Assignment 1: Content Questions Chapter 1
Cleveland State University
The 9 ASHA professional practice competencies are as follows:
To practice and abide by a code of ethics according to state and federal regulation policies. The speech-language pathologist has a responsibility to the individual served to provide the best environmental setting, team of professionals, and access to services.
To understand and know how to preserve confidentiality for everyone professionally while using the best clinical integrity for every person that is involved in the service provided.
Effective Communication Skills
Use expressive communication to the client and team members in a professional and responsible manner to ensure the best care outcome.
Decision-making and intervention should be based upon credible scientific and clinical evidence and can be improved upon through self-assessment.
Use outside reliable sources and evidence based-practice to support clinical decisions. Understand the information being obtained and apply it to the correct circumstance.
Concern for Individuals Served
Be caring, compassionate, and empathetic when appropriate while encouraging the client to become more involved in the service being provided.
Understanding how the clinician and client’s culture or linguistics might impact the way the service is delivered or perceived. Observe how the client and caregiver interact with one another and determine the most appropriate services based on the client’s characteristics.
Understanding the roles that professional organizations, clinical teaching, and other professionals play in advocating for those who need services and preparing speech-language pathologists to provide those services. Know and practice preventative steps to take to avoid spreading infectious and contagious diseases.
Knowing the value and principles of working with others and how to apply them to the care that the individual will receive (ASHA, 2017).
The term Speech Sound Disorder (SSD) is when a child has difficulty perceiving and producing speech that is not typical for the child’s age which then impacts speech intelligibility and acceptability (World Health Organization, 2015a). The three areas of difficulty which can be affected in children with SSD are perception, phonological representation, and articulation (Bowen, 2015). Perception is the way we hear sound. Phonological representation is how the sound is represented in the brain. Articulation is the way the mouth moves to produce speech (McLeod, 2017).
The five types of Speech Sound Disorders in children include phonological impairment or delay, inconsistent speech disorder, articulation disorder, childhood apraxia of speech, and childhood dysarthria. Phonological impairment or delay and inconsistent speech disorder are both primarily rooted in phonological challenges. Articulation disorder, childhood apraxia of speech, and childhood dysarthria are all primarily rooted in motor speech challenges (McLeod, 2017).
American Speech-Language Hearing Association (ASHA, 2017). Professional practice competencies (3.1.1B). Standards for Accreditation of Graduate Education Programs in Audiology and Speech-Language Pathology.
Bowen, C. (2015). Children’s speech sound disorders (2nd ed.). Oxford, UK: Wiley Blackwell.
McLeod, S. (2017). Children’s Speech, 1st Edition.
World Health Organization (2015a). ICD-11 Beta Draft 7A10 developmental speech sound disorder.