CCC-SLP cheat sheet

ASHA Certification Standards (2020) require a graduate degree, supervised clinical practicum, Praxis Subject Assessment pass, and completion of the CF experience before CCC-SLP is awarded.

The Certificate of Clinical Competence in Speech-Language Pathology requires 36 weeks of full-time (or equivalent part-time) Clinical Fellowship under a mentor holding current CCC-SLP.

ASHA Code of Ethics (2023) Principle of Ethics I: hold paramount the welfare of persons served; Principle II: achieve and maintain competence; Principle III: responsibility to the public; Principle IV: responsibilities to the profession.

Scope of practice for SLPs includes screening, assessment, diagnosis, treatment, prevention, advocacy, education, administration, and research across the lifespan.

HIPAA Privacy Rule protects individually identifiable health information; FERPA governs education records; both may apply to school-based services and require separate analyses.

IDEA (2004) Part B entitles children 3–21 to a free appropriate public education (FAPE) with services in the least restrictive environment (LRE); Part C covers infants and toddlers 0–3 through IFSPs.

Supervision of SLP assistants requires the supervising SLP to hold current CCC-SLP, complete required continuing education in supervision, and ensure assistants do not perform diagnosis or treatment planning.

Informed consent must include risks, benefits, alternatives, right to refuse, and be documented; surrogate consent applies for minors or adults lacking capacity.

Sensitivity = true positives / (true positives + false negatives); specificity = true negatives / (true negatives + false positives). High sensitivity reduces missed cases; high specificity reduces over-identification.

Standard scores have mean 100 and SD 15; scaled scores mean 10 SD 3; T-scores mean 50 SD 10; z-scores mean 0 SD 1. Convert between them using (score − mean) / SD.

A score 1.5 SD below the mean (standard score ≤ 78 or T ≤ 35) commonly qualifies as significantly below average for eligibility decisions.

Standard error of measurement (SEM) = SD × √(1 − reliability). Confidence intervals around an obtained score use SEM × z (1.96 for 95%).

Dynamic assessment measures modifiability and learning potential using a test–teach–retest paradigm, reducing cultural and linguistic bias.

Language sample analysis should include at least 50–100 complete and intelligible utterances; compute MLU, NDW, TNW, and use SALT conventions for transcription.

Criterion-referenced measures compare performance to a defined standard rather than a norm group; norm-referenced measures compare to a standardization sample.

Differential diagnosis of speech sound disorders requires examination of error patterns, stimulability, phonological processes, and consistency across contexts before assigning a subtype.

SMART goals are Specific, Measurable, Achievable, Relevant, and Time-bound; baseline data must be recorded before intervention begins.

Evidence-based practice integrates best available research, clinical expertise, and client values and preferences (Sackett framework).

Response to intervention (RTI) uses tiers: Tier 1 universal instruction, Tier 2 targeted small-group, Tier 3 intensive individualized; SLPs may consult or provide services within tiers.

A cueing hierarchy typically progresses from least to most restrictive: verbal, visual, gestural, model, physical; data should record level of cueing required.

Treatment intensity is the product of session frequency, session duration, and total duration; dose is the number of teaching episodes per session.

Progress monitoring should occur at least every 4–6 weeks with repeated measures; decisions to continue, modify, or discharge are based on trend line and goal attainment scaling.

Generalization strategies include training multiple exemplars, using naturalistic contexts, teaching self-monitoring, and involving communication partners.

AAC decision-making considers receptive language, motor access, sensory abilities, communication needs, and partner support; a trial period with data collection precedes device selection.

Aphasia classification: Broca's (nonfluent, impaired repetition, good comprehension), Wernicke's (fluent, impaired comprehension and repetition), conduction (fluent, impaired repetition, good comprehension), global (all impaired).

Dysarthria types: flaccid (LMN, hypernasality, breathiness), spastic (UMN, strained-strangled), ataxic (cerebellar, irregular), hypokinetic (basal ganglia, Parkinson's, reduced amplitude), hyperkinetic (involuntary movements).

Child language milestones: first words ~12 months, 50-word vocabulary and two-word combinations ~18–24 months, 200 words and simple sentences by 24 months.

Speech sound acquisition: /p, b, m, n, w, h/ by age 3; /k, g, f, t, d, ng/ by 4; /s, z, l, r, v/ by 6–8; late sounds include /θ, ð, ʒ, dʒ/.

Phonological processes persisting past age 3–4 (e.g., final consonant deletion, cluster reduction, fronting) warrant evaluation.

Autism spectrum disorder diagnosis requires deficits in social communication and restricted/repetitive behaviors per DSM-5-TR, with severity levels 1–3.

Stuttering: developmental stuttering typically emerges 2–5 years; risk factors include family history, male sex, late onset, and persistent >12 months.

Dementia of the Alzheimer's type presents with early anomia and episodic memory loss; primary progressive aphasia is a neurodegenerative language disorder distinct from stroke aphasia.

Dysphagia phases: oral preparatory, oral transit, pharyngeal, esophageal; aspiration may be silent with no cough reflex.

Signs of aspiration include coughing, choking, wet or gurgly voice, throat clearing, and unexplained fever; instrumental assessment (VFSS or FEES) confirms.

Penetration–Aspiration Scale (Rosenbek, 1996) scores 1–8; score 1 = material does not enter airway; score 8 = silent aspiration.

IDDSI framework (2019) defines 8 levels (0–7) for foods and drinks; Level 0 thin, Level 1 slightly thick, Level 2 mildly thick, Level 3 moderately thick, Level 4 extremely thick.

MBSImP (Martin-Harris) rates 17 physiologic components of swallowing; it is a standardized VFSS rating tool.

Aspiration pneumonia risk factors include poor oral hygiene, dependent feeding status, and reduced cough reflex; oral care is a modifiable risk factor.

Pediatric feeding disorder involves impaired oral intake not consistent with age and may be classified by function: motor, sensory, behavioral, or medical.

The Chin-Down posture narrows the airway and widens the vallecula; the head-turn posture directs bolus to the stronger side.