Professional Communication in Speech-Language Pathology: How to Write, Talk and Act Like a Clinician

In this practical textbook, now in its second edition, the authors introduce student clinicians to the various types of written and verbal communication they will encounter across three different clinical settings: university clinics, medical settings, and public schools. The text is written in a student-friendly manner, with appendices that provide examples of correspondence, diagnostic and treatment reports from all three settings, a professional term generator, and IEP paperwork. Chapters cover verbal interactions with families, allied professionals, and supervisors. Also included are scenarios written in the form of vignettes that address issues of ethics, confidentiality, and safeguarding clinical communications. For the second edition, the authors have added a new chapter on working with multicultural clients and their families.The second edition also includes expanded coverage of: Basic counseling of families, caregivers, and patients with regard to diagnostic results, recommendations, referrals, therapy goals, home programs, and progress Chart of common grammatical errors Writing measurable short-term objectives Diagnostic Protocols Documentation of data collection and cueing hierarchies Short and long-term graphing examples Report examples to include prognoses Certification procedures to become licensed in speech-language pathology Appendix of medical abbreviations

Table of Contents:
Preface Section I: Introduction to Professional Communication, Clinical Practicum Sites, and Ethics Chapter 1: The Nature of Professionalism and Professional Communication Chapter 2: Learning as They Change the Rules: The Many Faces of Clinical Practicum Chapter 3: Ethics, Confidentiality, and Safeguarding Clinical Communications Section II: Professional Written Communication Chapter 4: Diagnostic Reports Chapter 5: Documenting Treatment Planning: Goals, Objectives, Data, and Rationales Chapter 6: Short-Term Progress Reporting Chapter 7: Long-Term Progress Reports Chapter 8: Professional Correspondence Section III: Professional Verbal Communication Chapter 9: Interacting with Clients and Families Chapter 10: Interacting with Other Professionals Chapter 11: Interacting with Individuals from Diverse Backgrounds Chapter 12: Interacting with Supervisors Appendices A. Generator of Common Terms Used in Professional Communication B. Sample of University Clinic Diagnostic Report for Child Client C. Sample of University Clinic Diagnostic Report for Adult Client D. Example of a Communication Addendum from a Medical Facility E. Example of a Cognitive Addendum from a Medical Facility F. Example of a Dysphagia Addendum from a Medical Facility G. Example of an Eligibility Form Used in Public Schools H. Example of University Clinic Daily Treatment Plan I. List of Selected Acronyms Used in School Settings J. List of Selected Medical Abbreviations Used in Documentation K. Example of an IFSP Used in Preschool Settings L. Example of an IEP Used in Public School Settings M. Example of an Annual Goal Progress Report Form Used in Public Schools N. Example of University Clinic Long-Term Treatment Report O. Writing Measurable Goals and Objectives P. Example of a Long-Term Care Facility Progress Report Q. Examples of Data Sheets R. Examples of SOAP notes S. Examples of Long-Term Graphs

About the Author :
A. Embry Burrus, MCD Embry Burrus is an Associate Clinical Professor in speech-language pathology at Auburn University. Her areas of interest include children with developmental delay, children and adults who stutter, and supervision. She is also the author of Mama and Margaret, a memoir about her older sister with Down syndrome. Before becoming a clinical professor, she practiced in Atlanta, Georgia, where she worked with children in the public schools, Head Start, and Early Intervention. Laura Willis, M.C.D. Laura B. Willis is a certified Speech-Language Pathologist and an Assistant Clinical Professor at Auburn University in Alabama.