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In hospitals, the areas of speech therapy service include receptive and expressive language, cognitive communication, fluency, voice, feeding and swallowing, and airway management.

In schools, the areas of speech therapy service typically addressed include pragmatics and social skills, emergent literacy and literacy, and speech sound production.

In community rehabilitation centres, the types of speech therapy services provided include emergent literacy and literacy, cognitive communication, and problem solving.

In private practice, the areas of speech therapy service offered include speech sound production, fluency, and voice.

Feeding and swallowing therapy is typically provided in hospitals, nursing homes, and day care centres.

In tertiary institutions, the areas of speech therapy service provided include fluency, voice, and alternative and augmentative communication.

The areas of speech therapy services include:

1. Language reception and expression
2. Language use and social skills
3. Cognitive communication
4. Problem-solving skills
5. Literacy skills
6. Articulation
7. Fluency
8. Voice
9. Resonance
10. Feeding and swallowing
11. Airway management
12. Alternative communication modes
13. Auditory rehabilitation

The practice settings for speech therapy services include:

1. Hospitals
2. Schools
3. Preschools
4. Nursing homes and day centers
5. Community rehabilitation centers
6. Private practice
7. Higher education institutions
8. Government departments

An SLPA should engage in the following activities:

1. Administering and scoring screenings for clinical interpretation by the SLP.

2. Assisting the SLP during assessments of students, patients, and clients, which includes:

   • Setting up the testing environment
   • Gathering and prepping materials
   • Taking notes as advised by the SLP

3. Administering and scoring assessment tools provided that:

   • The SLPA meets the examiner requirements specified in the examiner's manual
   • The supervising SLP has verified the SLPA's competence in administration, excluding clinical interpretation.

SLPAs are responsible for implementing documented care plans or protocols such as individualized education plans (IEP), individualized family service plans (IFSP), and treatment plans developed by the supervising SLP.

SLPAs provide direct therapy services that address treatment goals developed by the supervising SLP, tailored to meet the needs of the student, patient, client, and family.

SLPAs adjust and document the amount and type of support or scaffolding provided to the student, patient, or client in treatment to facilitate their progress.

SLPAs develop and implement activities and materials for teaching and practicing skills that address the goals of the student, patient, client, and family, as per the plan of care developed by the supervising SLP.

SLPAs can provide treatment through various service delivery models, including:

1. Individual sessions
2. Group sessions
3. Classroom-based interventions
4. Home-based services
5. Co-treatment with other disciplines

SLPAs document performance by:

• Collecting data and calculating percentages for the supervising SLP
• Preparing charts, records, and graphs
• Reporting this information to the supervising SLP in a timely manner

SLPAs provide caregiver coaching by:

• Modeling and teaching communication strategies
• Providing feedback regarding caregiver-child interactions
• Facilitating and ensuring carryover of skills learned during therapy

SLPAs can provide services via telepractice to students, patients, and clients who are selected by the supervising SLP, allowing for remote therapy sessions and support.

SLPAs are responsible for sharing objective information regarding student, patient, and client performance, including:

• Accuracy in speech and language skills addressed
• Participation in treatment
• Response to treatment This information is shared with students, patients, clients, caregivers, families, and other service providers without interpretation or recommendations as directed by the SLP.

SLPAs are involved in:

1. Programming augmentative and alternative communication (AAC) devices.
2. Providing training and technical assistance to students, patients, clients, and families in the use of AAC devices.
3. Developing low-tech AAC materials for students, patients, and clients.

The SLPA is responsible for:

1. Demonstrating strategies included in the feeding and swallowing plan developed by the SLP.
2. Sharing information with students, patients, clients, families, staff, and caregivers.
3. Assisting students, patients, and clients with feeding and swallowing skills as directed by the SLP, particularly when consuming various food textures and liquid consistencies.

SLPAs should NOT engage in the following actions:

1. Representing themselves as the SLP.
2. Interpreting assessment tools for diagnosing disability or determining eligibility for services.
3. Administering or interpreting feeding and/or swallowing screenings and assessments.
4. Diagnosing communication and feeding/swallowing disorders.
5. Developing or determining feeding and/or swallowing strategies for clients.
6. Disclosing clinical or confidential information to unauthorized individuals unless mandated by law.

SLPA should NOT engage in the following actions:

1. Writing, developing, or modifying a student's, patient's, or client's plan of care.
2. Making referrals for additional services.
3. Assisting students, patients, and clients without following the individualized plan of care prepared by the ASHA certified SLP.
4. Assisting students, patients, and clients without access to supervision.
5. Selecting AAC systems or devices.
6. Treating medically fragile students, patients, and clients without 100% direct supervision.

SLPA should not engage in procedures such as:

1. Vocal tract prosthesis shaping or fitting
2. Vocal tract imaging

SLPA should not provide input in care conferences, case conferences, or any interdisciplinary team meeting without the presence or prior approval of the supervising SLP or other designated SLP.

SLPA is prohibited from providing interpretative information regarding the student's, patient's, or client's status or service to the student, patient, client, family, or others.

SLPA must have the supervising SLP's co-signature to sign or initial any formal documents such as plans of care, reimbursement forms, or reports.

No, SLPA should not discharge a student, patient, or client from services.

The main parts of the human vocal tract involved in articulation include:

• Lips
• Teeth
• Alveolar Ridge
• Tongue (with tip, blade, front, back, and root)
• Oral Cavity
• Nasal Cavity
• Hard Palate
• Soft Palate
• Uvula
• Pharynx
• Epiglottis
• Larynx
• Oesophagus
• Trachea
• Vocal Folds

Tongue-tie is a congenital oral anomaly where the range of motion of the tongue is restricted due to an unusually short or tight frenulum. This condition can impact various functions, including speech, feeding, and swallowing.

The symptoms of tongue-tie include:

1. Inability to protrude the tongue past the edge of the lower incisors.
2. During tongue protrusion:
   • The tongue tip becomes notched in midline.
   • The tongue has a heart-shaped edge.
3. The tongue tip is unable to touch the roof of the mouth when the mouth is open.

Additionally, the tongue cannot move actively.

The different manners of articulation for initial consonants include:

1. Plosive (塞音)
2. Affricate (塞擦音)
3. Fricative (擦音)
4. Nasal (鼻音)
5. Approximant (無擦通音)
6. Lateral (邊音)

The places of articulation for initial consonants include:

• Bilabial (雙唇音)
• Labio-dental (唇齒音)
• Dental (齒音)
• Alveolar (齒齦音)
• Post-alveolar (後齒齦音)
• Palatal (腭音)
• Velar (軟腭音)
• Labial-Velar (圓唇軟膠音)
• Glottal (聲門音)

The bilabial initial consonants in Mandarin Chinese are:

• p
• pʰ
• m

The alveolar initial consonants in Mandarin Chinese include:

• t
• tʰ
• s
• n

The velar initial consonants in Mandarin Chinese are:

• k
• kʰ
• ŋ

The categories of initial consonants in Cantonese include:

1. 塞音 (清) - Stop consonants (voiceless)

   • 不送氣: b, d, g, gw
   • 送氣: p, t, k, kw

2. 塞擦音 (清) - Affricate consonants (voiceless)

   • 不送氣: z
   • 送氣: c

3. 鼻音 (濁) - Nasal consonants (voiced)

   • m, n, ng

4. 邊音 (濁) - Lateral consonants (voiced)

   • l

5. 擦音 (清) - Fricative consonants (voiceless)

   • f, s, h

6. 半元音 - Semi-vowels

   • w, j

The Cantonese tone for the character '分' is represented as 'fan1' with a tone number of 1.

The character '粉' is pronounced as 'fan2' and has a tone number of 2.

The character '訓' is pronounced as 'fan3' with a tone number of 3.

The character '焚' is pronounced as 'fan4' and has a tone number of 4.

The character '奮' is pronounced as 'fan5' and has a tone number of 5.

The character '份' is pronounced as 'fan6' and has a tone number of 6.

The character '忽' is pronounced as 'fat1' with a tone number of 1.

The character '發' is pronounced as 'faat3' and has a tone number of 3.

The character '佛' is pronounced as 'fat6' and has a tone number of 6.

The final consonants and their corresponding examples are:

1. Substitutions: Replacing one sound with another.
2. Omissions / deletions: Leaving out a sound.
3. Additions: Adding an extra sound.
4. Distortions: Altering a sound to make it unclear.

The types of cues include:

1. Verbal: Oral prompts such as saying, "Remember to puff air when saying '跑'."
2. Tactile: Physical prompts where the individual feels the air being expelled with their hand.
3. Visual: Visual prompts where the individual watches the speech therapist's mouth shape.
4. Written: Written prompts that say, "You need to puff air" on paper.

When pronouncing the target word '男', the articulation process involves:

1. Lips: Slightly parted.
2. Tongue: The tip presses against the upper gum ridge.
3. Airflow: Expelled from the nasal cavity.

For the sound similar to 'l-', the articulation process includes:

1. Mouth: Slightly opened.
2. Tongue: The tip presses against the upper gum ridge.
3. Airflow: Expelled from the sides of the tongue.

To pronounce the ending sound /-1/, the mouth should be open, the root of the tongue should touch the soft palate, and the airflow should come out through the nasal cavity.

To pronounce the ending sound /-n/, the lips should be slightly open, the tip of the tongue should touch the upper alveolar ridge, and the airflow should come out through the nasal cavity.

To produce the sound '-k/', the mouth should be opened, with the tongue root touching the soft palate. The airflow is directed from the oral cavity.

To produce the sound '-t/', the lips should be slightly parted, and the tongue tip should touch the upper gum ridge. The airflow is directed from the oral cavity.

Developmental Language Disorder (DLD) is characterized by children failing to show typical language development without any obvious accompanying causative conditions such as:

• Intellectual disability
• Neurological damage
• Hearing impairment
• Serious emotional disorders
• Environmental deprivation

It is also referred to as Specific Language Impairment (SLI) and is closely related to other learning and reading disorders, including dyslexia.

Autism Spectrum Disorder (ASD) is classified as a neurodevelopmental disorder.

Symptoms of Autism Spectrum Disorder (ASD) must be present in the early developmental period.

The two main characteristics of Autism Spectrum Disorder (ASD) are:

1. Social communication deficits
2. Restricted, repetitive behaviors, interests, or activities

Common impairments in social communication associated with ASD include:

1. Limitations in recognizing and describing another's emotional state, intention, and perspective.
2. Difficulties in maintaining turn-taking in interactions.

Common language impairments in ASD include:

1. Echolalia - repeating phrases or sentences without context.
2. Robotic speech - speaking in a monotone or mechanical manner.
3. Delayed or unconventional use of facial expressions and gestures - difficulty in using non-verbal communication effectively.
4. Problems understanding figurative language - challenges with idioms, sarcasm, and multiple meanings.
5. Difficulty with turn-taking in conversations - struggles with the natural flow of dialogue.

Individuals with ASD may exhibit:

• A preference for specific topics of interest, such as trains or numbers.
• Delayed or unconventional use of facial expressions and body language, impacting their ability to communicate effectively.
• Challenges in understanding figurative language, leading to misunderstandings in social interactions.

Common challenges include:

1. Problems dealing with changes in routine and transitioning between activities.
2. Unconventional behavioral strategies and emotional expressions, such as aggression and tantrums.
3. Restricted interests.
4. Hyper- and/or hypo-sensitivity to sensory input.

Hyper-sensitivity may result in strong reactions to sensory changes, such as light, leading to significant distress. Hypo-sensitivity may cause individuals to not feel pain or respond to sensory stimuli like sound or light, which can lead to safety concerns.

Aphasia is an acquired neurogenic language disorder resulting from an injury to the brain, typically in the left hemisphere. It affects the functioning of core elements of the language network.

Aphasia involves varying degrees of impairment in the following 4 primary areas:

1. Spoken language expression
2. Written expression
3. Spoken language comprehension
4. Reading comprehension

The two types of strokes are:

1. Ischemic Stroke: Caused by a blockage that disrupts blood flow to a region of the brain.
2. Hemorrhagic Stroke: Caused by a ruptured blood vessel that damages the surrounding brain tissue.

Common causes of brain damage include:

• Stroke (both ischemic and hemorrhagic)
• Traumatic Brain Injury (TBI)
• Brain Tumors
• Brain Surgery
• Brain Infections
• Neurodegenerative Disease

The severity of impairment and impact on functional communication can vary based on:

1. Location and extent of damage
2. Demands of the communication environment

Impairments in spoken language expression can include:

1. Difficulty retrieving words (anomia)
2. Fluently combining non-meaningful and/or real words to generate sentences or phrases that lack semantic meaning (jargon)
3. Creating novel words that are not meaningful or recognizable to the listener (neologisms)
4. Substituting words, such as using 'table' for 'bed' or 'bird' for 'chicken'
5. Speaking in single words or short fragmented phrases
6. Making syntax errors, such as putting words in the wrong order.

• Difficulty understanding spoken utterances
• Requiring extra time to understand spoken messages
• Difficulty understanding complex grammar
• Difficulty understanding long or rapidly presented speech (e.g., television program, complex conversation)
• Difficulty understanding spoken language without supporting visual information (e.g., telephone, radio)
• Difficulty interpreting non-literal language

Signs of impairments in written expression include:

• Difficulty writing, typing, or copying words and sentences
• Writing single words only
• Writing sentences with incorrect grammar or syntax

Signs of impairments in reading comprehension include:

• Difficulty recognizing words by sight or comprehending written material of any length
• Difficulty sounding out words
• Misinterpreting the meaning of written words

The two main types of treatment are:

1. Restorative: Aimed at improving or restoring impaired function.
2. Compensatory: Aimed at compensating for deficits not amenable to retraining.

Semantic Feature Analysis (SFA) is a word retrieval treatment designed for individuals with aphasia. It involves identifying important semantic features of a target word that the individual is struggling to retrieve. By prompting the person with questions related to the target word, such as its location or function, SFA increases the likelihood of successfully retrieving the word. For example, if someone has difficulty recalling the word '雪櫃' (refrigerator), they might be asked questions like '喺邊度搵度?' (Where can you find it?) or '有咩用?' (What is it used for?).

The three main categories are GROUP, USE, and ACTION.

The 'TARGET PICTURE' serves as the central focus for analysis, connecting the categories of GROUP, USE, and ACTION to facilitate understanding and description.

The 'GROUP' category prompts for information about what the item is, specifically asking, '(It is a _____)'.

The 'USE' category prompts for information about how the item is used, specifically asking, '(You use it to/for _____)'.

The 'ACTION' category prompts for information about the function of the item, specifically asking, '(What does it do?)'.

The prompts below the 'TARGET PICTURE' include '(Describe it)', '(You find it _____)', and '(It reminds me of a _____)'.

The pie chart includes the following attributes:

• 功用 (function)
• 類別 (category)
• 部份 (parts)
• 特徵 (characteristics)
• 在哪裡找到? (where to find it?)
• 顏色 (color)
• 物料 (materials)
• 形狀 (shape)
• 大小 (size)

Phonological cueing involves providing the beginning sound of a word to help prompt word recall. For example, using the sound /s-/ to cue the word 雪櫃.

Semantic cueing involves providing contextual cues to assist in word recall, helping individuals retrieve words based on their meanings or associations.

AAC supplements or compensates for impairments in speech-language production and/or comprehension.

AAC can be used by people of all ages.

Some people use AAC throughout their life, while others may use it temporarily, such as after a surgery.

The two main types of AAC are Unaided and Aided. Unaided AAC does not require external support, while Aided AAC requires external support.

Aided AAC can be further divided into two subcategories: Low-tech and High-tech.

The components of unaided AAC include:

1. Gestures
2. Facial expressions
3. Sign language

Examples of low-tech aided AAC tools include:

1. Writing
2. Drawing
3. Pointing to photos, pictures, or written words
4. Picture Exchange Communication System (PECS)

Examples of high-tech aided AAC tools include:

1. Using an app on an iPad or tablet to communicate
2. Using a computer with a 'voice' (a speech-generating device)
3. Talk blocks/buttons

Conversational coaching aims to teach verbal and nonverbal communication strategies to individuals with aphasia and their primary communication partners, such as spouses or caregivers. This process involves selecting strategies that suit the individual's needs and practicing them in scripted conversations.

Strategies used in conversational coaching include:

1. Drawing
2. Gesturing
3. Cueing
4. Confirming information
5. Summarizing information

These strategies are chosen collaboratively by the individual and their communication partner and practiced in conversations.

The three major areas of the ear are the outer ear, middle ear, and inner ear.

Common signs and symptoms of hearing impairment include:

• Muffling of speech and other sounds
• Difficulty understanding words, especially against background noise or in a crowd
• Trouble hearing consonants
• Frequently asking others to speak more slowly, clearly, and loudly
• Needing to turn up the volume of the television or radio
• Withdrawal from conversations
• Avoidance of some social settings