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| The What and Why of Expertise | |
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| In Search of Expertise | |
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| Introduction | |
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| The Influence of Education and Health-Care Reform Initiatives | |
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| The Influence of Demands for Accountability | |
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| The Influence of Evidence-Based Practice | |
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| The Role of Expertise | |
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| Expertise Defined | |
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| Summary | |
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| Thoughts for Exploration | |
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| References | |
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| Evolution of Speech-Language Pathology as a Human Services Profession | |
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| Introduction | |
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| A Historical Perspective | |
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| Human Services Professions | |
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| Development of the Discipline of Communication Sciences and Disorders | |
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| Specialization Within the Discipline | |
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| Impact of Educational, Legislative, and Medical Issues | |
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| Summary | |
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| Thoughts for Exploration | |
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| References | |
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| Expertise in Speech-Language Pathology | |
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| Introduction | |
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| The Factors of Expertise | |
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| The Components of the Factors of Expertise | |
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| Relative Value and Interaction of the Five Factors of Speech-Language Pathology Expertise | |
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| Summary | |
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| Thoughts for Exploration | |
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| References | |
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| Novice to Expert: A Continuum | |
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| Introduction | |
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| The Need to Measure Professional Development | |
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| Distinguishing Experts from Nonexperts | |
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| Continuum of Expertise | |
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| Preprofessional | |
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| Novice | |
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| Competent Speech-Language Pathologist | |
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| Experienced Nonexpert | |
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| Expert | |
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| Summary | |
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| Thoughts for Exploration | |
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| References | |
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| The How of Becoming an Expert | |
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| Developing Interpersonal Skills | |
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| Introduction | |
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| Communicating Intentionally or Unintentionally | |
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| Individuality Within Speech-Language Pathology | |
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| Personal Traits of Speech-Language Pathologists | |
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| Evaluation of Interpersonal Skills | |
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| Self-Study | |
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| Interpersonal Communication as a Clinical Tool | |
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| Effective Clinical Communication Skills | |
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| Effective Verbal Clinical Communication Skills | |
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| Effective Nonverbal Clinical Communication Skills | |
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| Acquisition of Effective Clinical Interpersonal Skills | |
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| Summary | |
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| Thoughts for Exploration | |
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| References | |
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| Developing Professional Skills with Membership in Professional Associations | |
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| Introduction | |
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| Historical Perspective | |
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| National Society for the Study and Correction of Speech Disorders | |
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| American Speech-Language-Hearing Association | |
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| Member Services and Benefits | |
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| Certification | |
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| Continuing Professional Development | |
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| Publications | |
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| Convention and Workshops | |
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| Special Interest Divisions | |
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| Website | |
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| Award for Continuing Education (ACE) | |
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| ASHA CE Registry | |
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| Advocacy | |
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| Code of Ethics | |
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| Employment | |
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| The National Student Speech Language Hearing Association | |
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| American Speech-Language-Hearing Foundation | |
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| National Association for Hearing and Speech Action | |
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| State Speech-Language-Hearing Associations | |
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| International Associations | |
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| Quadrilateral Mutual Recognition Agreement | |
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| Other Professional and Special Interest Organizations | |
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| Summary | |
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| Thoughts for Exploration | |
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| References | |
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| Problem Solving and Treatment Integrity | |
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| Introduction | |
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| Selecting Treatment Options | |
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| Evidence-Based Practice: Basic Steps | |
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| Develop Answerable Questions | |
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| Identifying Evidence | |
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| Evaluate the Evidence | |
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| Evidence-Based Practice: Practice Guidelines | |
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| Practice Guidelines | |
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| Cochrane Collaboration for Children's Guidelines | |
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| Treatment Fidelity and Treatment Integrity | |
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| Treatment Fidelity | |
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| Treatment Integrity | |
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| Clinical Decision Making | |
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| Additional Considerations: The Nature and Amount of Treatment | |
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| Nature of Treatment | |
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| Amount and Duration of Treatment | |
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| A Clinical Example | |
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| The Role of Clinical Expertise | |
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| Treatment of Rare Conditions | |
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| Summary | |
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| Thoughts for Exploration | |
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| References | |
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| Competence and the Development of Technical Skills | |
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| Introduction | |
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| How Certification Standards are Developed | |
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| The Professional Competencies | |
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| Knowledge Outcomes | |
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| Basic Science Areas | |
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| Basic Human Communication Disorders and Swallowing Processes | |
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| Nature of Speech, Language, Hearing, and Communication Disorders and Differences and Swallowing Disorders | |
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| Principles and Methods of Prevention, Assessment, and Intervention for People with Communication and Swallowing Disorders | |
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| Additional Knowledge Outcomes | |
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| Skill Outcomes | |
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| Evaluation | |
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| Intervention | |
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| Interaction and Personal Qualities | |
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| Demonstration of Knowledge and Skills | |
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| Academic and Clinical Curricula Should Include Instruction in the Desired Knowledge and Skills | |
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| Programs Should Develop Behaviorally Defined Indicators of Knowledge and Skills | |
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| Programs Should Develop Mechanisms to Assess Student Achievement | |
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| Programs Must Develop a System to Document Students Progress Toward Achieving Each Knowledge and Skill | |
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| Programs Should Ensure Valid Learning Outcomes | |
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| Use Learning Outcomes to Continuously Evaluate and Improve the Program | |
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| The Clinical Fellow: Between Student and Certified Professional | |
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| The Praxis Exam | |
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| Continuing Education | |
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| Specialty Recognition | |
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| Accreditation of Academic Programs | |
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| Who Recognizes Accrediting Organizations? | |
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| Summary | |
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| Thoughts for Exploration | |
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| References | |
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| The Influence of Knowledge and Experience on Responding to Diversity in Speech-Language Pathology | |
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| Introduction | |
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| Competence | |
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| Cultural Diversity and Second Language Learning | |
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| Legal and Ethical Requirements for Diversity | |
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| Acquisition, Assessment, and Intervention | |
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| Competence Training | |
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| Cross-Cultural Competence | |
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| Language Disorder Versus Language Difference | |
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| Assessment of Language: Its Difference and Disorders | |
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| Intervention for Children | |
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| A Shared Knowledge Base | |
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| Assessment | |
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| Intervention | |
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| Education and Learning: Implications for Speech-Language Pathologists | |
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| Learning Styles in Culturally and Linguistically Diverse Students | |
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| Education | |
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| Home-School/Clinic Mismatch | |
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| Teacher Expectations | |
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| Culturally Relevant Pedagogy | |
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| Summary | |
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| Thoughts for Exploration | |
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| References | |
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| Where Expertise Develops | |
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| Speech-Language Pathology in Private Practice | |
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| Introduction | |
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| Specialization and Diversification Within a Private Practice | |
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| Roles and Responsibilities in Private Practice | |
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| Marketing | |
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| Contracting | |
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| Business Management | |
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| Documentation | |
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| Billing and Payment of Fees | |
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| Developing the Practice | |
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| Professional Development | |
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| Clinical Expertise in Private Practice | |
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| Interpersonal Skills | |
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| Professional Skills | |
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| Problem-Solving Skills | |
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| Technical Skills | |
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| Knowledge and Experience | |
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| Recognition of Expertise | |
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| Accountability | |
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| Summary | |
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| Thoughts for Exploration | |
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| References | |
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| Speech-Language Pathology Services in the Schools | |
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| Introduction | |
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| The School Context | |
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| Legislative/Regulatory Influences | |
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| Demographic Shifts | |
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| Professional Practice Trends | |
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| Roles and Responsibilities of the School-Based Speech-Language Pathologist | |
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| Literacy | |
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| Collaboration | |
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| Outcomes in the Schools | |
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| Development of Expertise | |
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| Credentials for School Service | |
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| The Clinical Fellowship Year and the Probationary Appointment | |
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| Continuing Education | |
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| Learning the Ropes: Professional Issues | |
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| Employee Performance Evaluation | |
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| Ethics and Expertise in Schools | |
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| Collective Bargaining Units, Unions, and Employee Associations | |
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| School Finance | |
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| Career Building and Development of Expertise in Schools | |
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| Curriculum Vita | |
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| Recognition | |
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| Administrative Responsibilities | |
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| Department Experts | |
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| Mentoring and Supervision | |
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| Additional Leadership Activities | |
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| Summary | |
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| Thoughts for Exploration | |
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| References | |
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| Speech-Language Pathology in Nursing Homes, Rehabilitation Facilities, and Community-Based Service Providers | |
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| Introduction | |
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| Speech-Language Pathologist's Profile | |
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| Patient/Client Profile and Disorders | |
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| Financial Resources | |
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| Collaboration with Colleagues Versus Cross-Training of Professionals | |
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| Regulatory and Institutional Influences | |
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| Reimbursement Factors | |
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| Regulatory Factors | |
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| Patient Factors | |
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| Indicators of Expertise in the Three Work Settings | |
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| Treatment Efficacy and Expertise | |
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| Commonalities in All Health-Care Settings | |
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| Expert Knowledge and Skills | |
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| Documentation and Coding | |
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| Knowledge of Business and Practice | |
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| Leadership | |
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| Service Delivery | |
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| Financial Management | |
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| Standards and Compliance | |
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| Quality and Performance Improvements | |
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| Technology | |
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| Personnel Management | |
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| Marketing | |
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| Advocacy | |
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| Summary | |
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| Thoughts for Exploration | |
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| References | |
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| Speech-Language Pathology in Medical Settings | |
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| Introduction | |
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| Value of the Services Provided | |
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| Roles and Responsibilities | |
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| Changing World of Medical Speech-Language Pathology | |
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| Reimbursement | |
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| Advocacy | |
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| Technology | |
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| Communication in the Medical Setting | |
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| Effective Consultation | |
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| Communicating in Difficult Situations | |
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| Professional Skills and Knowledge | |
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| Summary | |
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| Thoughts for Exploration | |
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| References | |
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| Speech-Language Pathology in Colleges and Universities | |
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| Introduction | |
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| Faculty Composition | |
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| Faculty Concerns | |
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| Teaching | |
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| Research | |
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| Service | |
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| Rewards | |
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| Professional Recognition | |
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| Recognition Within the Department | |
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| Recognition Within Higher Education | |
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| Sabbatical/Professional Development Leave | |
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| Travel | |
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| Growing Demand for Academic Faculty | |
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| Funding Doctoral Education | |
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| Summary | |
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| Thoughts for Exploration | |
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| References | |
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| The First Steps Toward Expertise: Joining the Ranks of the Profession | |
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| Introduction | |
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| Clinical Fellowship (CF) | |
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| Selecting the Position that is Right for You | |
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| Employer Expectations | |
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| Finding Your Niche | |
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| Summary | |
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| Thoughts for Exploration | |
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| References | |
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| Inventory for Self-Evaluation | |
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| Resources for Evaluating Treatment in Speech-Language Pathology | |
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| Standards for the Certificate of Clinical Competence in Speech-Language Pathology | |
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| Standards for Accreditation of Graduate Education Programs in Audiology and Speech-Language Pathology | |
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| The Doctoral Shortage in CSD: A Legacy of Concern | |
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| Name Index | |
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| Subject Index | |