10/8/2018 Eileen Crowe Director, State Association Relations ASHA - PDF document

10/8/2018 Eileen Crowe Director, State Association Relations ASHA OSHA Conference October 13, 2018 � Financial Relationship: ASHA employee � Nonfinancial Relationship: None � ASHA State Liaisons � ASHA’s History with Support Personnel � ASHA Scope of Practice, Education, and Supervision of SLPAs � ASHA Practice Portal and Use of Support Personnel � Reimbursement � ASHA Networks and Nationwide Trends � ASHA Web Resources and State Examples � ASHA Affiliates Program � Scenarios 1

10/8/2018 State Affairs Team Liaisons Central Region Janet Deppe, Director, State Affairs jdeppe@asha.org 301-296-5668 Western Region Eileen Crowe, Director, Southern Region State Association Shannon Morney Relations Director, State Health Care and ecrowe@asha.org Education Affairs 301-296-5667 smorney@asha.org 301-296-5666 Northeastern Region Susan Adams Director, State Legislative & Regulatory Affairs sadams@asha.org 301-296-5665 2

10/8/2018 Six recommendations were approved by attendees and sent to ASHA’s BOD for consideration: � ASHA should develop a shared lexicon � ASHA should develop and publish a framework that articulates the range of acceptable practice across the different service provider levels � ASHA should consider developing a comprehensive assessment consistent with its commitment to inclusion- A national examination represents one such option � ASHA should  Develop model state regulatory language for the regulation of SLPAs  Develop principles and protocols of effective supervision for both supervisors and those who require and benefit from supervision  Form a task force, in cooperation with the Council of Academic Programs, to study the continuum of academic preparation and determine how the continuum can best support SLPA and SLP preparation � www.asha.org/SLP/2011-SLP-Professional- Summit/ 3

10/8/2018 � 2017  June -CFCC presented recommendations to ASHA’s Board  September -ASHA’s Financial Planning Board approved funding  October -Board of Director’s approved � Status of ASHA Assistants Certification Program via The Associates The Associates The Associates The Associates Center Center Center- Center - - - https://www.asha.org/associates/Assistants- Certification-Program/ � ASHA ASHA ASHA ASHA Leader Live Leader Live Leader Live Leader Live blog post- https://blog.asha.org/2018/06/07/audiology- speech-language-pathology-assistants-begin- developing-new-certification-program/ regarding the job task analysis conducted at ASHA’s National Headquarters in June, 2018. � Send an email associates@asha.org 4

10/8/2018 � www.asha.org/policy/SP2013-00337/ 5

10/8/2018 � The academic course of study must include or be equivalent to  an associate's degree in a SLPA program or  a bachelor's degree in a speech-language pathology or communication disorders program and � Successful completion of a minimum of 100 hours of supervised field work experience or its clinical experience equivalent and � Demonstration of competency in the skills required of an SLPA � The SLPA should The SLPA should The SLPA should NOT The SLPA should NOT NOT engage in the following: NOT engage in the following: engage in the following: engage in the following: � Representing themselves as an SLP; � Performing standardized or nonstandardized diagnostic tests, formal or informal evaluations, or swallowing screenings/checklists; � Performing procedures that require a high level of clinical acumen and technical skill (e.g., vocal tract prosthesis shaping or fitting, vocal tract imaging and oral pharyngeal swallow therapy with bolus material); � Tabulating or interpreting results and observations of feeding and swallowing evaluations performed by SLPs; � Participating in formal parent conferences, case conferences, or any interdisciplinary team without the presence of the supervising SLP or other designated SLP; � Providing interpretative information to the student/patient/client, family, or others regarding the patient/client status or service; � Writing, developing, or modifying a student's, patient's, or client's treatment plan in any way; � Assisting with students, patients, or clients without following the individualized treatment plan prepared by the certified SLP and/or without access to supervision; � Signing any formal documents (e.g., treatment plans, reimbursement forms, or reports; the SLPA should should should sign or should initial informal treatment notes for review and co-sign with the supervising SLP as requested); � Selecting students, patients, or clients for service; � Discharging a student, patient, or client from services; 6

10/8/2018 � Making referrals for additional service; � Disclosing clinical or confidential information either orally or in writing to anyone other than the supervising SLP (the SLPA must comply with current HIPPA and FERPA guidelines) unless mandated by law; � Developing or determining the swallowing strategies or precautions for patients, family, or staff; � Treating medically fragile students/patients/clients independently; or � Designing or selecting augmentative and alternative communication systems or devices. � Currently, ASHA suggests 30% weekly (at least 20% direct) for the first 90 days � Direct supervision is defined as on-site, in- view observation and guidance by a certified SLP while an assigned activity is performed by an SLPA 7

10/8/2018 � Holds a CCC in SLP from ASHA and/or state licensure � Have an active interest in the use of and desire to use support personnel � Practiced SLP for at least 2 years following ASHA certification � Have completed, or be currently enrolled in, at least one course or workshop in supervision for at least 1 CEU Impact of Assistants or Aides on Workload or Caseload Impact Impact Workload Workload Caseload Caseload Impact Impact Workload Workload Caseload Caseload Increased 46.3 26.7 Decreased 30.3 35.9 No Impact 19.8 33.4 8

10/8/2018 � http://www.asha.org/academic/reports/ 9

10/8/2018 � www.asha.org/Practice-Portal/Professional- Issues/Speech-Language-Pathology- Assistants /  www.asha.org/Practice-Portal/Professional- Issues/Audiology-Assistants/ 10

10/8/2018 � The amount and type of supervision required should be based on:  Skills and experience of the Audiology Assistant  The needs of the patient/client/student served  The service setting  The tasks assigned  Other factors � SLPAs are used in many states and in a variety of settings including:  Schools  Hospitals  Private settings  Early intervention  Other 11

10/8/2018 � Medicare policy currently does not recognize SLPAs, regardless of the level of supervision and does not reimburse for SLPA services. � Private insurers may cover licensed or registered SLPAs. One must query each payer to verify coverage. � Medicaid reimbursement for SLPA services varies www.asha.org/advocacy/state/ www.asha.org/advocacy/state/ www.asha.org/advocacy/state/ www.asha.org/advocacy/state/ 12

10/8/2018 � Oregon SEAL-Janet Wagner � jwagnerslp@gmail.com � ASHA Staff Liaison  Eileen Crowe  ecrowe@asha.org 13

10/8/2018 � Oregon StAMP- Melissa Fryer melfryer@gmail.com � ASHA staff liaison � Sarah Warren  swarren@asha.org � Oregon STAR-Tina Haskins � tvhask@icloud.com � ASHA staff liaison  Laurie Alban Havens  lalbanhavens@asha.org 14

10/8/2018 � School Support Personnel Trends Chart www.asha.org/advocacy/state/StateLicensureTrends � Support Personnel Trends Chart-Outside of School Settings www.asha.org/advocacy/state/StateLicensureTrends 15

10/8/2018 Education � Supervision � Continuing Education � Title protection � http://www.asha.org/Advocacy/state/State- � Model-Bills-and-Mandates/ 16

10/8/2018 � Provide official transcripts showing 45 quarter hours or 30 semester hours of SLP technical course work; and � Official transcripts showing 45 quarter hours or 30 semester hours of general education credit; and � Written evidence of completion of clinical fieldwork that builds skills and competencies needed to practice as an SLPA � (a) Conduct speech and language screenings without interpretation, utilizing screening protocols specified by the supervising SLP. � (b) Provide direct treatment assistance, excluding dysphagia (as opposed to feeding for nutritional purposes), to patients/clients identified by the supervising SLP by following written treatment plans or protocols developed by the supervising SLP. � (c) Document patient/client progress, without interpretation of findings, toward meeting established objectives as stated in the treatment plan, and report this information to the supervising SLP. � (d) Assist the SLP in collecting and tallying of data for assessment purposes, without interpretation. � (e) Act as second-language interpreters during assessments. � (f) Assist the SLP with informal documentation during an intervention session (collecting and tallying data as directed by the SLP), prepare materials, and assist with other clerical duties as specified by the supervising SLP. � (g) Schedule activities and prepare charts, records, graphs, or other displays of data. 17