ASHA. Supplement最新文献

From time to time, the Ethical Practice Board or the Council on Professional Ethics determines that members and certificate holders can benefit from additional analysis and instruction concerning a specific issue of ethical conduct. Issues in Ethics statements are intended to heighten sensitivity and increase awareness. They illustrate the Code of Ethics and are intended to promote thoughtful consideration of ethical issues. They may assist members and certificate holders engage in self-guided ethical decision-making. These statements do not absolutely prohibit or require specified activity. The facts and circumstances surrounding a matter of concern will determine whether the activity is ethical. This Issues in Ethics Statement replaces the previous one of the same title.

This technical report was prepared by the American Speech-Language-Hearing Association (ASHA) Ad Hoc Committee on Multiskilling: Brenda Adamovich, chair; Elise Davis-McFarland; William W. Green; and Arlene A. Pietranton, ex officio. Sandra R. Ulrich, 1993-1995 vice president for quality of service and John E. Bernthal, 1996-1998 vice president for quality of service, served as monitoring officers. The contributions of the Executive Board and select peer reviewers are gratefully acknowledged. Special thanks are extended to Michelle Ferketic and Kirsten Gardner for their assistance in editing this report. Technical reports provide information to members on special issues affecting the delivery of services and/or serve as a basis for the development of a position statement.

This scope of practice in speech-language pathology statement is an official policy of the American Speech-Language-Hearing Association (ASHA). It was developed by the Ad Hoc Committee on Scope of Practice in Speech-Language Pathology: Sarah W. Blackstone, chair; Diane Paul-Brown, ex officio; David A. Brandt; Rhonda Friedlander; Luis F. Riquelme; and Mark Ylvisaker. Crystal S. Cooper, vice president for professional practices in speech-language pathology, served as monitoring vice-president. The contributions of the editor, Jude Langsam, and select the widespread peer reviewers are grateful acknowledged. This statement supersedes the Scope of Practice, Speech-Language Pathology and Audiology statement (LC 6-89), Asha, April 1990, 1-2.

These guidelines are an official statement of the American Speech-Language-Hearing Association. They provide guidance on the training, credentialing, use, and supervision of one category of support personnel in speech-language pathology: speech-language pathology assistants. Guidelines are not official standards of the Association. They were developed by the Task Force on Support Personnel: Dennis J. Arnst, Kenneth D. Barker, Ann Olsen Bird, Sheila Bridges, Linda S. DeYoung, Katherine Formichella, Nena M. Germany, Gilbert C. Hanke, Ann M. Horton, DeAnne M. Owre, Sidney L. Ramsey, Cathy A. Runnels, Brenda Terrell, Gerry W. Werven, Denise West, Patricia A. Mercaitis (consultant), Lisa C. O'Connor (consultant), Frederick T. Spahr (coordinator), Diane Paul-Brown (associate coordinator), Ann L. Carey (Executive Board liaison). The 1994 guidelines supersede the 1981 guidelines entitled, "Guidelines for the Employment and Utilization of Supportive Personnel" (Asha, March 1981, 165-169). Refer to the 1995 position statement on the "Training, Credentialing, Use, and Supervision of Support Personnel in Speech-Language Pathology" (Asha, 37 [Suppl. 14], 21).

An array of inclusive service delivery models is recommended for the implementation of services to children and youths with communication disorders. Inclusive practices are intervention services that are based on the unique and specific needs of the individual, and provided in a context that is least restrictive. There are a variety of models through which inclusive practices can be provided, including a direct (pull-out) program, in classroom-based service delivery, community-based models, and consultative interventions. These models should be seen as flexible options that may change depending on student needs. The speech-language pathologist, in collaboration with parents, the student, teachers, support personnel, and administrators, is in the ideal position to decide the model or combination of models that best serves each individual student's communication needs. Implementation of inclusive practices requires consideration of multiple issues, including general education reform, cost effectiveness, and program efficacy. In addition, administrative and school system support, personnel qualifications, staff development, flexible scheduling, and the effects of inclusive practices on all learners need to be considered. At present, available research suggests guarded optimism for the effectiveness of inclusive practices. However, many critical questions have not yet been addressed and additional research is needed to assess the full impact of inclusive practices for students with communication disorders.

This scope of practice in audiology statement is an official policy of the American Speech-Language Hearing Association (ASHA). The document was developed by the ASHA Ad Hoc Committee on the Scope of Practice in Audiology and approved in 1995 by the Legislative Council (8-95). Members of the ad hoc committee include David Wark (chair), Tamara Adkins, J. Michael Dennis, Dana L. Oviatt, Lori Williams, and Evelyn Cherow (ex officio). Lawrence Higdon, ASHA vice president for professional practices in audiology, served as monitoring vice president. This statement supersedes the Scope of Practice, Speech-Language Pathology and Audiology statement (LC 6-89), Asha, April 1990, 1-2.

This report provides guidelines for the structure and function of interdisciplinary teams assembled for the delivery of clinical services to individuals with brain injury. Specifically, the report addresses issues concerning team membership, skills required of the team coordinator, and the processes that facilitate the attainment of team goals. These general suggestions are designed to give rehabilitation professionals and health care administrators some guiding principles for interdisciplinary teams involved in the clinical management of individuals with brain injury.

The Americans with Disabilities Act (enacted July 26, 1990) has brought into focus the need for removing barriers and improving accessibility of all buildings and facilities. It is clear that the definition of barrier must be expanded to include not only structural features that limit physical accessibility, but also acoustical barriers that limit access to communication and information. Acoustical interference caused by inappropriate levels of background noise and reverberation presents a barrier to learning and communication in educational settings and school-sponsored extracurricular activities, particularly for students with hearing loss or other language/learning concerns. ASHA has provided these guidelines and acoustical improvement strategies in order to assist communication-related professionals, teachers, school officials, architects, contractors, state education agencies, and others in developing the best possible learning environment for all students. Additional research on both the acoustical characteristics of learning environments and the communication requirements of learners is encouraged.