-tone air conduction methods (including otoscopic inspection), otoacoustic emissions screening, and/or screening tympanometry; providing intervention and support services for children and adults diagnosed with speech and language disorders; providing intervention and support services for children and adults diagnosed with auditory processing disorders; using instrumentation

SLPs provide Prevention Advocacy Education Research

Practice Settings – SLP public and private schools; early intervention settings, preschools, and day care centers; health care settings (e.g., hospitals, medical rehabilitation facilities, long-term care facilities, home health agencies, clinics, neonatal intensive care units, behavioral/mental health facilities); private practice settings; universities and university clinics; individuals' homes and community residences; supported and competitive employment settings; community, state, and federal agencies and institutions; correctional institutions; research facilities; corporate and industrial settings.

What you need to know - AuD Prevention: Promotion of hearing wellness, as well as the prevention of hearing loss and protection of hearing function by designing, implementing, and coordinating occupational, school, and community hearing conservation and identification programs; Participation in noise measurements of the acoustic environment to improve accessibility and to promote hearing wellness.

Audiologist also Identify Activities that identify dysfunction in hearing, balance, and other auditory-related systems; Supervision, implementation, and follow-up of newborn and school hearing screening programs; Identification of populations and individuals with or at risk for hearing loss and other auditory dysfunction, balance impairments, tinnitus, and associated communication impairments as well as of those with normal hearing; In collaboration with speech-language pathologists, identification of populations and individuals at risk for developing speech-language impairments.

Audiologists Assess Assessment and interpretation of acoustic testing for possible hearing loss; Evaluation and management of children and adults with auditory- related processing disorders; Performance of otoscopy for appropriate audiological management or to provide a basis for medical referral; Cerumen management to prevent obstruction of the external ear canal and of amplification devices; Preparation of a report including interpreting data, summarizing findings, generating recommendations and developing an audiologic treatment/management plan; Referrals to other professions, agencies, and/ or consumer organizations.

Audiologists Rehabilitate As part of the comprehensive audiologic (re)habilitation program, evaluates, selects, fits and dispenses hearing assistive technology devices to include hearing aids; Assessment of candidacy of persons with hearing loss for cochlear implants and provision of fitting, mapping, and audiologic rehabilitation to optimize device use; Development of a culturally appropriate, audiologic rehabilitative management plan

Audiologists Consult Advocacy for communication needs of all individuals that may include advocating for the rights/funding of services for those with hearing loss, auditory, or vestibular disorders; Consultation in development of an Individual Education Program (IEP) for school-age children or an Individual Family Service Plan (IFSP) for children from birth to 36 months old; Consultation to educators as members of interdisciplinary teams about communication management, educational implications of hearing loss and other auditory dysfunction, educational programming, classroom acoustics, and large-area amplification systems for children with hearing loss and other auditory dysfunction; Consultation about accessibility for persons with hearing loss and other auditory dysfunction in public and private buildings, programs, and services;

Education & Research Education, supervision, and administration for audiology graduate and other professional education programs; Measurement of functional outcomes, consumer satisfaction, efficacy, effectiveness, and efficiency of practices and programs to maintain and improve the quality of audiologic services; Design and conduct of basic and applied audiologic research to increase the knowledge base, to develop new methods and programs, and to determine the efficacy, effectiveness, and efficiency of assessment and treatment paradigms; disseminate research findings to other professionals and to the public;

Practice Settings private practice; medical settings such as hospitals and physicians' offices; community and university hearing and speech centers; managed care systems; industry; the military; various state agencies; home health, subacute rehabilitation, long-term care, and intermediate-care facilities; school systems. Universities and schools of medicine

Characteristics of a great clinician – a starting point Desire to help others Strengths in social interactions Enjoyment of close contact with people Strong communication skills The ability to take pleasure in ‘just talking’ An interest in the various processes by which communication takes place A level of comfort with people with disabilities

ASHA – what is that? American Speech-Language-Hearing Association “promote the interest of and provide the highest quality services for professionals in audiology, speech-language pathology, and speech and hearing science, and to advocate for people with communication disabilities.” ASHA provides a long list of services – noted in your text on page 6 Earn CCC