# Introduction to Clinical Methods in Communication Disorders

## Edited by Rhea Paul, Ph.D., CCC-SLP and Elizabeth Schoen Simmons, M.S., CCC-SLP

### About the Editors

Rhea Paul, Ph.D., CCC-SLP, is a professor and the founding director of the Department of Communication Disorders at Sacred Heart University in Fairfield, Connecticut; an affiliate at Haskins Laboratories; and Professor Emerita at Southern Connecticut State University. She received her B.A. from Brandeis University, her master’s degree in reading and learning disabilities from the Harvard Graduate School of Education, and her Ph.D. in communication disorders from the University of Wisconsin–Madison. She has been a principal investigator on research projects on language disorders and autism funded by various national organizations. Dr. Paul is the author of more than 100 refereed journal articles, 50 book chapters, and 10 books.

Elizabeth Schoen Simmons, M.S., CCC-SLP, is a Ph.D. candidate in cognitive psychology at the University of Connecticut. She received a B.A. in communication disorders and an M.S. in speech-language pathology from Southern Connecticut State University. She is a National Science Foundation fellow and recipient of a predoctoral training grant funded by the National Institute of Health to evaluate language disorders.

## About the Contributors

### David Andrews, M.S., CCC-SLP
Works with the Multnomah Early Childhood Program and has 25 years of experience supporting children and families in early intervention.

### Nan Bernstein Ratner, Ed.D., CCC-SLP
Board-Certified Specialist in child language, focuses on fluency and language development.

### Jessica A. Brown, Ph.D., CCC-SLP
Assistant professor at the University of Arizona, focuses on cognitive communication and augmentative communication.

### Patricia A. Prelock, Ph.D., CCC-SLP, BCS-CL
Provost and Senior Vice President at the University of Vermont, specializes in pediatric medical speech-language pathology.

## Contents

1. Introduction to Clinical Practice in Communication Disorders
2. Ethical Practice in Communication Disorders
3. Evidence-Based Decision Making in Communication Assessment and Intervention
4. Principles of Communication Assessment
5. Communication Intervention: Principles and Procedures
6. Professional Communication: Effective Counseling Techniques and Clinical Documentation Strategies
7. Public Policies Affecting Clinical Practice
8. Clinical Service Delivery and Work Settings
9. Issues of Cultural and Linguistic Diversity
10. Technology and Communication Disorders
11. Family-Centered Practice
12. Principles of Clinical Observation

## Chapter 1: Introduction to Clinical Practice in Communication Disorders

### Learning Objectives

After reading this chapter, students will be able to:  
- Discuss the role of evidence-based practice in clinical work.

### Case Example
Jamie was an audiologist who was asked to screen a student named Mari, a new immigrant from Guatemala, who failed a hearing test indicating profound deafness. The situation required an evidence-based approach to determine the best intervention, leading to a focus on intensive sign language instruction instead of surgical options.

## Clinical Art and Science
This dilemma illustrates that there might be multiple correct answers to clinical problems, emphasizing the need for both scientific knowledge and humanistic qualities in clinical practice.

### Scope of Practice
SLPs and audiologists engage clients across the lifespan, addressing issues from newborn hearing screening to interventions for older adults experiencing communicative disorders due to neurological diseases.

## Study Questions
1. Why is evidence-based practice important in Mari's case?  
2. What is interprofessional practice?  
3. What qualities contribute to effective clinical practice?  
4. Compare the standards for clinical certification in speech-language pathology and audiology.