A. Embry Burrus, MCD, is an Associate Clinical Professor in Speech-Language Pathology at Auburn University. Her areas of interest include children with developmental delay, children and adults who stutter, and supervision. She is also the author of Mama and Margaret, a memoir about her older sister with Down syndrome. Before becoming a clinical professor, she practiced in Atlanta, Georgia, where she worked with children in the public schools, Head Start, and Early Intervention.++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++Laura B. Willis, MCD, is an Associate Clinical Professor at Auburn University and a certified speech-language pathologist. She teaches undergraduate students about clinical procedures and the clinical writing process and also supervises graduate students within the university clinic setting. Her areas of professional expertise span adult neurologic and literacy disorders. Mrs. Willis earned her bachelor's and master's degrees in Communication Disorders from Auburn University and now enjoys working alongside undergraduate and graduate students as they evolve into competent and confident clinicians.

• Preface Section I. Introduction to Professional Communication, Clinical Practicum Sites, and EthicsChapter 1. The Nature of Professionalism and Professional CommunicationIntroductionProfessional Written CommunicationProfessional Verbal CommunicationShared Components of Professional Written and Verbal CommunicationChapter 2. Learning as They Change Rules: The Many Faces of Clinical PracticumIntroductionInteracting with Supervisors Across SettingsClinical SettingsUniversity SettingMedical SettingSchool Setting Chapter 3. Ethics, Confidentiality, and Safeguarding Clinical CommunicationsHealth Insurance Portability and Accountability Act (HIPAA)American Speech-Language-Hearing (ASHA) Code of EthicsUniversity SettingMedical SettingSchool Setting Section II. Professional Written Communication Chapter 4. Documentation and Technical WritingThe Basics of WritingTone and LanguageCommon ErrorsAudienceChapter 5. Diagnostic ReportsThe Organizational Framework of a Diagnostic ReportUniversity SettingMedical SettingSchool SettingChapter 6. Treatment DocumentationLong-term and Short-term GoalsRationaleDataUniversity SettingMedical SettingsRehabilitation HospitalAcute Care HospitalLong-term Care/Skilled Nursing FacilitySchool SettingIndividualized Education Program (IEP) and Individualized Family Services Plan (IFSP) Response to Intervention (RTI)Similarities and Differences in Goal-Writing across SettingsChapter 7. Short-Term Progress ReportsProgress ReportsUniversity SettingMedical SettingSchool SettingChapter 8. Long-Term Progress ReportsUniversity SettingMedical SettingsRehabilitation HospitalAcute Care HospitalLong-Term Care Facility/Skilled Nursing FacilitySchool Setting Section III. Professional Verbal Communication Chapter 9. Professional CorrespondenceFormat/OrganizationReferral LettersThank-you LettersCover LettersBusiness LettersChapter 10. Interacting with Clients and FamiliesSelected Critical Elements of Professional Verbal CommunicationThe Value of ExperienceContexts of Professional Verbal Communication with Clients and FamiliesInformational CounselingDiagnostic InterviewsMethods of Maximizing RetentionTraining for Home Treatment ProgramsContexts of Verbal CommunicationChapter 11. Interacting with Other ProfessionalsContexts of Verbal Communication with Other ProfessionalsConsultationsStaffings and MeetingsCollaborationSolving Problems in Daily InteractionsChapter 12. Interacting with Individuals from Diverse BackgroundsIntroductionCultural Competence and the SLPThe Therapeutic CycleChapter 13. Interacting with SupervisorsThe Evolution of the Student and Supervisor RelationshipThe Supervisory RelationshipGoals of Supervisors and StudentsCritical Differences between Supervisors and StudentsRemember the Principles of Professional Verbal CommunicationCommunication IssuesCommon PitfallsGenerational Differences AppendicesAppendix A. Samples of University Clinic Diagnostic Report for a Child ClientAppendix B. Sample of University Clinic Diagnostic Report for an Adult ClientAppendix C. Sample of Inpatient Rehab Assessment Report for Speech/Language/SwallowingAppendix D. Examples of a University Clinic Daily Treatment PlanAppendix E. List of Selected Abbreviations Used in School SettingsAppendix F. List of Selected Abbreviations Used in Medical SettingsAppendix G. Examples of a University Clinic Long-Term Treatment ReportAppendix H. Examples of Data SheetsAppendix I. Examples of Progress Notes in the SOAP formatAppendix J. Examples of Long-Term GraphsReferencesIndex