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What you want to be when you grow upIntro to Clinical Processes1You tell me?1. What does an SLP/Audiologist look like?characteristics2. What do SLPs do?3. What do Audiologists do?4. Where can they work?

2SLP/Aud variabilityhttp://www.youtube.com/watch?v=RB5doy3ApDY&feature=relatedhttp://www.youtube.com/watch?v=xAr_Jq3OGn0&feature=PlayList&p=595E23A9B183527B&playnext=1&index=21http://www.youtube.com/watch?v=q4dUVapGtBI&feature=relatedAudiology clip youve seen before

3Quick Overview - EducationAUDIOLOGYMasters degree required (8 states require doctorate as of 2007)All 50 states require licensingCCC meets requirements for some statesGREAT job outlookAvg earning as of 2006 57, 1204Audiology a day in the lifeidentify, 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; provide fitting and tuning of cochlear implants and provide the necessary rehabilitation for adjustment to listening with implant amplification systems; measure noise levels in workplaces and conduct hearing protection programs in industry, as well as in schools and communities; 5SLP - educationIn most state, must have a masters degreeSome states will only license individuals who have graduated from an accredited programMust be licensed in 47 statesMust pass the Praxis300-375 supervised clinical hours9 month post-graduate CFY yearAll are in demand especially bilingual pathologistsAvg earning in 2006 57, 7106A Day in the Life - SLPuse 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

7What you need to know - SLPspeech sound productionarticulationapraxia of speechdysarthriaataxiadyskinesiaresonancehypernasalityhyponasalitycul-de-sac resonancemixed resonancevoicephonation qualitypitchloudnessrespirationfluencystutteringclutteringlanguage (comprehension and expression)phonologymorphologysyntaxsemanticspragmatics (language use, social aspects of communication)literacy (reading, writing, spelling)prelinguistic communication (e.g., joint attention, intentionality, communicative signaling)paralinguistic communicationcognitionattentionmemorysequencingproblem solvingexecutive functioningfeeding and swallowingoral, pharyngeal, laryngeal, esophagealorofacial myology (including tongue thrust)oral-motor functions

8Clinical Servicesprevention and pre-referralscreeningassessment/evaluationconsultationdiagnosistreatment, intervention, managementcounselingcollaborationdocumentationreferral

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 instrumentationHave a general idea of how these are ordered. Screening, treatment,. Beable to define what the goal of an assesment is. How is it differnet than a screening. Why is collaboration important.9SLPs providePreventionAdvocacyEducationResearch

10Practice Settings SLPpublic 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.

Know where they would both work to gether.11What you need to know - AuDPrevention:

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.

12Audiologist also IdentifyActivities 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.

13Audiologists AssessAssessment 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.

14Audiologists RehabilitateAs 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 plan15Audiologists ConsultAdvocacy 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;

16Education & ResearchEducation, 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;

17Practice Settingsprivate 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 medicine18Characteristics of a great clinician a starting pointDesire to help othersStrengths in social interactionsEnjoyment of close contact with peopleStrong communication skillsThe ability to take pleasure in just talkingAn interest in the various processes by which communication takes placeA level of comfort with people with disabilities19ASHA 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.www.asha.orgASHA provides a long list of services noted in your text on page 6Earn CCC Know what asha is and what it does for you and your clients. Promotes high quality servicesets the standard for who we are and who we serve.20