| Formatted contents note |
Foreword<br/><br/>Preface<br/><br/>About the Editors<br/><br/>Contributors<br/><br/>Table A<br/><br/>Acronyms<br/><br/>Section 1: Overview of the Professions<br/><br/><br/>Chapter 1: Professions for 21st Century<br/><br/>Melanie W. Hudson, MA and Mark DeRuiter, PhD, MBA<br/><br/>Introduction<br/><br/>Trends in Technology and the Digital Revolution<br/><br/>Twenty-First Century Trends and Issues<br/><br/>Summary<br/><br/>Critical Thinking<br/><br/>References<br/><br/>Appendix 1–A. ASHA Scope of Practice in Audiology<br/><br/>Appendix 1–B. ASHA Scope of Practice in Speech-Language Pathology<br/><br/> <br/><br/>Chapter 2: Professional Issues: A View from History<br/><br/>Judith Felson Duchan, PhD and Susan Felsenfeld, PhD<br/><br/>Introduction<br/><br/>The Profession’s Organization: 1918 to Toda<br/><br/>Membership and Professional Qualification Requirements: 1926 to Today<br/><br/>Scope of Practice and Practice Frameworks: 1926 to Today<br/><br/>Recent Trends<br/><br/>Summary<br/><br/>Critical Thinking<br/><br/>References<br/><br/>Appendix 2–A. A Few Milestones in the History of Speech-Language Pathology and Audiology in the United States<br/><br/> <br/><br/>Chapter 3: Establishing Competencies in Professional Education, Certification, and Licensure <br/><br/>Lissa Power-deFur, PhD<br/><br/>Introduction<br/><br/>How Do You Know You are Competent?<br/><br/>How Can You Demonstrate Your Excellence in a Particular Area of Practice?<br/><br/>State Licensure<br/><br/>How Do You Know Your University Graduate Program Will Ensure You Become Competent?<br/><br/>Summary<br/><br/>Critical Thinking<br/><br/>References<br/><br/><br/>Chapter 4: Professional Organizations<br/><br/>Sue T. Hale, MCD and Fred H. Bess, PhD<br/><br/>Introduction<br/><br/>Practical Dilemmas and Affiliation<br/><br/>How Do Professional Organizations Work?<br/><br/>ASHA: A National Professional Organization for Speech-Language Pathologists and Audiologists<br/><br/>AAA: A National Professional Organization for Audiologists<br/><br/>Related Professional Organizations<br/><br/>State Organizations<br/><br/>Student Organizations<br/><br/>International Professional Organizations<br/><br/>Summary<br/><br/>Critical Thinking<br/><br/>References<br/><br/>Resources<br/><br/> <br/><br/>Chapter 5: Professional Ethics<br/><br/>Jaynee A. Handelsman, PhD<br/><br/>Introduction<br/><br/>Standards of Professional Conduct<br/><br/>Conflicts of Interest<br/><br/>The Role of Professional Associations<br/><br/>Ethical Issues in Practice Management<br/><br/>Ethical Issues in Supervision<br/><br/>Ethical Issues in Academia<br/><br/>Ethical Dilemmas<br/><br/>Unethical Practice Complaint Process<br/><br/>Ethics Education<br/><br/>Recent Changes and Future Directions<br/><br/>Summary<br/><br/>Critical Thinking<br/><br/>References<br/><br/>Resources<br/><br/>Appendix 5–A. American Academy of Audiology Code of Ethics<br/><br/>Appendix 5–B. American Speech-Language-Hearing Association Code of Ethics<br/><br/> <br/><br/>Chapter 6: Professional Accountability<br/><br/>Shelly S. Chabon, PhD and Becky Sutherland Cornett, PhD<br/><br/>Introduction<br/><br/>Accountable Care<br/><br/>Managing Risks and “Risk Intelligence” for Accountable Clinicians and Organizations<br/><br/>Raising the Bar on Accountability: The Value Equation<br/><br/>A Key Opportunity to Shape the Future of Accountability: Learning Health Systems<br/><br/>Conclusion<br/><br/>Summary<br/><br/>Critical Thinking<br/><br/>References<br/><br/> <br/><br/>Chapter 7: International Alliances<br/><br/>Robert M. Augustine, PhD, Tina K. Veale, PhD, and Kelly M. Holland, MEd<br/><br/>Introduction<br/><br/>Definition of an International Alliance <br/><br/>International Alliances Promoting Global Competencies Grounded in Standards of Practice<br/><br/>Types of International Alliances that Promote Global Competence<br/><br/>International Alliances Promoting Global Competencies through the American Speech-Language-Hearing Association and Other National Organizations<br/><br/>International Alliances Promoting Global Competencies through Colleges and Universities<br/><br/>International Immersion Experiences<br/><br/>International Alliances through Service Learning for Practitioners and Students<br/><br/>International Alliances Promoting Global Research for Scholars<br/><br/>Summary<br/><br/>Critical Thinking<br/><br/>References<br/><br/>Appendix 7–A. Proposed Competencies for Global Engagement<br/><br/>Appendix 7–B. An MOU Checklist for International Collaborations<br/><br/> <br/><br/>Chapter 8: Applying Evidence to Clinical Practice<br/><br/>Lizabeth H. Finestack, PhD and Stacy K. Betz, PhD<br/><br/>Introduction<br/><br/>Evidence-Based Practice<br/><br/>Evaluating Assessment Evidence<br/><br/>Using Assessment Evidence<br/><br/>Evaluating Intervention Evidence<br/><br/>Using Intervention Evidence: An Example<br/><br/>Summary<br/><br/>Critical Thinking<br/><br/>References<br/><br/> <br/><br/>Chapter 9: The Future of Science<br/><br/>Raymond D. Kent, PhD<br/><br/>Introduction<br/><br/>The Research Landscape: Types of Research<br/><br/>Funding for Research<br/><br/>Tensions, Pressures, and Opportunities<br/><br/>Science and Technology<br/><br/>Dissemination: The First Fruits of Research<br/><br/>Research on the Global Stage<br/><br/>Educating the Next Generation of Scientists in CSD<br/><br/>Summary<br/><br/>Critical Thinking<br/><br/>References<br/><br/> <br/><br/>Section 2: Employment Issues<br/><br/>Chapter 10: Workforce Issues<br/><br/>Cathy DeRuiter, MA<br/><br/>Introduction<br/><br/>The Current Workforce<br/><br/>ASHA Membership and Affiliation Data<br/><br/>The Future: Factors Affecting Employment<br/><br/>Summary<br/><br/>Critical Thinking<br/><br/>References<br/><br/>Resources<br/><br/> <br/><br/>Chapter 11: Finding Employment<br/><br/>Mark DeRuiter, PhD, MBA<br/><br/>Introduction<br/><br/>Employment Settings<br/><br/>Job Search<br/><br/>Resumé<br/><br/>Cover Letter<br/><br/>E-Mail Style Issues<br/><br/>Web-Based ApplicationsLetters<br/><br/>of Recommendation/Verbal References<br/><br/>Interviewing Success<br/><br/>The Anatomy of an Interview<br/><br/>Electronic Interview Formats<br/><br/>Second Interviews<br/><br/>“Forbidden” Interview Questions<br/><br/>Considering the Benefits that Might be Available to You<br/><br/>Salary and Benefits<br/><br/>Receiving the Offer<br/><br/>Making the Decision<br/><br/>Getting Started<br/><br/>Summary<br/><br/>Critical Thinking<br/><br/>References<br/><br/>Resources<br/><br/>Appendix 11–A. Sample Resume<br/><br/> <br/><br/>Chapter 12: Building Your Career<br/><br/>Marva Mount, MA and Melanie W. Hudson, MA <br/><br/>Introduction<br/><br/>Your First Year of Clinical Practice<br/><br/>Mentoring<br/><br/>Work Ethic and Professional Code of Ethics<br/><br/>Being Organized<br/><br/>Time Management and Work-Life Balance<br/><br/>Productivity<br/><br/>Teamwork<br/><br/>Politics in the Workplace<br/><br/>Networking<br/><br/>Performance Evaluations<br/><br/>Continuing Education and Advanced Education<br/><br/>Promotion and Advancement<br/><br/>Changing Employment<br/><br/>Summary<br/><br/>Critical Thinking<br/><br/>References<br/><br/>Resources<br/><br/>Internet Sources<br/><br/> <br/><br/>Chapter 13: Support Personnel in Audiology and Speech-Language Pathology<br/><br/>Diane Paul, PhD, Tricia Ashby, AuD, Lemmie G. McNeilly, PhD, and Steve Ritch, CRMT<br/><br/>Introduction<br/><br/>Rationale for Use of Support Personnel<br/><br/>Challenges Using Support Personnel<br/><br/>Evolving Professional Policies and Practices<br/><br/>Chronology of Ethical and Professional Practice Policies Related to the Use of Support Personnel by Audiologists and Speech-Language Pathologists<br/><br/>State Regulation<br/><br/>Employment Trends of Support Personnel<br/><br/>Training for Support Personnel<br/><br/>Credentialing Assistants<br/><br/>Supervision of Support Personnel<br/><br/>Job Responsibilities of Support Personnel in Audiology<br/><br/>Job Responsibilities of Support Personnel in Speech-Language Pathology<br/><br/>Reimbursement of Services Provided by Support Personnel<br/><br/>Research Related to Support Personnel<br/><br/>Summary<br/><br/>Critical Thinking<br/><br/>Acknowledgments<br/><br/>Dedication<br/><br/>References<br/><br/>Appendix 13–A. Support Personnel in Communication Sciences and Disorders: Key Word Definitions<br/> <br/><br/>Section 3: Setting-Specific Issues<br/><br/><br/>Chapter 14: Healthcare Legislation, Regulation, and Financing<br/><br/>Jeffrey P. Regan, MA<br/><br/>Introduction<br/><br/>Medicare<br/><br/>Medicaid<br/><br/>Private Health Insurance<br/><br/>Coding Systems<br/><br/>Key Health Care Legislative and Regulatory Issues<br/><br/>Summary<br/><br/>Critical Thinking<br/><br/>References<br/><br/> <br/><br/>Chapter 15: Service Delivery in Healthcare Settings<br/><br/>Alex Johnson, PhD and Jeffrey Johnson, PhD<br/><br/>Scope of Chapter<br/><br/>Health Care Settings and Key Responsibilities<br/><br/>Routine Considerations for Speech-Language Pathologists and Audiologists in Health Care<br/><br/>Measuring Change, Progress, and Outcomes<br/><br/>Documentation<br/><br/>Supervision of Others<br/><br/>Quality and Compliance with Regulatory Processes<br/><br/>Interprofessional Responsibilities and Competencies <br/><br/>Multicultural Issues and Health Disparities<br/><br/>Health Literacy<br/><br/>Some Future Considerations<br/><br/>Health Reform and Cost Control<br/><br/>Trends in Education for Health Settings<br/><br/>Entry Level and Advanced Degrees for Practice<br/><br/>Telehealth<br/><br/>Summary<br/><br/>Critical Thinking<br/><br/>References<br/><br/><br/>Chapter 16: Education Policy and Service Delivery<br/><br/>Perry Flynn, MEd, Charlette M. Green, MS, and Marie Ireland, MEd<br/><br/>Introduction<br/><br/>Settings and Students: Statistics<br/><br/>Legal Foundations Affecting Services<br/><br/>Education Funding<br/><br/>Roles and Responsibilities in the Schools<br/><br/>The Process of Working in the Schools<br/><br/>Special Issues in School Settings<br/><br/>Audiology Services<br/><br/>Summary<br/><br/>Critical Thinking<br/><br/>References<br/><br/>Resources<br/><br/> <br/><br/>Chapter 17: Service Delivery Issues in Early Intervention<br/><br/>Corey Herd Cassidy, PhD<br/><br/>Introduction<br/><br/>What is Early Intervention?<br/><br/>Family-Centered Services<br/><br/>Culturally and Linguistically Responsive Services<br/><br/>Developmentally Supportive Services in the Natural Environment<br/><br/>Comprehensive, Coordinated, and Team-Based Services<br/><br/>Services Based on the Highest Quality of Evidence<br/><br/>Other Considerations for Early Intervention Services in Natural Environments<br/><br/>Summary<br/><br/>Critical Thinking<br/><br/>References<br/><br/> <br/><br/>Chapter 18: Service Delivery Issues in Private Practice<br/><br/>Robin L. Edge, PhD<br/><br/>Introduction<br/><br/>Advantages and Disadvantages of a Private Practice<br/><br/>Private Practice Options<br/><br/>Business Plan<br/><br/>Location of Private Practice<br/><br/>Private Practice Credentials and Qualifications<br/><br/>Resources Needed for Private Practice<br/><br/>Payment for Services<br/><br/>Rates for Services<br/><br/>Billing<br/><br/>Outcomes Data for Private Practices<br/><br/>Networking<br/><br/>Summary<br/><br/>Critical Thinking<br/><br/>References<br/><br/>Resources<br/><br/> <br/><br/>Chapter 19: Strategically Promoting Access to Speech-Language Pathology and Audiology Services<br/><br/>Brooke Hallowell, PhD<br/><br/>Introduction<br/><br/>Identifying Barriers to Access<br/><br/>Ensuring that Others Understand the Need for Our Services<br/><br/>Optimizing Reimbursement for Clinical Services<br/><br/>Ensuring Alternative Funding Approaches<br/><br/>Advancing Legislation to Improve Access<br/><br/>Advocating for Our Professions<br/><br/>Care Extenders<br/><br/>Expanding Access through Technology<br/><br/>Educating the Public<br/><br/>Adjusting Service-Providing Environments<br/><br/>Summary<br/><br/>Critical Thinking<br/><br/>Acknowledgment<br/><br/>References<br/> <br/><br/>Section 4: Working Productively<br/><br/><br/>Chapter 20: Documentation Issues<br/><br/>Barbara J. Moore, EdD<br/><br/>Introduction<br/><br/>General Principles of Documentation<br/><br/>Documentation in Educational Settings<br/><br/>Documentation in Health Care Settings<br/><br/>Documentation in Private Practice and University Clinics<br/><br/>Documentation for Audiological Services<br/><br/>Summary<br/><br/>Critical Thinking<br/><br/>References<br/><br/>Resources<br/><br/> <br/><br/>Chapter 21: Developing Leadership Skills<br/><br/>Gail J. Richard, PhD<br/><br/>Introduction<br/><br/>Roles of a Leader<br/><br/>Effective Leadership Skills<br/><br/>Pathways to Leadership<br/><br/>Fiduciary Responsibilities<br/><br/>Summary<br/><br/>Critical Thinking<br/><br/>References<br/><br/> <br/><br/>Chapter 22: Safety in Workplace<br/><br/>Cynthia McCormick Richburg, PhD and Donna Fisher Smiley, PhD<br/><br/>Introduction<br/><br/>Regulatory Agencies<br/><br/>Accrediting Agencies<br/><br/>Policies, Procedures, and Trainings<br/><br/>Personal and Environmental Hazards<br/><br/>Infection Control in Clinical and Educational Settings<br/><br/>Confidentiality of Client and Research Participant Information<br/><br/>Summary<br/><br/>Critical Thinking<br/><br/>References<br/><br/> <br/><br/>Chapter 23: Overview of Interprofessional Practice and Interprofessional Education<br/><br/>Alex Johnson, PhD<br/><br/>Introduction<br/><br/>Interprofessional Practice<br/><br/>Interprofessional Education (IPE)<br/><br/>National and International Organizations and Resources for IPE and IPCP<br/><br/>Summary<br/><br/>Critical Thinking<br/><br/>References<br/><br/> <br/><br/>Chapter 24: Child and Elder Mistreatment<br/><br/>Carolyn Wiles Higdon, EdD<br/><br/>Introduction<br/><br/>Child Abuse and Neglect<br/><br/>Maltreatment and Neglect<br/><br/>Continuum of Abuse and Neglect<br/><br/>Causes and Risks<br/><br/>Munchausen by Proxy<br/><br/>Who Is an Abuser?<br/><br/>Extent of the Problem<br/><br/>Effects of Child Abuse and Neglect<br/><br/>What to Do If You Suspect Abuse<br/><br/>Who Is a Mandated Reporter of Abuse?<br/><br/>Elder Abuse, Neglect, and Exploitation<br/><br/>Summary<br/><br/>Critical Thinking<br/><br/>References<br/><br/>Resources<br/><br/>Websites<br/><br/>Appendix 24–A. Case 1: Joshua<br/><br/>Appendix 24–B. Case 2: Sam<br/><br/>Appendix 24–C. Case 3: Miriam<br/><br/> <br/><br/>Chapter 25: Working with Culturally and Linguistically Diverse Populations<br/><br/>Shirley Huang, MS and Pui Fong Kan, PhD<br/><br/>Introduction<br/><br/>Demographic Profiles<br/><br/>Language Difference: Language Characteristics in Typical Bilinguals<br/><br/>Service Delivery for Children and Adults<br/><br/>Systems-Level Constraints Affecting Culturally-Linguistically Diverse Populations<br/><br/>Moving the Field Forward<br/><br/>Summary<br/><br/>Critical Thinking<br/><br/>References<br/><br/>Resources<br/><br/>Internet Resources<br/><br/> <br/><br/>Chapter 26: Supervision and Mentoring<br/><br/>Melanie W. Hudson, MA and Mary Sue Fino-Szumski, PhD, MBA<br/><br/>Introduction<br/><br/>A Brief History of Supervision and Mentoring<br/><br/>The Supervisory Process<br/><br/>Supervisory Style and Communication Skills<br/><br/>Transition: Supervisor to Mentor/Preceptor<br/><br/>Regulations, Standards, and Guidelines<br/><br/>Future Needs in Supervision and Mentoring<br/><br/>Summary<br/><br/>Critical Thinking<br/><br/>References<br/><br/>Resources<br/><br/> <br/><br/>Chapter 27: Technology for Student Training, Professional Practice, and Service Delivery<br/><br/>Carol C. Dudding, PhD and Susan Ingram, PhD<br/><br/>Introduction<br/><br/>The Digital Revolution<br/><br/>Instruction and Training<br/><br/>Impact on Professional Practice Settings<br/><br/>Service Delivery<br/><br/>Ethical Considerations<br/><br/>Summary<br/><br/>Critical Thinking<br/><br/>References<br/><br/>Resources<br/><br/> <br/><br/>Chapter 28: Counseling<br/><br/>Michael Flahive, PhD<br/><br/>Introduction<br/><br/>Historical Context of Counseling in Audiology and Speech-Language Pathology<br/><br/>Linking Counseling to Clinical Practice and Educational Training<br/><br/>Optimizing Information Exchanges<br/><br/>Building Working Relationships: Identifying Our Strengths and Developing Our Skills<br/><br/>Advancing a Conceptual Framework for Addressing Emotional Needs: Personal Adjustment Counseling<br/><br/>Advancing a Conceptual Framework for Addressing Emotional Needs: Positive Psychology Approaches to Personal Adjustment Counseling<br/><br/>Building Working Relationships<br/><br/>Building Our Conceptual Framework<br/><br/>Other Considerations for a Personal Conceptual Framework<br/><br/>Going Forward and Putting It Together<br/><br/>Summary<br/><br/>Critical Thinking<br/><br/>References<br/><br/>Appendix 28–A. Conversational Counseling Tools: Microskills<br/><br/>Appendix 28–B. Counseling and Scopes of Practice<br/><br/> <br/><br/>Chapter 29: Stress, Conflict, and Coping in the Workplace<br/><br/>Lisa A. Scott, PhD<br/><br/>Introduction<br/><br/>What Is Stress?<br/><br/>Burnout and Compassion Fatigue<br/><br/>What are the Risks for Experiencing Burnout?<br/><br/>Workplace Conflict<br/><br/>Coping with Stress: The Importance of Self-Care<br/><br/>Summary<br/><br/>Critical Thinking<br/><br/>References<br/><br/>Resources<br/><br/> <br/><br/>Chapter 30: Advocacy<br/><br/>Tommie L. Robinson, Jr., PhD and Janet Deppe, MS<br/><br/>Introduction<br/><br/>Definitions<br/><br/>Recognizing the Benefits of Being an Advocate<br/><br/>Advocacy Case Examples<br/><br/>Developing a Game Plan for Advocacy<br/><br/>Resources<br/><br/>Summary<br/><br/>Critical Thinking<br/><br/>References |
| Summary, etc. |
"The fifth edition of Professional Issues in Speech-Language Pathology and Audiology is a singularly comprehensive resource for students in speech-language pathology and audiology as they prepare for their professional careers. It also serves as a timely source of information for both practitioners and faculty, serving as an updated "state of the professions" desk reference. The book is divided into four major sections: overview of the professions; employment issues; setting-specific issues; and working productively. The information presented in each section provides the reader with a better understanding and a new perspective on how professional issues have been affected by both internal and external influences in recent years including technological advances, demographic shifts, globalization, and economic factors. Chapter authors are recognized subject matter experts, providing a blend of both foundational and cutting-edge information in areas such as evidence-based practice, ethics, finding a job, interprofessional practice, service delivery in healthcare and education, technology, cultural competence, supervision, and leadership"-- |
