Praxis SLP 5331 cheat sheet

ASHA certification maintenance requires 30 certification maintenance hours (CMHs) per 3-year maintenance interval, including at least 1 CMH in ethics.

The ASHA Code of Ethics is organized into four Principles of Ethics (I-IV); Principle I addresses responsibility to persons served, and each principle is supported by enforceable rules.

IDEA Part B: after parental consent, the initial full and individual evaluation is completed within 60 days (or the state-established timeline), eligibility is determined within 30 days of evaluation, the IEP is reviewed at least annually, and reevaluation occurs at least every 3 years.

IDEA Part C covers children birth to age 3 through an Individualized Family Service Plan (IFSP), delivered in natural environments and reviewed at least every 6 months.

Section 504 of the Rehabilitation Act of 1973 applies to any program receiving federal funds and provides accommodations; IDEA additionally provides specialized instruction and procedural safeguards.

FERPA governs the privacy of education records held by schools; HIPAA governs protected health information held by covered health care entities.

Evidence-based practice integrates the best available research evidence, clinician expertise, and client/patient values and preferences; all three components are required.

ASHA certification (CCC) and state licensure are separate credentials; independent practice requires state licensure, and many employers also require the CCC.

SLP scope of practice covers speech, language, social communication, cognitive-communication, voice, fluency, and swallowing across the lifespan; hearing and balance disorders fall within audiology scope.

Screening identifies risk and the need for further evaluation; it never establishes a diagnosis or eligibility.

Sensitivity = true positives / (true positives + false negatives); specificity = true negatives / (true negatives + false positives). High sensitivity suits screening because it minimizes missed cases.

Score metrics: standard score mean 100, SD 15; scaled score mean 10, SD 3; T-score mean 50, SD 10; z-score mean 0, SD 1; percentile rank is the percentage of the norm group scoring at or below that score.

Standard error of measurement: SEM = SD x square root of (1 - reliability). Confidence intervals around an obtained score are approximately +/-1 SEM (68%), +/-1.64 SEM (90%), and +/-1.96 SEM (95%).

Standard scores falling 1.5 to 2.0 SD below the mean are commonly used as eligibility cutoffs, but eligibility decisions must be corroborated with functional, contextual, and classroom data.

Language difference versus disorder: evaluate both languages, document exposure history and dialect features, use bilingual examiners or trained interpreters, and avoid scoring dialect-appropriate forms as errors.

Age-equivalent and grade-equivalent scores are ordinal, do not represent equal intervals, and cannot be averaged or used to quantify change over time.

Dynamic assessment (test-teach-retest) quantifies modifiability and learning potential, reducing cultural and linguistic bias relative to static norm-referenced testing alone.

Instrumental swallowing assessment: the modified barium swallow study uses videofluoroscopy to view all swallow phases and airway protection; FEES uses endoscopy without radiation but cannot directly view the oral or esophageal phases.

A behaviorally written goal specifies the target behavior, the conditions or context, the criterion (accuracy, level, or consistency), and the measurement method; objectives are shorter-term benchmarks toward the goal.

Treatment intensity has four parameters: dose (teaching episodes per session), dose frequency (sessions per week), dose form (task/activity type), and total intervention duration.

Service delivery exists on a continuum: pull-out, classroom-based/push-in, consultative, and co-teaching models; the least restrictive setting that supports progress is preferred.

Prompting follows a least-to-most hierarchy (natural cue, verbal, model, visual, physical), with systematic fading to prevent prompt dependence.

Generalization is programmed by training multiple exemplars, varying stimuli, settings and communicative partners, thinning reinforcement to natural contingencies, and training caregivers or teachers.

Fluency treatment divides into fluency shaping (easy onset, light articulatory contact, slowed rate, continuous phonation) and stuttering modification (desensitization, cancellation, pull-out, preparatory set).

IDDSI framework: liquids are levels 0 (thin) through 4 (extremely thick); foods are levels 3 through 7. Level is verified by syringe flow test for liquids and fork/spoon pressure tests for foods.

Dismissal decisions rest on documented data showing the skill is established and carried over to daily contexts, not on session attendance or a fixed number of visits.

AAC intervention prioritizes core vocabulary (small set of high-frequency words usable across contexts) over fringe vocabulary, with an access method matched to the user's motor and sensory abilities.