presented by Sarah Baar, MA, CCC-SLP
Financial: Sarah Baar receives compensation from MedBridge for this course. She is the owner of Honeycomb Speech Therapy, LLC which sells therapy materials for-profit. Nonfinancial: Sarah Baar has no competing nonfinancial interests or relationships with regard to the content presented in this course.
Satisfactory completion requirements: All disciplines must complete learning assessments to be awarded credit, no minimum score required unless otherwise specified within the course.
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Sarah Baar, MA, CCC-SLP
Sarah is a speech-language pathologist working in Grand Rapids, Michigan. She's had the opportunity to work in many settings across the continuum, including acute care, acute rehab, home and community, and outpatient therapy, as well as being involved in various leadership projects. In 2016, she started the Honeycomb Speech Therapy website and blog, currently with…
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1. Person-Centered Care and Best Practices in Assessment
This chapter will compare and contrast the best practice recommendations for assessment with a traditional medical model approach (use of standardized tests alone).
2. Key Components of Nonstandardized Assessment
This chapter will describe and use case examples for three key components of a person-centered, nonstandardized assessment.
3. Case Example
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.
4. How Do Standardized Test Scores Fit In?
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.
5. Functional Goal-Setting
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.
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