Audiology & SLP Service Delivery - OSSPEAC€¦ · —to Professional Education— • “Active”...
Transcript of Audiology & SLP Service Delivery - OSSPEAC€¦ · —to Professional Education— • “Active”...
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A C R O S S T H E C O N T I N U U M
Audio logy & SLP Serv ice De l ivery
P r e s e n t e d b y D e b o r a h D i x o n M . A . C C C - S L PA S H A D i r e c t o r o f S c h o o l S e r v i c e sS L P P r a c t i c e s 1
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FinancialSALARIED EMPLOYEE OF ASHA
M E M B E R O F A S H A
Non-FinancialMEMBER OF STRATEGIC OBJECTIVE TEAM
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WHAT ARE SOME OF THE FACTORSimpacting changes in service delivery
HOW CAN SLPS AND AUDIOLOGISTSadapt to these changes?
HOW IS ASHA helping?
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Object ives
B y t h e e n d o f t h i s h o u r y o u w i l l b e a b l e t o :
• Describe factors and trends impacting service deliveryand driving change across settings
• Examine how these changes will impact your clinical practice
• Define “practicing at the top of the license”
• Describe the range of approaches in service delivery
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TRENDS
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• Reimbursement
• Accountability for outcomes
• Evidence-based practice
• Interprofessional collaborative
practice
• Demographics
• Technology
& T R E N D SI m p a c t i n g S e r v i c e D e l i v e r y
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I n s t i t u t e f o r H e a l t h c a r e I m p r o v e m e n t , 2 0 0 7 ( w w w . i h i . o r g )
Framework
T R I P L EA I M
BetterCare
LowerCosts
ImproveHealth
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MEDICARE TRYING TOLIMIT OVERUTILIZATION
• High documentation demands/increased denials/Department ofjustice investigations
• Trend toward alternative paymentmodels rather than fee for service
• Focus on value, outcomes,performance measures
PRIVATE INSURERS WILLFOLLOW SIMILAR TRENDS
AFFORDABLE CARE ACT,IMPACT ACT, ETC
CHALLENGES IN HOSPITALS
• Staff reduction
• Outcomes reporting
• Cost savings focus
TRENDSHeal th Care
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TRENDS
Audiology
• Unbundling of services
• Direct-to-consumer hearing testsand hearing aid sales
• Personal sound amplificationProducts (PSAP)
• Audiology assistants
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TRENDSSchool • Teacher accountability
• State standards
• Medicaid/budget constraints
• SLPAs
• Collaboration
• Shortages
• Every Student Succeeds Act (ESSA)- SISP
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TRENDS
Private Pract ice
EXPENSES INCREASING ANDREIMBURSEMENT DECREASING
HEALTH PLANS AND MEDICAID
• Increased denials
• Fewer sessions approved
• Demand for measurable outcomes, functional improvement, cost savings
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FACINGTHE
CHALLENGES
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HOW IS THECLINICAL PARADIGM CHANGING?
• Move from deficits/impairments to functional effectiveness
• Move from silos to interprofessional collaborative practice
• Expand beyond traditional service models
• Include consultations that enhance care coordination in and across settings
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RESPONDINGTO THE
CLINICALPARADIGMCHANGES
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“Audiologists and SLPs should
engage in ONLY those patient
(student) care activities that
require their level of expertise
and skill”.
AT T H E
Top of the License
Ad Hoc Committee on Reframing the Professions15
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P r a c t i c i n g a t t h e t o p o f t h e l i c e n s e i n c l u d e s :
• Assessment
• Skilled intervention
• Consultations with colleagues regarding functional goalsand treatment options
• Delegation (supervision/mentoring)- Clinical fellows- Students- Support personnel (speech-language pathology/audiology assistants)- Technicians, family members, volunteers
a t the “Top o f the L icense”
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at the “Top o f the L icense”
M a y r e q u i r e n e w w a y s o f t h i n k i n g / w o r k i n g b y :
• Delegating responsibilities that do not require professionalinterpretation and judgment
• Enhancing supervision and management skills
• Demonstrating and articulating our own unique knowledgeand skills (value) and how we can contribute to teams
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Individuals from two or more
professions engaging in
learning/practicing with, from,
and about each other to improve
collaboration and the delivery of
care.
IPE/IPP
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COLLABORATIVE PRACTICE
NURSE
PATIENT
PHYSICAL THERAPIST
OCCUPATIONAL THERAPIST
PHYSICIAN
AUDIOLOGIST
SPEECH-LANGUAGE PATHOLOGIST
MEDICAL
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IEP TEAM
SPEECH-LANGUAGE PATHOLOGIST
AUDIOLOGIST
OTHER SPECIALIZED INSTRUCTIONAL SUPPORT PERSONNEL (SISP)
SPEECH-LANGUAGE PATHOLOGY ASSISTANTS
PARAPROFESSIONALS
GENERAL EDUCATION TEACHERS
ELL AND SPECIAL EDUCATION TEACHERS
STUDENT AND FAMILY
SCHOOL
COLLABORATIVE PRACTICE
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CHILD AND FAMILY
AUDIOLOGIST
SPEECH-LANGUAGE PATHOLOGIST
SPECIAL EDUCATOR
OCCUPATIONAL THERAPIST
PHYSICAL THERAPIST
PARENT ADVISORS
INTERPRETERS
EARLY INTERVENTION
COLLABORATIVE PRACTICE
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• Supervising support personneland students
• Increasing awareness of collaborative practice and service delivery options
• Engaging in telepractice
• Utilizing extenders (SLPAs, family, teachers, nursing assistants, etc.)
• Varying frequency, intensity, and location of services
D Y N A M I C S E RV I C ED E L I V E RY O P T I O N S
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• Promote legislative/regulatorychanges to:
- Provide services across state lines
- Addressing supervising, mentoring, and professional consultation
• Advocate for reimbursement by Medicare, Medicaid, insurance companies
• Develop telepractice competencies
TELEPRACTICEEXPANSION
ANDCHALLENGES
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DEMONSTRATING VALUE—and Outcomes—
• Adhere to best practice (e.g. Practice Portal, institutional protocols and procedures, EBP)
• Participate in ASHA’s National Outcomes Measurement System (NOMS)
- new audiology registry being
developed
• Functional patient goals (ICF)
• Patient-reported outcomes
• Relating student outcomes tostate standards
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INNOVATIVE APPROACHES—to Professional Education—
• “Active” approaches (e.g. simulation, case-based or problem-based learning)
• Interprofessional education (IPE)
• Professional learning communities (PLCs)
• Supervision training
• Leadership development
• Advocacy education
• Specialty Certification
• SLP clinical doctoral programs
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TO PERSON-CENTERED CARE
Using the ICF framework to developindividual functional goals
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Developedby the World Health Organization (WHO) in 2001
Provides a frameworkFor an individual’s functioning and disability
within the context of their activities andsocial roles in everyday life
INTERNATIONAL CLASSIFICATIONOF FUNCTIONING, DISABILITY AND HEALTH
(ICF)
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A P P L I C A T I O N S O F F R A M E W O R K
of Hea l th and D isab i l i t y ( W H O , 2 0 11 )
Bio-psycho-social-spiritual approach in the context of ethics,human rights and legal framework
INDIVIDUALLEVEL
INSTITUTIONALLEVEL
SOCIALLEVEL
Environmentalfactors
Personalfactors
Participation(Restriction)
Activities(Limitation)
Body functions andstructures (impairment)
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• Maximize outcomes
• Optimize potential
• Increase engagement
• Demonstrate the value
FOCUSON
FUNCTION
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KEY AREAS OF FOCUS—for ASHA—
• Build awareness of the changing clinical paradigm
- Clinicians—expanding the clinical paradigm
- Faculty—preparation of students for the changing paradigm
• Develop and disseminate resources
• Tract data—develop outcome databases and quality measuresto demonstrate value
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WHAT ISASHA Doing?
• Developing resources and information
- ICF functional goal writing handouts and webinars- ASHA’s Practice Portal- IPP-IPE resources- Outcomes/NOMS- Supervision training- Telepractice brochure for consumers- Guidelines for the clinical doctorate
• Presentations state and national meetings
• ASHA Publications
• Regulatory input
- IDEA- ESSA- EHDI- Medicaid/Medicare
• Reimbursement
• State Licensure
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A S H A
A N D S T R AT E G I C P L A N
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ENHANCED SERVICE DELIVERY
ACROSS THE CONTINUUM OF CARE
TO INCREASE VALUE AND
ACCESS TO SERVICES
STRATEGIC OBJECTIVE 4
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ASKYOURSELFAND EACHOTHER…
• How are changes likely to affect my setting?
• What would practicing at the top of the license look like in my setting?
• How could I work with other professionals, support personnel, and family members differently?
• How can I demonstrate the value of my services?
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WHATCAN I
DOMONDAY?
• Communicate with colleagues and potential collaboration partners
• Gather data supporting the value of your services
• Think out of the box regarding treatment models
• Consider how your skills and expertise can be best applied
• Determine your needs for future training
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References
• Klein, McCarthy Sentara Healthcare: Making Patient Safety an Enduring Organizational Value, The Commonwealth Fund, March 2011
• Health Care Reform and Speech‐Language Pathology Practice—The ASHA Leader www.asha.org/Publications/leader/2010/100803/Health‐Care‐Reform‐SLP.htm
• The Triple Aim—IHI www.ihi.org/offerings/Initiatives/TripleAim/Pages/default.aspx
• World Health Organization. (2001). International Classification of Functioning, Disability, and Health. Geneva: Author
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ASHA ResourcesStrategic Pathway to Excellencehttp://www.asha.org/about/pathway/
ASHA’s Practice Portalhttp://www.asha.org/practice‐portal/
International Classification of Functioning, Disability and Health (ICF)http://www.asha.org/slp/icf/
ASHA Report on Reframing the Professionshttp://www.asha.org/uploadedFiles/Reframing‐the‐Professions‐Report.pdf
ASHA Changing Health Care Landscape Summit‐ Summaryhttp://www.asha.org/uploadedFiles/ASHA/Practice/Health‐Care‐Reform/Healthcare‐Summit‐Executive‐Summary‐2012.pdf
Interprofessional Education/Interprofessional Practice (IPE/IPP)http://www.asha.org/Practice/Interprofessional‐Education‐Practice/
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