KEAN UNIVERSITY

Union, New Jersey

Spring, 2010

CONTEMPORARY ISSUES IN SPEECH-LANGUAGE PATHOLOGY

Course Number:CDD 5237

Semester Hours:1.5 Credits

Limitation on Enrollment12

Prerequisite:Permission of Program Coordinator

Required or ElectiveElective

Catalog Description

Investigates current external issues impacting on the profession; Internal, non-clinical issues encountered when entering the workforce are also addressed.

N.B. In order to ensure full class participation, any student with a disabling condition requiring special accommodations (e.g., tape recorders, special adaptive equipment, special note-taking or test-taking procedures) will be strongly encouraged to contact the professor at the beginning of the course. For the students’ convenience, both the professor’s office hours, telephone number and email address will be listed on the syllabus.

KEAN UNIVERSITY

Union, New Jersey

CONTEMPORARY ISSUES IN SPEECH-LANGUAGE PATHOLOGY

1. Course Objectives

Students will achieve growth toward being informed, dynamic professionals, as

evidenced by demonstration of proficiencies in knowledge comprehension, value,

development and skill application. Students will be able to:

A. outline educational and professional standards and responsibilities at the state

and national levels. (K)

B. identify the legal and ethical issues currently impacting the profession. (D)

C. investigate, compare and contrast alternative models of service delivery to

meet changing requirements in the managed care environment. (K)

D. critique current forms and practices of documentation and revise them to

improve compatibility with the current demands of accountability, and time,

effectiveness. (S)

E. design models for marketing services to be applied in a variety of settings.

(S)

F. develop strategies for interfacing with other speech-language pathologists as

well as other related professionals. (S)

G. compare and contrast issues related to a variety of workplace settings. (S)

H. examine the principles and various approaches to developing effective

advocacy roles and procedures for impacting professional legislation. (K)

I. select and apply problem solving strategies for intervening in specific cases

related to current educational, ethical and clinical issues. (S)

J. research and design clinical assessment and intervention protocols utilizing

state of the art technology. (S)

II. Course Content

  1. Standards of the profession
  2. Role of professional organizations
  3. Education
  4. Certifications
  5. Licensure
  6. Professional liability
  1. Ethical considerations
  2. ASHA’s position papers
  3. Confidentiality
  4. Negligence and malpractice
  5. Nondiscrimination and the right to receive services
  6. Ethical and legal constraints
  1. Service delivery issues
  2. In health care
  3. In the schools
  4. In private practice
  5. For culturally and linguistically diverse populations
  1. Documentation issues
  2. Data collection
  3. Outcome measurement
  4. Patient/customer satisfaction
  5. Changes in report writing/goal writing
  6. Developing policies and procedures
  7. Clinical pathways and practice guidelines
  1. Marketing in the professions
  2. Identifying the customer
  3. Performing needs assessments
  4. Packaging the product
  5. Marketing tools
  6. Assessing the effectiveness of marketing program
  7. Quality improvement
  8. Research needs and grant seeking
  1. Interfacing with other professionals
  2. Professional autonomy
  3. Referrals
  4. Collaboration
  5. Multiskilling & cross training
  6. Team approach
  1. Changing job market
  2. Workforce issues
  3. Issues specific to school settings
  4. Issues specific to healthcare settings
  5. New and expanding frontiers
  6. National/International opportunities
  7. Contract vs. temporary vs. permanent positions
  8. Role of consultant
  9. Resume writing
  1. Legislative issues
  2. Federal mandates
  3. Effects on provision of service
  4. Legal rights of persons with communication disorders
  5. Provisions of ADA
  6. ASHA module for advocacy
  1. Current issues
  2. Support personnel
  3. Specialty Recognition
  4. Supervision
  5. Grass-roots advocacy
  6. Shortage of qualified professionals
  7. FEES
  8. Early intervention
  1. Instrumentation and technology
  2. Use of computers in assessment/therapy
  3. Practice parameters
  4. Available equipment/applications
  5. Legal and ethical issues
  6. Future directions in computer use
  7. Using the internet

III. Methods of Instruction

  1. On-line and in-class lectures presented via Power Point
  2. Guest lecturers
  3. Synchronous and asynchronous case study discussions
  4. Reading assignments (text, electronic publications)
  5. Collaborative projects
  6. Individual research projects

IV. Methods of Evaluation

  1. Quality and quantity of participation in on-line discussions (K, D)
  2. On-line self-assessment games (K)
  3. Individual & collaborative research projects (K, S, D)
  4. On-line “Scavenger Hunt” (S)
  5. Website evaluation (S, D)
  6. Marketing resource (S, D)

V. Required Text:

Lubinski, R. & Frattali, C. (2007). Professional issues

in speech-language pathology and audiology: A textbook. (3rd ed.). San

Diego, Ca: Singular Publishing (Thomson Learning).

VI. BIBLIOGRAPHY

  1. Current Print

Goldfarb, R. & Serpanos, Y. C. (2009). Professional writing in speech-language

pathology. San Diego, CA: Plural Publishing Inc.

Vinson, V. P. (2009). Workplace skills and professional issues in speech-language-

pathology. San Diego, CA: Plural Publishing Inc.

B. Seminal Works

American Speech-Language-Hearing Association. (2003). Scope of practice

in speech-language pathology. Rockville, MD:American

Speech-Language-Hearing Association.

American Speech-Language-Hearing Association. (2001). ASHA

membership and certification handbook. Rockville, MD: American

Speech-Language-Hearing Association.

Annett, M. (2001). School-based clinicians continue to battle heavy

caseloads. ASHA Leader, 6(1), 2-12.

Begley, E., Lockwood, K., and Cecconi, C.M.P. (2000). It’s a dot-com

world: Computer competencies for SLP graduate clinicians. Paper

presented at American Speech-Language Hearing Association,

Washington D.C.

Chial, M., Sobolevsky, R. and Flahive, M. (2000). Utopians, Luddites or just

plain realists: Distance education in communication sciences &

disorders. ASHA Leader, 5, 4-6.

Curriculum guide to grassroots advocacy in speech-language pathology

and audiology. (2000). Rockville Pike, MD: American Speech-Language-Hearing

Association.

Darden, M. L. (2002). Wake of September 11th attacks:

implications for research, policy and practice. Journal of the National

Medical Association. 94, 24, 27-29.

Dowling, S. (2001). Supervision: Strategies for successful outcomes

and productivity. Boston, MA: Allyn & Bacon

Hooper, C. (2000). Higher education and technology: Creators lead,

technicians follow. Paper presented at American Speech-Language-

Hearing Association Convention, Washington D.C.

Kovarsky, D., Singer, J., Beatty, L., Iacono, T. & Franklin, A. (2000).

Evaluative reactions to service delivery: “Oracular Reasoning” in clinical

contexts. Contemporary Issues in Communication Science and Disorders.

27, 153-164.

Lagalla, R. (2001). Telecommunications, health and radiology: potential

synergies for the new millennium. La Radiologia Medica.102, 14-9.

Lasker, J., & Dowden, P. (2003). Graduate courses in AAC:

What and how are we teaching? Poster session presented at American

Speech-Language-Hearing Association, Chicago.

Marshall, Julie. (2003). International and cross-cultural issues: Six key

challenges for our professions. Folia Phoniatrica et Logopaedica.55(6),

329-36.

Niemeier, J. P., Burnett, D. M., Whitaker,D. A. (2003). Cultural

competence in the multidisciplinary rehabilitation setting: Are we falling

short of meeting needs? Archives of Physical Medicine and Rehabilitation.

84(8), 1240-5.

Paul-Brown, D. & Goldberg, L. (2001). Current policies and new directions

for speech-language pathology assistants. Language, Speech and Hearing

Services in Schools, 32:1, 4-17.

Professional licensure: The union of the states. (2000). Poster session

presented at American Speech-Language-Hearing Association Convention,

Washington, D.C.

Schooling, T. (2000). NOMS bears fruit: Clinicians collect treatment

outcomes data. ASHA Leader, 5(8), 2-6.

Silverman, F. H. (2003). Essentials of professional issues in speech-language pathology

and audiology. Long Grove, IL: Waveland Press.

Technology 2000: Clinical applications for speech-language pathology.

(2000). Rockville Pike, MD:American Speech-Language-Hearing Association.

Turmusani, M, A Vreede, and S L Wirz. (2002). Some ethical issues in

community-based rehabilitation initiatives in developing countries.

Disability and Rehabilitation.24(10),558-64.

Wittig, P. G., Tilton-Weaver,L., Patry, B. N. Mateer,C. A. (2003) Variables

related to job satisfaction among professional care providers working in

brain injury rehabilitation. Disability and Rehabilitation.25(2), 97-106.

  1. Electronic Resources

American Speech-Language-Hearing Association (2009). Knowledge and skills acquisition (KASA) summary form for certification in speech-language pathology.

Address:

American Speech-Language-Hearing Association (ASHA).

Address:

American Speech-Language-Hearing Association (ASHA) Issue Briefs (2009).

Address:

American Speech-Language-Hearing Association (ASHA) Press Room

Address:

Contents of a marketing plan (2007)

Address:

Council of Academic Programs in Communication Disorders

Address:

IDEA Action Center

Internet Search Tools

Issues in Ethics

Marketing in school settings (2006)

Address:

Multicultural Issues Board (2009)

Address:

National Outcomes Measurement System

Address:

New Jersey Speech-Language-Hearing Association. (NJSHA)

Address:

Periodicals – Online Journals and Publications

Address:

Principle of Ethics 1 in action (2006)

Productivity (2009)

Address:

Special Education Connection

Address:

10-Step Plan for effective meetings with your lawmakers (2009)

Address:

The health information management supersite

Address:

Using internet resources within and beyond the classroom

Address:

Workload guidelines for school-based speech-language pathologists (2009)