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Clinical decision making & Planning effective Treatment-I (CDML-701) MS-SLP: Course Outline Clinical decision making & Planning effective Treatment-II

In Speech-Language Pathology (SLP), effective treatment planning involves a process of clinical decision-making that integrates evidence, clinical expertise, and client/family preferences. This process guides the selection of assessment tools, the develop

Course Description

The module will explore the decision-making processes used by speech and language therapists
to determine appropriate models of speech and language therapy. The range of approaches that
speech and language therapy take in various settings including working with individuals,families,
groups, communities, and populations towards achieving the best Outcomes will be explored.
Transferable academic, professional, and clinical skills will be introduced. The three threads of
transferable skills, health and social care contexts, and preparation for safe practice will be
integrated through problem-solving. Reflective practice and use of portfolios and other tools for
continuing professional development will also be introduced.

Learning Outcomes

• Demonstrate baseline theoretical knowledge for speech and language disorders to frame
sound and client-specific clinical inquiries.
• Evaluate the appropriateness of various assessment procedures for the clients.
• Utilize evidence-based therapy protocol by studying the client's candidacy.
• Explore online databases for current evidence for clinical application.
• Synthesize collected evidence to develop a guideline for clinical decision-making.
• Apply ethical guidelines for safe clinical practices to work in families and teams.
• Provide feedback to the clinical educator regarding client progress, clinician
development, and supervisory experience.

Course Outline

  •  Histories, goals, and reporting concerning speech sound disorders.
  •  Parent-Child Interaction Therapy (PCIT)
  •  Assessment and therapy considerations relevant to children with hearing loss.
  •  Standardized Language assessment tool probing feeding skills, play behaviors, core
  • receptive and expressive concepts, Theory of Mind, emergent literacy and interpersonal
  • skills, and Connected Speech.
  •  Identifying weaknesses in the report
  •  Creating interventional plans from reported data
  •  Clinical exercise in Urdu phonological rules and process
  •  Clinical exercise in Urdu Morphological rules.
  •  Cranio facial abnormalities concerning speech difficulties.
  •  Non-Speech Oral Motor Exercise (NSOME)