Patrina Caruana free essay sample

Patrina Caruana Audiology Assignment 1AS(a) How do the scopes of practice differ between audiologists and speech-language pathologists (SLPs)?Audiologist and speech language pathologist are both healthcare professionals devoted to addressing different aspects of communication breakdown. ASHA defines audiologists as individuals who provide comprehension diagnostic and rehabilitative services for all areas of auditory, vestibular, and related disorders (ASHA, 1996). Audiologists are dedicated to the prevention, identification, and evaluation of hearing disorders (including balance disorders) (Kushla 4). Audiologist work with clients to select and evaluate hearing aids and the implementation of rehabilitation of individuals with hearing loss or balance function. Audiologist can subspecialize in several areas and can be clinicians, therapist, teachers, research investigators, administrators or consultants (Kushla 4). The overall goal of the provision of audiology services should be to optimize and enhance the ability of an individual to hear, as well as to communicate in his/her every day or natural environment (Asha SOP audio 3). A speech language pathologists objective is to optimize individuals ability to communicate and swallow, thereby improving quality of life (Asha SOP SLP 3). Speech-language pathologists are committed to the provision of culturally and linguistically appropriate services and to the consideration of diversity in scientific investigations of human communication and swallowing (Asha SOP SLP 3). The scope of practice of speech-language pathologists includes addressing typical and atypical communication and swallowing in areas such as speech sound production, resonance, voice, fluency, language comprehension ; expression, cognition, feeding ; swallowing, and other oral-motor functions. (b) How do the scopes of practice relate to the education of students in each profession? The education preparation of SLPs and Audiologist differ. To be a speech language pathologists, you must obtain a ASHA Certificate of Clinical Competence in Speech-Language Pathology (CCC-SLP), which requires a masters, doctoral, or other post baccalaureate degree. ASHA certified speech-language pathologists complete a supervised postgraduate professional experience and pass a national examination as described in the ASHA certification standards. Speech language pathologists may need to obtain other credentials such as state licensure or a teaching certification based on their individual employment requirements. (Planning 1). A masters in SLP will require an average commitment of two years full-time study in a masters program. Afterwards a clinical doctoral degree can be pursued in Speech Language Pathology. A doctoral degree in audiology (PhD or AuD) is needed to properly prepare a student for entry into the professional world of audiology. The doctoral curriculum will provide academic and clinical preparation for the identification, diagnosis, prevention and evidence-based treatment of hearing, balance, and other auditory disorders for people of all ages. The time-to-degree is 3 or 4 years of full-time study. (Planning 2). A student must then apply for an ASHA certification in audiology (i.e., Certificate of Clinical Competence in Audiology [CCC-A]). Demonstration of continued professional development is both SLP and Audiology is highly recommended for success in both fields. (c) What do audiologists do in their profession that is different from what SLPs do in their profession? Audiologist conduct comprehensive audiometric evaluations (CAE), evaluating of middle ear function using emittance measures (tympanometry, acoustic reflex). Audiologists also perform auditory brainstem response (ABR) evaluations, intraoperative monitoring of CN VII and CN VIII, optoacoustic emission (OAE) evaluations of outer hair cell function, electronystagmography (ENG) evaluations and vestibular rehabilitation. Cochlear implant programming/mapping of speech processor and prescriptive fittings of hearing aid and assistive listening devices (aka hearing assistance technology) are also tasks performed by an audiologist (Asha Scope Audio 6). The clinical services of an SLP include service delivery decisions (e.g., admission/eligibility, frequency, duration, location, discharge/dismissal) and context(s) for service delivery (e.g. , home, school, telepractice, community, providing intervention and support services for children and adults diagnosed with speech and language disorders (and some with auditory processing disorders (Asha SOP SLP 7). SLPs use instrumentation (like videofluoroscopy, electromyography, nasendoscopy, stroboscopy, endoscopy, nasometry, computer technology) to observe, collect data, and measure parameters of communication and swallowing or other upper aerodigestive functions. Slps counsel individuals, families, coworkers, educators, and other persons in the community regarding acceptance, adaptation, and decision making about communication and swallowing. They also help in the developing, selecting, and prescribing multimodal augmentative and alternative communication systems, including unaided strategies (e.g., manual signs, gestures) and aided strategies (e.g. , speech-generating devices, manual communication boards, picture schedules) (Asha SOP SLP 7). SLPs address the behaviors (e.g., perseverative or disruptive actions) and environments that affect communication and swallowing. They aid in the selection fitting, and establishing effective use of prosthetic/adaptive devices for communication and swallowing. This service does not include the selection or fitting of sensory devices used by individuals with hearing loss or other auditory perceptual deficits, which falls within the scope of practice of audiologists (ASHA, 2004). (d) How are these two professions similar?Speech-language pathology and audiology are both mentioned to be dynamic and continuously developing professions. Ashas website wording is as such to not exclude emerging areas of practice in both fields. Both fields also end themselves to collaborative service delivery in schools, transdisciplinary practice in early intervention settings. I noticed that 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 and providing services to individuals with hearing loss and their families/ caregivers (e.g., auditory training for children with cochlear implants and hearing aids; speechreading; speech and language intervention secondary to hearing loss; visual inspection and listening checks of amplification devices for the purpose of troubleshooting, including verification of appropriate battery voltage) was listed on both scope of practice for audiology and speech language pathology. I believe this connection exists because of all the professional s, it is the speech-language pathologist with whom the audiologist may collaborate most frequently when working with children (Martin 405). Speech-language pathologists play an integral role in the treatment of and advocacy for children with hearing loss. Speech- language pathologist may be the only person available to provide the in-service training educators may need to properly handle students with hearing loss. Both audiologists and SLPs are strong advocates for the communicative advancement for children with hearing loss. Historically, the similarities in the backgrounds and early training of audiologists and speech-language pathologists have been parallel, and so audiologists probably identify more closely with speech-language pathologists than with other specialists (Martin 405). Slps and audiologist benefit from the ability to call upon on anothers expertise. For example, an audiologist will see patients because the speech-language pathologist wishes to know if some aspect of a communication disorder is related to a hearing problem. Especially in the cases of young, language-delayed children, the identification of a hearing disorder may play a large role in (re)habilitation (Martin 405). Collaboration among specialists can r esult in the proper planning of remediation. An audiologist may notice a voice or articulation disorder directly related to the inability of a patient to discriminate sounds or to hear a particular frequency range. They would refer this patient to an SLP. An audiologist should be careful to state their regarding the effects of hearing loss on a patients speech but should refrain from specific recommendations regarding speech therapy. Professional boundaries and proper communication are used for the maximum benefit of collaboration on each patients care. ReferencesAmerican Speech-Language-Hearing Association. (2004). Scope of Practice in Audiology [Scope of Practice]. Available from www.asha.org/policy.American Speech-Language-Hearing Association. (2007). Scope of Practice in Speech-Language Pathology [Scope of Practice]. Available from www. asha.org/policy.Humes, Larry E., and Fred H. Bess. Audiology and communication disorders: an overview. Wolters Kluwer Lippincott Williams ; Wilkins, 2014. Kushla, Karen J. Unite 1a: The Communication Chain. Kean University CDD 3259 Powerpoint LectureMartin, Frederick N., and John Greer Clark. Introduction to audiology. Pearson Education, Inc., 2019. Planning Your Education in Communication Sciences and Disorders. Averican Speech-Language-Hearing Association, American Speech-Language-Hearing Association, www.asha.org/Students/Planning-Your-Education-in-CSD/.