Praxis SLP 5331 flashcards

32 cards. Read the term and the definition here. The deck at the top of this page is optional.

ASHA certification maintenance requirement

ASHA-certified SLPs must earn 30 certification maintenance hours (CMHs) every 3-year maintenance interval, including at least 1 CMH in ethics.

Evidence-based practice triad

EBP integrates the best available research evidence, clinician expertise, and client/patient values and preferences when making clinical decisions about assessment and treatment.

IDEA Part B evaluation timeline

Once a parent gives written consent, the school must complete the initial full and individual evaluation within 60 days, unless the state has established a different timeframe.

IDEA reevaluation interval

A student with a disability must be reevaluated at least once every three years, unless the parent and the school district agree that reevaluation is unnecessary.

Section 504 eligibility

Section 504 of the Rehabilitation Act protects people with a physical or mental impairment that substantially limits a major life activity in programs receiving federal funds.

FERPA purpose

The Family Educational Rights and Privacy Act protects the privacy of student education records and gives parents rights to inspect, review, and request amendment of those records.

Code of Ethics organization

The ASHA Code of Ethics is organized into four Principles of Ethics (I-IV), each supported by rules describing specific professional obligations and prohibited conduct.

SLP scope versus audiology scope

SLPs evaluate and treat speech, language, social communication, cognitive-communication, voice, fluency, and swallowing disorders; hearing, balance, and auditory processing testing belong to audiology.

SLPA supervision responsibility

The supervising ASHA-certified SLP retains full legal and ethical responsibility for all services delivered and must document ongoing, adequate supervision of the assistant's work.

Sensitivity of a screening

Sensitivity is the proportion of people who truly have a disorder and are correctly identified by the test: true positives divided by all true cases.

Specificity of a screening

Specificity is the proportion of people without the disorder who are correctly identified as unaffected: true negatives divided by all true non-cases.

Standard score mean and SD

Most norm-referenced communication tests report standard scores with a mean of 100 and a standard deviation of 15, so 85 is one SD below the mean.

Standard error of measurement formula

SEM equals the test's standard deviation multiplied by the square root of one minus the reliability coefficient; it estimates the error band around an obtained score.

Ninety-five percent confidence interval

A 95% confidence interval is approximately the obtained score plus or minus 1.96 standard errors of measurement, giving the likely range of the true score.

Criterion-referenced test

A criterion-referenced test compares performance to an absolute skill standard rather than to the performance of a normative peer group, making it useful for goal writing.

Dynamic assessment purpose

Dynamic assessment uses a test-teach-retest format to measure learning potential and modifiability, helping separate language difference from language disorder in diverse learners.

BICS and CALP

Cummins described basic interpersonal communication skills as context-embedded and acquired in about two years, while cognitive academic language proficiency takes five to seven years.

Percentile rank meaning

A percentile rank indicates the percentage of the normative sample scoring at or below a given score; it is not the percentage of test items answered correctly.

Percent consonants correct

PCC divides correctly produced consonants by total consonants attempted and multiplies by 100; lower percentages indicate more severe speech sound involvement.

Age-equivalent score limitation

Age equivalents are ordinal scores with unequal intervals; they cannot be averaged, compared across tests, or used to quantify progress over time.

MBSS versus FEES

The modified barium swallow study uses videofluoroscopy to view oral, pharyngeal, and esophageal phases with radiation; FEES uses endoscopy to view pharyngeal and laryngeal function without radiation.

Dose in treatment intensity

Dose is the number of teaching episodes or trials delivered within a session; dose frequency, dose form, and total intervention duration are separate intensity parameters.

Fluency shaping techniques

Fluency shaping establishes fluent speech using easy onset, light articulatory contact, slowed rate, and continuous phonation, then gradually transfers the new speech pattern to everyday settings.

Stuttering modification techniques

Stuttering modification reduces fear and struggle through desensitization, cancellation, pull-outs, and preparatory sets rather than attempting to eliminate all stuttering moments.

LSVT LOUD target population

LSVT LOUD is an intensive amplitude-based voice treatment developed for hypokinetic dysarthria in Parkinson disease, emphasizing loud phonation and calibration of vocal effort.

Cycles approach

The cycles approach targets one phonological pattern at a time in cycles, moving to a new pattern each cycle and recycling untreated patterns until they emerge in spontaneous speech.

Minimal pairs treatment

Minimal pairs therapy uses word pairs that differ by a single phoneme to teach that sound changes meaning, often for children with consistent phonological substitutions.

Milieu teaching strategies

Milieu teaching arranges the environment and uses modeling, mand-model, time delay, and incidental teaching to prompt child-initiated communication in natural settings.

Recast as language facilitation

A recast restates a child's utterance with corrected grammar or added complexity while preserving the intended meaning, providing an implicit model without requiring imitation.

IDDSI liquid levels

IDDSI liquid levels run from 0 (thin) through 1 slightly thick, 2 mildly thick, 3 moderately thick, and 4 extremely thick, verified by a syringe flow test.

Core vocabulary in AAC

Core vocabulary is a small set of high-frequency words used across many contexts, while fringe vocabulary is the much larger set of context-specific words.

Least-to-most prompting

Least-to-most prompting begins with the least intrusive cue and increases support only as needed, promoting independence and reducing prompt dependence in learners.