Professional Communication in Speech-Language Pathology: How to Write, Talk, and Act Like a Clinician

Description

In Professional Communication in Speech-Language Pathology: How to Write, Talk, and Act Like a Clinician, Fourth Edition, the authors introduce student clinicians to the various types of written and verbal communication they will encounter across three different clinical settings: university clinics, medical settings, and public schools. The text is written in a student-friendly manner, with appendices that provide examples of diagnostic and treatment reports, data sheets, and important acronyms in medical and school settings. Chapters cover verbal interactions with families, allied professionals, and supervisors, as well as written and verbal communication across the university, medical, and school settings. Also included are scenarios written in the form of vignettes that address issues of ethics, interviewing, and procedures for managing protected health information. New to the Fourth Edition New pedagogical features (chapter learning outcomes and reflection questions). References and content updated throughout to reflect the current state of research and evidence-based practice.  Updated information regarding current requirements and policies for written documentation. Expanded information regarding HIPAA and the ASHA Code of Ethics. Expanded content regarding interacting with supervisors and generational differences. Material on methods for improving writing and editing Numerous additional examples to further clarify the content and portions reorganized for greater flow of information. Content has been edited to be more concise and reader friendly. A PluralPlus companion website which includes PowerPoint lecture slides, reflection questions, and active learning activities. NOTE: This book comes with supplementary content on a PluralPlus companion website. If you purchase or rent a used copy of the printed book, the code to access the website printed inside the book may have been previously redeemed/used or be incorrect and you will not be able to use it. To guarantee access to the website, it is recommended you purchase a new copy of this book. Preface Section I. Introduction to Professional Communication, Clinical Practicum Sites, and Ethics 1. The Nature of Professionalism and Professional Communication Learning Outcomes Introduction Professional Written Communication Professional Verbal Communication Shared Components of Professional Written and Verbal Communication Reflection Questions 2. Learning As They Change Rules: The Many Faces of Clinical Practicum Learning Outcomes Introduction Clinical Settings The University Setting The Medical Setting The School Setting Reflection Questions 3. Ethics, Confidentiality, and Safeguarding Clinical Communications Learning Outcomes Health Insurance Portability and Accountability Act (HIPAA) American Speech-Language-Hearing Association (ASHA) Code of Ethics The University Speech and Hearing Clinic Treatment Plans and Progress Notes Formal Treatment Reports Formal Diagnostic Report Test Forms Information on Flash Drives Used by Students Electronic Transmissions Authorization Forms Therapy Schedules Verbal Discussions Audio/Video Recordings The Medical Setting The School Setting Reflection Questions Section II. Professional Written Communication 4. Documentation and Technical Writing Learning Outcomes The Basics of Writing Tone and Language Organization Common Errors Remember Your Audience Editing Reflection Questions 5. Diagnostic Reports Learning Outcomes The Organizational Framework of a Diagnostic Report The University Setting The Medical Setting The School Setting Reflection Questions 6. Treatment Documentation Learning Outcomes What Are Long-Term and Short-Term Goals? Definition of a Goal The Importance of Rationales Data Is Critical The University Setting The Integration of Long-Term Goals (LTGs), Short-Term Goals (STGs), and Rationales The Medical Setting The Rehabilitation Setting The Hospital Setting Long-Term Care/Skilled Nursing Facility The School Setting Individualized Education Program (IEP) Individualized Family Service Plan (IFSP) How Is the IFSP Different From the IEP? How Does the IEP Reflect Specific Goals? Similarities and Differences in Goal Writing Across Settings Reflection Questions 7. Short-Term Progress Reports Learning Outcomes Progress Reports The University Setting Example 1: Aphasia Client Example 2: Child Language Client Example 3: Child Articulation Client Example 4: Fluency Client The Medical Setting The School Setting Reflection Questions 8. Long-Term Progress Reports Learning Outcomes The University Setting The Medical Setting The Rehabilitation Setting The Hospital Setting Long-Term Care/Skilled Nursing Facility The School Setting Reflection Questions 9. Professional Correspondence Learning Outcomes Format/Organization Phone Correspondence Reflection Questions Section III. Professional Verbal Communication 10. Interacting with Clients and Families Learning Outcomes Selected Critical Elements of Professional Verbal Communication Show Respect Organize Use Professional Tone Listen and Understand Attend To Context Modify Based On Feedback The Value of Experience Contexts of Verbal Communication with Clients and Families Informational Counseling Three Important Issues Common to All Diagnostic Interviews Diagnostic Interviews with Parents Diagnostic Interviews with Adult Clients and Their Family Members Methods of Maximizing Retention Conducting Training Sessions for Developing a Home Treatment Program Discussing Treatment Progress with Clients and Families Counseling Clients and Families About Treatment Issues Personal Adjustment Counseling Reflection Questions 11. Interacting with Other Professionals Learning Outcomes Contexts of Professional Verbal Communication with Other Professionals Consultations Staffings and Meetings Collaboration (Push In and Pull Out) Solving Problems in Informal Daily Interactions Making Mistakes Misunderstandings and Miscommunications Reflection Questions 12. Interacting with Individuals from Diverse Backgrounds Learning Outcomes Introduction Cultural Competence and the SLP The Therapeutic Cycle Reflection Questions 13. Interacting with Supervisors Learning Outcomes The Evolution of the Student and Supervisor Relationship Through the Practicum Experience The Supervisory Relationship Goals of Supervisors and Students Critical Differences Between Students and Supervisors Remember the Principles of Professional Verbal Communication Communication Issues You May or May Not Encounter Mistakes Students Make Generational Differences Millennials and Technology Baby Boomers, Generation X, and Generation Z Reflection Questions Appendices A. Samples of University Clinic Diagnostic Report for a Child Client B. Sample of University Clinic Diagnostic Report for an Adult Client C. Sample of Inpatient Rehab Assessment Report for Speech/Language/Swallowing D. Example of a University Clinic Daily Treatment Plan E. List of Selected Abbreviations Used in School Settings F. List of Selected Abbreviations Used in Medical Settings G. Example of a University Clinic Long-Term Treatment Report H. Examples of Data Sheets I. Examples of Progress Notes in the SOAP Format J. Examples of Long-Term Graphs References Index