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business communication process

Questions and Answers of Business Communication Process

Explain the impact that traumatic brain injury can have on language and academic performance and what can be done to support students with brain injury.
Describe the impact of neuromotor disorders on language development and educational performance and remediation methods that can be used.
Describe the language characteristics associated with visual impairments and the implications for teaching students with vision loss.
Describe the educational performance of students with hearing impairments and compare the advantages and disadvantages of various intervention techniques for children with hearing impairments.
Explain the impact of hearing impairments on the development of language and factors that influence the development of language in children with hearing loss.
Describe how sensory impairments have been defined and classified and changes in the identification and treatment of children with hearing impairments.
Describe intervention approaches that have been developed to help children with autism spectrum disorders develop their language and communication skills.
Describe the language and literacy characteristics of children with autism spectrum disorders.
Define autism and explain the major characteristics associated with autism spectrum disorders.
Describe evidence-based practices for assessing and enhancing the language and communication of students with emotional and behavioral disorders.
Identify literacy difficulties related to emotional and behavioral disorders.
Explain the relationship between emotional and behavioral disorders, language impairments, and literacy.
Describe the characteristics associated with students with emotional and behavioral disorders.
Identify appropriate instructional approaches for students with language-learning disabilities.
Identify the major language difficulties experienced by many students with learning disabilities and those with attention deficit hyperactivity disorder and the impact of language difficulties on
Explain the difficulties in defining learning disabilities and attention deficit hyperactivity disorder.
Discuss methods for enhancing the language and communication skills of individuals with intellectual disabilities.
Describe the specific language and communication characteristics of children with intellectual disabilities, factors related to language development, and the impact of language on the literacy skills
Explain the definition and causes of intellectual disabilities.
Explain the relationship between language development and the emergence of literacy skills.
Describe the stages of language development in the preschool years.
Describe the development of communicative skills during the prelinguistic stage of development and the role of parents and other caregivers in the development of early communicative interactions.
Describe the relationship between language development and literacy development in the school years and the implications for literacy development.
Describe the major language developments accomplished during the school years and the implications of language development in the school years for classroom instruction.
Describe the role that social interaction plays in language acquisition.
Explain the relationship between cognition and language.
Describe the physical structures and processes that underlie speech.
Explain the implications of language acquisition models for the teaching of language skills.
Describe the principles of contemporary models of language acquisition.
Describe the role of social interaction in language acquisition.
Explain the role of semantic knowledge in language acquisition.
Describe how the nativist model explains language acquisition.
Explain the principles of the behavioral model of language acquisition as well as its limitations.
Explain the concept of pragmatics and its application in communication.
Describe the challenges in developing rules for semantics.
Explain the rules that underlie syntax and recognize their application to sentence building.
Define the term morpheme and understand how to count morphemes in words.
Explain what a phoneme is and how to recognize it.
Describe the characteristics of language disorders.
Differentiate among speech, language, and communication and explain the characteristics of each.
Interaction and personal qualitiesa. Communicate effectively, recognizing the needs, values, preferred mode of communication, and cultural/linguistic background of the client/patient, family,
Interventiona. Develop setting-appropriate intervention plans with measurable and achievable goals that meet clients’/patients’ needs. Collaborate with clients/patients and relevant others in the
Evaluationa. Conduct screening and prevention procedures (including prevention activities).b. Collect case history information and integrate information from clients/patients, family, caregivers,
Principles, methods, and applications of acoustics (e.g., basic parameters of sound, principles of acoustics as related to speech sounds, sound/noise measurement and analysis, and calibration of
Adam is an SLP who works for a local public preschool. Whenever a new student is seen for a speech-language evaluation, Adam collects case history information, including medical information about the
Tom is an audiologist who works at a local teaching hospital that contracts with four skilled nursing facilities. In this contract, residents participate in audiological evaluations and follow-up,
Michelle is a speech-language pathologist (SLP) at a local rehabilitation center in a busy urban New England community. Because of ongoing expansion by the rehabilitation agency over the past 5
How will the decision make me feel about myself today and tomorrow?
In whose best interest is the decision?Will the decision be fair to all parties concerned?If yes, why? If not, why?
What courses of action can I take or recommend?Do I need outside consultation?Have I considered the social, cultural, and political impact of the consequences?Have I considered the short-term and
What evidence is provided by the parties involved?Whose evidence is most convincing?Is there a consistency in the facts?Have I heard all of the facts?What is acceptable practice in this situation?Who
What values are in conflict?Under these circumstances, what do I value the most?Will my feelings interfere with my judgment?
What is the problem/conflict/dilemma?Is it a professional violation, a legal violation, or both?
Individuals shall not discontinue service to those they are serving without providing reasonable notice.
Individuals whose professional services are adversely affected by substance abuse or other health-related conditions shall seek professional assistance and, where appropriate, withdraw from the
Individuals shall enroll and include persons as participants in research or teaching demonstrations only if their participation is voluntary, without coercion, and with their informed consent.
Individuals shall not charge for services not rendered, nor shall they misrepresent services rendered, products dispensed, or research and scholarly activities conducted.
Individuals shall not reveal, without authorization, any professional or personal information about identified persons served professionally or identified participants involved in research and
Individuals shall adequately maintain and appropriately secure records of professional services rendered, research and scholarly activities conducted, and products dispensed, and they shall allow
Individuals may practice by telecommunication (e.g., telehealth/e-health), where not prohibited by law.
Individuals shall not provide clinical services solely by correspondence.
Individuals shall not guarantee the results of any treatment or procedure, directly or by implication; however, they may make a reasonable statement of prognosis.
Individuals shall evaluate the effectiveness of services rendered and of products dispensed, and they shall provide services or dispense products only when benefit can reasonably be expected.
Individuals shall fully inform the persons they serve of the nature and possible effects of services rendered and products dispensed, and they shall inform participants in research about the possible
Individuals who hold the Certificate of Clinical Competence may delegate tasks related to provision of clinical services that require the unique skills, knowledge, and judgment that are within the
Individuals who hold the Certificate of Clinical Competence may delegate tasks related to provision of clinical services to assistants, technicians, support personnel, or any other persons only if
Individuals who hold the Certificate of Clinical Competence shall not delegate tasks that require the unique skills, knowledge, and judgment that are within the scope of their profession to
Individuals shall not misrepresent the credentials of assistants, technicians, support personnel, students, Clinical Fellows, or any others under their supervision, and they shall inform those they
Individuals shall not discriminate in the delivery of professional services or the conduct of research and scholarly activities on the basis of race or ethnicity, gender, gender identity/gender
Individuals shall use every resource, including referral when appropriate, to ensure that high-quality service is provided.
Individuals shall provide all services competently.
Individuals shall ensure that all equipment used to provide services or to conduct research and scholarly activities is in proper working order and is properly calibrated.
Individuals shall not require or permit their professional staff to provide services or conduct research activities that exceed the staff member’s competence, level of education, training, and
Individuals shall engage in lifelong learning to maintain and enhance professional competence and performance.
Individuals shall engage in only those aspects of the professions that are within the scope of their professional practice and competence, considering their level of education, training, and
Individuals shall engage in the provision of clinical services only when they hold the appropriate Certificate of Clinical Competence or when they are in the certification process and are supervised
Individuals’ statements to the public when advertising, announcing, and marketing their professional services; reporting research results; and promoting products shall adhere to professional
Individuals’ statements to the public shall provide accurate information about the nature and management of communication disorders, about the professions, about professional services, about
Individuals shall not defraud or engage in any scheme to defraud in connection with obtaining payment, reimbursement, or grants for services rendered, research conducted, or products dispensed.
Individuals shall not misrepresent research, diagnostic information, services rendered, results of services rendered, products dispensed, or the effects of products dispensed.
Individuals shall refer those served professionally solely on the basis of the interest of those being referred and not on any personal interest, financial or otherwise.
Individuals shall not participate in professional activities that constitute a conflict of interest.
Individuals shall not misrepresent their credentials, competence, education, training, experience, or scholarly or research contributions.
Individuals shall comply fully with the policies of the Board of Ethics in its consideration and adjudication of complaints of violations of the Code of Ethics.
Individuals who have reason to believe that the Code of Ethics has been violated shall inform the Board of Ethics.
Individuals shall not file or encourage others to file complaints that disregard or ignore facts that would disprove the allegation, nor should the Code of Ethics be used for personal reprisal, as a
Individuals shall not discriminate in their relationships with colleagues, students, and members of other professions and disciplines on the basis of race or ethnicity, gender, gender identity/gender
Individuals shall not provide professional services without exercising independent professional judgment, regardless of referral source or prescription.
Individuals’ statements to colleagues about professional services, research results, and products shall adhere to prevailing professional standards and shall contain no misrepresentations.
Individuals shall reference the source when using other persons’ ideas, research, presentations, or products in written, oral, or any other media presentation or summary.
Individuals shall assign credit only to those who have contributed to a publication, presentation, or product. Credit shall be assigned in proportion to the contribution and only with the
Individuals shall not engage in sexual activities with clients, students, or research participants over whom they exercise professional authority or power.
Individuals shall not engage in any other form of conduct that adversely reflects on the professions or on the individual’s fitness to serve persons professionally.
Individuals shall not engage in any form of unlawful harassment, including sexual harassment or power abuse.
Individuals shall not engage in dishonesty, fraud, deceit, or misrepresentation.
Individuals shall prohibit anyone under their supervision from engaging in any practice that violates the Code of Ethics.
Individuals shall uphold the dignity and autonomy of the professions, maintain harmonious interprofessional and intraprofessional relationships, and accept the professions’ self-imposed standards.
The Ethical Practices Committee Chair shall maintain a Book of Precedents that shall form the basis for future findings of the Committee.
No Ethical Practices Committee member shall give access to records or act or speak independently or on behalf of the Ethical Practices Committee without the expressed permission of the members then
In order to educate the membership, the Ethical Practices Committee, upon majority vote, shall present the circumstances and nature of the cases in Audiology Today and in the Professional Resource

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