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Person-Centered Care in Speech Therapy for Adults

Learn about specific tools, ideas, and actions you can take to implement a person-centered care approach in speech therapy with adults.

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About this Certificate Program

This certificate program expands your understanding of person-centered care through specific tools and examples that span the clinical process. You’ll leave with real-life examples and tools that will help you understand how (and why) to implement person-centered actions into assessment, goal setting, treatment, and home programs for adults in speech therapy.

Target Audience

Speech-language pathologists working with adults in various settings, including acute care, inpatient rehab, skilled nursing facilities, outpatient therapy, home health, private practice, and long-term care.

Goals & Objectives

  • Highlight key concepts in person-centered care and clinical actions that reflect these concepts
  • Utilize holistic assessment tools that efficiently help the SLP understand a client’s meaningful needs
  • Implement patient-reported outcome measures and use for meaningful goal setting
  • Explain how treatment time can reflect patient values and be personalized to client needs

What's Included in the Certificate Program

Accredited Online Courses*

12 hours of online video lectures and patient demonstrations.

Case Study Interviews

Recorded Q&A sessions between instructors and practice managers.

Interactive Learning Assessments

Case-based quizzes to evaluate and improve clinical reasoning.

Section 1: Assessment

1 Chapters

Person-Centered Approach for Assessment of Adult Neurogenic Disorderskeyboard_arrow_down

  • Person-Centered Care and Best Practices in AssessmentChapter 1

    This chapter will compare and contrast the best practice recommendations for assessment with a traditional medical model approach (use of standardized tests alone).

  • Key Components of Nonstandardized AssessmentChapter 2

    This chapter will describe and use case examples for three key components of a person-centered, nonstandardized assessment.

  • Case ExampleChapter 3

    This chapter is a case study with a video example of person-centered assessment. This case example demonstrates where a nonstandardized assessment fits in the overall clinical flow.

  • How Do Standardized Test Scores Fit In?Chapter 4

    This chapter will review philosophy and goals behind choosing standardized testing, including speaker recommendations for tests that include more than impairment level results. Insurance coverage will also be addressed.

  • Functional Goal-SettingChapter 5

    This chapter will describe three frameworks that can be used to create functional, measurable goals, in contrast to nonrelevant medical goals. In order to write successful goals that include person-centered outcomes, SLPs may need to broaden how or what they measure. Workbook activities or generic goals can be tempting because they are easy to quantify. This section will make a case for consideration of multiple factors that can be measured or quantified to show improvement during the course of therapy, using a functional context and evidence-based frameworks. It will also include goal examples for neurological disorders, by setting.

  • View full course details »

Section 2: Treatment

3 Chapters

Close The Game Closet: Evidence & Tools for a Person-Centered Approach for Treatment of Adult Neurogenic Disorders (Recorded Webinar)keyboard_arrow_down

  • What is Person-Centered Care?Chapter 1

    We often hear about “person-centered care,” “functional therapy,” and “practicing at the top of our license.” This section will describe what exactly person-centered care means and why it is vitally important for our field of speech pathology in the future.

  • Person-Centered Care and the Health Care ReformChapter 2

    This section will briefly summarize the research that shows how person-centered care supports meeting the goals of the “Triple Aim.” As SLPs, we can use this knowledge to provide best-practice therapy for our patients and also support the larger goals of the health systems in which we work.

  • Discovering Functional NeedsChapter 3

    Discovering functional needs of the patient in an efficient way is vital to creating a therapy plan that is person-centered. The previous medical model did not emphasize this skill. This section will describe tools and ideas to assist with discovering functional needs that matter to the unique patients you treat.

  • Using Evidence-Based Language Interventions to Meet Functional NeedsChapter 4

    Research has shown that many language interventions do not carry over to novel vocabulary or contexts. In other words, playing Scrabble will not improve word-finding for telephone conversations! This section looks at how we can use evidence-based language treatments, as well as personally-relevant vocabulary and context, to meet functional language needs.

  • Using Evidence-Based Cognitive Interventions to Meet Functional NeedsChapter 5

    Best practice guidelines support that training for attention, problem-solving, and memory skills needs to be completed in-context and is not likely to generalize from rote drills. In other words, playing solitaire will not help someone improve with medication management skills! This section will look at how we can use evidence-based cognitive interventions, with personally-relevant context, to meet meaningful outcomes for our unique patients.

  • Putting It All TogetherChapter 6

    A person-centered care approach may be a new and different approach for many practicing SLPs. This section shares a simple “formula” to keep this approach useable and adaptable across many settings and patients.

  • Case Example/Video and DiscussionChapter 7

    This section contains a patient and spouse interview looking at their perspectives on the speech therapy they received following a stroke, and how they felt it assisted their real-life goals. Following the video, a discussion will review missed opportunities and how a person-centered approach may have been helpful.

  • Therapy “Makeover” PracticeChapter 8

    In order to shift to a person-centered care approach, one must first be able to recognize therapy interventions that are not person-centered. This section will compare and contrast medical model treatment interventions with person-centered care interventions, allowing opportunities for listeners to “makeover” game therapy materials to be more person-centered.

  • Current Challenges and Solution-Oriented IdeasChapter 9

    There are some challenges to implementing person-centered care with ease in every setting. This section will address challenges as well as solution-oriented ideas to address those challenges.

  • Question and Answer SessionChapter 10

    This chapter is a viewer-submitted question and answer session facilitated by Sarah Baar.

  • View full course details »

Why and How to Practice Real-Life Activities in Speech Therapy (Recorded Webinar)keyboard_arrow_down


Creating Functional Home Programs in Adult Rehabkeyboard_arrow_down

  • The Current Status of Home ProgramsChapter 1

    This chapter identifies current tools, and patient reactions to traditional speech therapy home programs. The discrepancy between this approach and person-centered care will be introduced. We will look at what the evidence says for why we assign home programs and what components those home programs should include.

  • Person-Centered Care as a SolutionChapter 2

    This chapter introduces person-centered care as a definition and describes the evidence for using this type of approach. A model workflow for using a person-centered approach in a home program will be discussed.

  • Tools for a Person-Centered Home ProgramChapter 3

    An SLP may desire to provide more functional, person-centered home programs yet be unsure about how to begin. In this chapter, simple tools will be shared that can be used to set up measurable, functional homework.

  • Case Study: Two ApproachesChapter 4

    This chapter includes a video that compares and contrasts a patient’s home program with both a medical model and a person-centered model.

  • Reimagining Home Programs With a Person-Centered ApproachChapter 5

    How can we use our knowledge about person-centered care to create a more meaningful and effective home program? This chapter includes includes ideas for functional home programs across the continuum. Examples from acute care, home health, subacute rehab, and outpatient therapy are included. These examples will be contrasted with a traditional medical model approach.

  • View full course details »

Section 3: Documentation

1 Chapters

The Forest or the Trees: Goals and Documentation in Adult Rehabkeyboard_arrow_down


Section 4: Outcome Measures

1 Chapters

Meaningful Goals Just Got Easier: Patient-Reported Outcome Measures (Recorded Webinar)keyboard_arrow_down


Section 5: Patient Relationship

1 Chapters

Supporting Patient Relationships by Reflecting Patient Values: Five Ideaskeyboard_arrow_down

Sarah Baar


CEU Approved

12 total hours* of accredited coursework.
MedBridge accredits each course individually so you can earn CEUs as you progress.

      Our clinic could not be happier with MedBridge.

Amy Lee, MPT, OCS
Physical Therapy Central

       MedBridge has allowed us to create a culture of learning that we were previously unable to attain with traditional coursework.

Zach Steele, PT, DPT, OCS
Outpatient Physical Therapy & Rehabilitation Services

    MedBridge has created a cost-effective and quality platform that is the future of online education.

Grant R. Koster, PT, ATC, FACHE
Vice President of Clinical Operations, Athletico Physical Therapy

Frequently Asked Questions

Do I get CEU credit?
Each course is individually accredited. Please check each course for your state and discipline. You can receive CEU credit after each course is completed.

When do I get my certificate?
You will receive accredited certificates of completion for each course as you complete them. Once you have completed the entire Certificate Program you will receive your certificate for the program.

*Accreditation Hours
Each course is individually accredited and exact hours will vary by state and discipline. Check each course for specific accreditation for your license.

Do I have to complete the courses in order?
It is not required that you complete the courses in order. Each Certificate Program's content is built to be completed sequentially but it is not forced to be completed this way.

How long do I have access to the Certificate Program?
You will have access to this Certificate Program for as long as you are a subscriber. Your initial subscription will last for one year from the date you purchase.

Sample Certificate

Sample Certificate

Complete this series to receive your certificate.

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Certificate Program
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