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OverviewThe ASHA Code of Ethics requires individuals to provide all services competently, which includes documentation of services rendered. Research from a range of professions and educational establishments in the communication sciences and disorders across the USA has clearly indicated the shortcomings and fallibilities of students and clinicians in their ability to write formally, correctly, and clearly. Whether medical reports, chart notes, or diagnostic evaluations--even a piece written for an oral presentation--much of what you write can become a legal document that may be used in court. Furthermore, if documentation is incomplete or incorrect, then third party payers, such as insurance companies, may withhold payment. This book helps you to understand what to do, what not to do, what to avoid, and how to address various writing problems encountered. It aims to show that learning to be a better professional writer does not have to be drudgery, and uses humor and anecdotal material, plus self-test questions to help illustrate issues under discussion. The authors commence with coverage of aspects of language from punctuation, through abbreviations, to cultural issues, going on, in a chapter on evidence-based writing, to provide strategies to answer the why? (rather than just the what? and the how? ) questions about professional writing. A review of the ASHA Code of Ethics precedes the important issue of uses and abuses of the Internet resources, as well as library resources, from collections to copyright and plagiarism. Comprehensive coverage is given to the diagnostic report, in which the authors specify and describe five rules for diagnosis, continuing with guidelines for writing diagnostic reports in speech-language pathology and audiology that include specific instructions and examples for diagnostic protocols and report formats. Coverage of clinical reports and referrals includes templates and samples of a treatment plan, progress report, and chart note, as well as forms of professional correspondence. Also reviewed are issues in clinical writing related to terminology, ethics, and software. The book concludes with strategies for developing a professional portfolio, preparing a resume, and writing a cover letter, and features an analysis of multiple-choice tests, those used in the Praxis II exam as well as those prepared by course instructors. Unique and much needed, this is the only book to cover the whole spectrum of the communication sciences and disorders in a modern and approachable form. For any clinician, student, or instructor, it delivers a template for personal/professional self-development. Furthermore, it will prove to pay for itself many times over in aiding time-saving, accuracy, expediency in claims, and avoidance of damaging legal actions. Full Product DetailsAuthor: Robert Goldfarb , Yula Cherpelis SerpanosPublisher: Plural Publishing Inc Imprint: Plural Publishing Inc Dimensions: Width: 21.60cm , Height: 1.30cm , Length: 27.90cm Weight: 0.358kg ISBN: 9781597561754ISBN 10: 1597561754 Pages: 264 Publication Date: 01 May 2009 Audience: College/higher education , Undergraduate , Postgraduate, Research & Scholarly Format: Paperback Publisher's Status: Active Availability: In Print  This item will be ordered in for you from one of our suppliers. Upon receipt, we will promptly dispatch it out to you. For in store availability, please contact us. Table of Contents1: Getting Started Introduction Beginnings of Speech-Language Pathology Beginnings of Audiology Writing Rules Target skills: apostrophes, possessives, and plurals; euphemisms, political correctness, use of adjectives as nouns About The Deaf Community And Hearing Impairment Target skills: punctuation, capital letters; s/he and [s]he, gender neutral; archaic and stilted usage, American spelling; noun-pronoun, subject-verb, and tense agreement; relative or nonessential clauses; reducing redundancy and hyperbole; parallelism; abbreviations; definite, specific, concrete language; numbers and numerals, Arabic and Roman numerals; say what the client does, not what the client is Exercises 2: Evidence Based Writing Scientific Method Empirical Verification Operational Definition Controlled Observation Statistical Generalization Empirical Confirmation Scientific Method vs. Common Sense Psychological Verification Verbal Definition Uncontrolled Observation Overgeneralization Psychological Confirmation Scientific Method and Pseudoscience Evaluation of Students' Evidence-Based Writing in Speech-Language Pathology Exercises 3: Ethics of Professional Writing The ASHA Code of Ethics Principle of Ethics I Individuals shall honor their responsibility to hold paramount the welfare of persons they serve professionally Principle of Ethics II Individuals shall honor their responsibility to achieve and maintain the highest level of professional competence. Principle of Ethics III Individuals shall honor their responsibility to the public by promoting public understanding of the professions, by supporting the development of services designed to fulfill the unmet needs of the public, and by providing accurate information in all communications involving any aspect of the professions Principle of Ethics IV Individuals shall honor their responsibilities to the professions and their relationships with colleagues, students, and members of allied professions. Individuals shall uphold the dignity and autonomy of the professions, maintain harmonious interprofessional and extraprofessional relationships, and accept the professions' self-imposed standards. Health insurance Portability and Accountability Act of 1996 (HIPAA) The Institutional Review Board IRB) The Belmont Report National Institutes of Health (NIH) Training Course Appendix: IRB Research Review Forms Exercises 4: Using Internet Resources What Is the Internet? Syntax, Semantics, and Jargon Uses and Abuses Citing References from the Internet Evaluating Internet Sources for Professional Writing Exercises 5: Using Library Resources History of the Library Collections Books Scholarly Journals Audio-Visual Materials Microforms Services The Organization of Information: Catalogs and Databases Conducting a Search Interlibrary Loans / Reciprocal Library Privileges Reference Services Librarians Reference Tools Research Guides Reserve Items Course Packs Copyright Material Plagiarism Citing References from Print Books and Journals Exercises 6: Writing for Oral Presentation Preparing the Oral Presentation Developing the Speech Outlining the Presentation Delivering the Oral Presentation Computer-Generated Presentations Creating Computer-Generated Presentations Factors in Effective Speech Delivery Tips for Delivering the Speech Sample Computer-Generated Presentation Exercises 7: The Diagnostic Report Diagnostic Labeling Threats to Accurate Diagnosis Rules for Diagnosis RULE #1: Say What The Client Does, Not What The Client Is. In other words, report behaviors and limit the number of diagnostic labels. RULE #2: Be an Educated Consumer Of Tests And Measures. While the doctorate is generally seen as the degree associated with the production of research, all audiologists and speech-language pathologists must understand research methodology. RULE #3: Beware of 'Clinicese'. Clients may exhibit behaviors in the clinic which they do not generalize outside of the speech and hearing center. RULE #4: Do Differential Diagnosis When Appropriate. Diagnostically related groups (sometimes abbreviated as DRGs) often present similar audiometric and/or language profiles. RULE #5: Obey the Limits of Our Scope of Practice. Provide diagnostic labels that relate to the communicative disorder, not the medical cause. Writing the Diagnostic Report The Logic of Report Writing The Diagnostic Report Format Guidelines for Writing Diagnostic Reports in Speech-Language Pathology and Audiology Writing Aspects Format Sections of the Diagnostic Report Report Drafts Writing the History Diagnostic Report Format - Speech and Language Diagnostic Protocol Worksheet - Speech and Language Diagnostic Report Format - Audiology Diagnostic Protocol Worksheet - Audiology Exercises 8: Clinical Reports and Referrals Informed Consent and Permission Justification Informed Consent Form Permission Form Types of Professional Reports Treatment Plan Progress Report Guidelines for Writing Progress Reports in Speech-Language Pathology Progress Report: Writing Style Worksheet Edited Progress Report in Speech-Language Pathology Audiogram Form Report Example of Audiogram Report Form Medical Chart Logs/Reports Log Note in Speech-Language Pathology Log Note in Audiology Professional Correspondence Professional Referrals/Sending Reports Letters to Professionals Cover Letter Format Example Cover Letter for Speech-Language Pathology Report Example Cover Letter for Audiology Report Example Letter Report: Audiology Correspondence via Electronic Media 9: Writing For Professional Advancement Resumes Resume Example for Speech-Language Pathology Resume Example for Audiology Cover Letters for Resumes Resume Cover Letter Format Sample Resume Cover Letter Portfolios Checklist of Clinical Work in Audiology Checklist of Clinical Work in Speech-Language Pathology Multiple Choice Tests Exercises: Examples of Multiple-Choice QuestionsReviewsAuthor InformationRobert Goldfarb, Ph.D., Fellow, ASHA, is Professor and Program Director of Communication Sciences and Disorders at Adelphi University and Emeritus Professor of Speech and Hearing Sciences at Lehman College and The Graduate Center, CUNY, where he was also Executive Officer. He has published extensively in the areas of adult aphasia, the language of dementia, and the language of schizophrenia, and is also co-author of two tests: The Stocker Probe for Fluency and Language (1995) and Time-Altered Word Association Tests (TAWAT, 2012). He edited and contributed chapters to Ethics: A Case Study From Fluency (2006) and Translational Speech-Language Pathology and Audiology (2013), and is co-author of Techniques for Aphasia Rehabilitation Generating Effective Treatment (TARGET, 1995), Professional Writing in Speech-Language Pathology and Audiology (2009), Professional Writing in Speech-Language Pathology and Audiology Workbook (2011), and Language and Motor Speech Disorders in Adults, 3rd ed. (2012). Dr. Serpanos, is Associate Professor of Audiology in the Communication Sciences and Disorders program at Adelphi University and the Long Island Doctor of Audiology (AuD) Consortium. She has over twenty years of clinical experience and fourteen years of university teaching experience at the undergraduate, graduate, and doctoral levels. Dr. Serpanos has several publications in the areas of behavioral loudness growth assessment and estimation using electrophysiologic auditory measures, and in preschool audiologic screening. Tab Content 6Author Website:Countries AvailableAll regions |
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