Semin Speech Lang 2020; 41(03): C1-C9
DOI: 10.1055/s-0040-1714326
Continuing Education Self-Study Program
Thieme Medical Publishers 333 Seventh Avenue, New York, NY 10001, USA.

Self-Assessment Questions

Further Information

Publication History

Publication Date:
15 July 2020 (online)

This section provides a review. Mark each statement on the Answer Sheet according to the factual materials contained in this issue and the opinions of the authors.

Article One (pp. 212–220)

  1. Identify the difference between respect for persons and respect for autonomy.

    • Respect for persons is a paternalistic notion.

    • Respect for autonomy is an outdated idea in bioethics.

    • Respect for persons values all persons as ends in themselves; respect for autonomy values the idea that individuals should choose for themselves how they want to live.

    • Respect for persons values only loved ones; respect for autonomy values only good choices.

    • Respect for persons is secondary to respect for self-governance.

  2. Identify the main goal of relational ethics.

    • Differentiating ethics and bioethics.

    • Achieving human flourishing through solidarity and care.

    • Making choices for oneself without considering other people.

    • Doing the right thing for the wrong reasons.

    • Explaining why only one's relatives matter.

  3. Explain why therapeutic relationships are fundamentally moral relationships.

    • A moral relationship tells us all the things we should not do.

    • The therapeutic relationship has nothing to do with morality.

    • The therapeutic relationship is mainly about avoiding careless mistakes.

    • Therapy and morality are not related.

    • Because it arises from respect for persons and the commitment to persons in need.

  4. List core moral duties of health professionals to their patients.

    • Care, trustworthiness, and loyalty.

    • Being a good listener.

    • Maintaining CCC credentials.

    • Maintaining good interprofessional relationships.

    • Avoiding plagiarism.

  5. Define resilience.

    • Self-governance.

    • A genetic inheritance.

    • Capacities involved in adjusting to adversity.

    • A cluster of nutritional habits affecting one's attitudes.

    • A full recovery after stroke.

    Article Two (pp. 221–231)

  6. Which of the following is one of the decision-steps to be included in capacity assessments?

    • Assist with a decision.

    • Understand the pertinent information.

    • Administer a standardized test.

    • Take a case history.

    • Use an augmentative device.

  7. What is the main focus of supported conversation for adults with aphasia (SCA)?

    • Discourage nonverbal communication.

    • Provide language impairment treatment.

    • Acknowledge and reveal inherent competence.

    • Assess discourse ability.

    • Improve motor speech function.

  8. What is one of the roles of the speech-language pathologist during a capacity assessment?

    • Give advice to the person with aphasia about the decision.

    • Provide an opinion about the decision-making capacity of the person with aphasia.

    • Help the person with aphasia understand the assessor's questions.

    • Advise the capacity assessor on what questions are the most important.

    • Indicate agreement/disagreement with choices offered.

  9. What are some principles included in the concept of clinical ethics?

    • Authority.

    • Justice.

    • Ability.

    • Legality.

    • Reason.

  10. How does aphasia affect the decisionmaking process?

    • It results in an impairment in reasoning.

    • It interferes with communicating a choice.

    • It creates difficulties in knowing right from wrong.

    • It results in mood changes.

    • It reduces the desire for independence.

    Article Three (pp. 232–240)

  11. What is anosognosia?

    • A visual field cut.

    • Unawareness of a deficit.

    • The inability to remember names.

    • An inability to form new memories.

    • A sensation of nausea.

  12. What is decisional autonomy?

    • The process of carrying out one's decision into effect.

    • The ability to make decisions for oneself or delegate that power to another.

    • The concept of “doing no harm.”

    • A situation in which a health care provider makes a decision for a patient.

    • The decision to create a new form of government.

  13. What is executive autonomy?

    • Assuming a leadership position within an organization.

    • The act of making business decisions.

    • The ability to make decisions for oneself or delegate that power to another.

    • The process of carrying out one's decision into effect.

    • A form of artificial intelligence.

  14. What are the two approaches Blackburn and colleagues identified for responding to patient autonomy?

    • Respecting and advocating.

    • Assigning and guessing.

    • Assuming and arguing.

    • Talking and listening.

    • Buying and selling.

  15. What are the four components of the Jonsen-Siegler-Winslade model for clinical decision-making?

    • Talk, listen, read, write.

    • Economic, legal, ethical, discretionary.

    • Medical indications, patient preferences, quality of life, contextual features.

    • Universal screening, progress monitoring, multilevel prevention, data-driven action.

    • Evidence-based practice, lather, rinse, repeat.

    Article Four (pp. 241–248)

  16. Code of ethics can be described as:

    • historical document.

    • A legal document.

    • A biomedical document.

    • A scientific document.

    • A living document.

  17. The ASHA Code of Ethics is made up of:

    • Rules and regulations.

    • Principles and rules.

    • Rules and laws.

    • Principles and laws.

    • Regulations and statutes.

  18. When a group member shares information, without permission, about another group member, which of the following has been violated?

    • Competency.

    • Autonomy.

    • Confidentiality.

    • Capacity.

    • Cooperation.

  19. Which of the following is not recommended as a method for achieving clinical competency in group therapy?

    • Take relevant continuing education courses.

    • Read group therapy literature.

    • Partner with an experienced group therapist.

    • Learn by trial and error.

    • Enroll in relevant courses in academic program.

  20. Which of the following is an ethical reason for enrolling a client in group therapy?

    • The therapist receives pressure from the institution to provide a treatment group.

    • A supervisor suggests that everyone with the same health insurance coverage will be enrolled in a group.

    • The client's communication needs and goals are compatible with the goals of the group.

    • The therapist decides to group clients to create additional time in her caseload.

    • The client has too many no-shows during individual treatment.

    Article Five (pp. 249–256)

  21. Primary progressive aphasia is a neurodegenerative clinical syndrome characterized by (select all that apply):

    • Predominance of language impairments.

    • Gradual decline.

    • Cortical atrophy.

    • All of the above.

  22. The most precipitous decline in oral naming occurs in:

    • Nonfluent agrammatic primary progressive aphasia.

    • Logopenic primary progressive aphasia.

    • Semantic variant primary progressive aphasia.

    • B and C.

    • None of these.

  23. An example of a negative behavior is:

    • Restlessness.

    • Indifference.

    • Aggression.

    • Impulsivity.

    • Inappropriateness.

  24. In logopenic variant primary progressive aphasia:

    • Language and behavioral manifestations are correlated.

    • Visuospatial deficits reflect severity of disease impairment.

    • Visuospatial skills are preserved throughout disease progression.

    • The underlying neuropathology is a tauopathy.

    • Repetition of phrases is preserved.

  25. Speech-language pathology treatment in primary progressive aphasia includes:

    • Script training.

    • Communication bridge.

    • Structured oral reading.

    • Lexical retrieval.

    • All of the above.

    Article Six (pp. 257–265)

  26. Working with people with dysphagia:

    • Raises ethically more complex issues than other areas of speechlanguage pathology.

    • Raises ethically less complex issues than other areas of speechlanguage pathology.

    • Raises ethical issues that are comparable to other areas of speechlanguage pathology practice.

    • Raises ethical issues similar to those involving people with autism spectrum disorder only.

    • Is ethically outside of the scope of practice for speech-language pathologists.

  27. Autonomous decision-making by individuals with dysphagia requires professional input:

    • To support the understanding of costs and benefits of each clinical decision.

    • Focused on explaining physiological processes.

    • Regarding health care decisions only when individuals are at the end of life.

    • Regarding health care decisions after the attending physician has made a diagnosis of the underlying condition.

    • Only when mandated by a court of law.

  28. An expectation of all health professionals is:

    • To achieve a doctoral level education or several years' practice plus board certification.

    • To decide whether to work either in pediatric settings or adult settings.

    • To identify individuals' predicaments and rights.

    • To specialize in no more than three clinical areas.

    • To make available at least one research study for discussion with other stakeholders.

  29. Cultural context (of a person with dysphagia):

    • Is not relevant when making dysphagia-specific recommendations.

    • Should be established in individuals who can communicate verbally and have intact cognition.

    • Is an important factor influencing the management of dysphagia.

    • Is always less important than (secondary to) a medical context.

    • Is an important factor influencing the decision to introduce nonoral feeding only.

  30. During the decision-making process in the management of dysphagia, the SLP should:

    • Focus on medical knowledge and safety.

    • Base decisions on patients' preferences only.

    • Reflect on own values and cultural values and how they may impact decision-making.

    • Document all key decisions in detail in patients' notes without explaining them the person with dysphagia.

    • Always prioritize the decisions which are cost-effective.

    Article Seven (pp. 266–278)

  31. The most recent ASHA Revised Code of Ethics became effective:

    • January 1, 2013.

    • September 1, 2011.

    • June 1, 2014.

    • April 1, 2015.

    • March 1, 2016.

  32. The most frequently recurring themes of ethical inquiries to the ASHA National Office are:

    • Dress code in the workplace.

    • Employer demands.

    • Sexual harassment.

    • Salary inequities.

    • Speech-language pathology scope of practice/discipline infringement.

  33. Ethical issues involving cultural competence in health care may encompass:

    • False billing.

    • Conflicts of interest.

    • Documentation.

    • Gifts and gratuities.

    • Bribery.

  34. Which area of health care requirements and rules typically deals primarily with “Protected Health Information”?

    • The employee code of conduct.

    • HHS fraud and abuse statutes.

    • HIPAA.

    • Professional code of ethics.

    • Health care ethics committee.

  35. A step in the process in arriving at an ethical decision in health care typically includes:

    • Recognize the background (the circumstances leading to the ethics conflict).

    • Conduct of a root cause analysis.

    • Surveying the department where the violation reportedly occurred.

    • Identify the individual responsible for the potential ethical violation.

    • Determine the financial penalty for the transgression.