CETP-SLP common mistakes
CETP-SLP · Understand the traps and how to avoid them.
Diagnosing from a single sound or speech feature
Language background, development and multiple mechanisms can affect a production.
What to do instead
Use a suitable sample and the full differential rather than one isolated error.
Starting voice therapy despite unexplained persistent dysphonia
A structural or medical condition may need assessment first.
What to do instead
Arrange appropriate laryngeal medical evaluation and coordinate the treatment plan.
Calling a bilingual difference a disorder
A test in one less-experienced language may not represent the person’s abilities.
What to do instead
Assess relevant languages and contexts using appropriate interpretation and methods.
Providing an AAC device without partner support
Access, vocabulary, modeling and real communication opportunities affect use.
What to do instead
Trial the system and train partners within meaningful daily routines.
Using absence of cough as proof of safety
Aspiration can occur without an overt cough and bedside findings have limits.
What to do instead
Arrange the appropriate assessment and consider instrumental information where indicated.
Applying the same swallowing posture to every patient
The effect depends on the physiological pattern and actual ability.
What to do instead
Select and review strategies from the individual assessment and qualified care plan.
Reporting a modified test as fully standardized
Changed instructions or translation can invalidate the normative comparison.
What to do instead
Document modifications and use the observations without an unsupported standard-score interpretation.
Equating success in a clinic drill with everyday carryover
Partners, tasks and environments can change performance.
What to do instead
Measure relevant generalization and build practice in the actual settings.
Using US legal rules as Canadian requirements
Registration, privacy and educational frameworks differ by jurisdiction.
What to do instead
Check the actual Canadian regulator and legal authority for the proposed decision.
Accepting an unfamiliar procedure without competence
An order or a brief description does not establish procedural skill.
What to do instead
Seek appropriate supervision, training or referral and maintain safe care within competence.