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Best case history questions speech therapy

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Speech therapy plays a crucial role in helping individuals improve their communication skills and overcome speech disorders. A significant aspect of speech therapy is taking a detailed case history to assess the patient’s condition and develop an effective treatment plan. Case history questions help speech therapists gather essential information about the patient’s background, medical history, and speech-related concerns. In this article, we will explore the importance of case history questions in speech therapy and provide a comprehensive list of questions that can guide speech therapists in their assessments.

When conducting a speech therapy session, speech therapists begin by gathering information about the patient’s personal details, such as their name, age, and contact information. They also inquire about the patient’s primary language and any additional languages they may speak. Understanding the patient’s linguistic background is crucial as it helps the therapist tailor the treatment plan to the patient’s specific needs.

Next, speech therapists delve into the patient’s medical history. They ask questions about any known medical conditions, allergies, or previous surgeries that may have a potential impact on the patient’s speech. It is important to assess if the patient has any hearing impairments or if they have a history of ear infections, as these factors can significantly affect their speech development.

See these case history questions speech therapy

• What is your name?
• How old are you?
• What is your primary language?
• Do you speak any other languages?
• Have you ever received speech therapy before?
• Do you have any known medical conditions?
• Have you had any surgeries related to your speech or hearing?
• Have you ever had any ear infections?
• Do you currently wear hearing aids?
• Are there any hearing impairments in your family?
• Have you experienced any traumatic events related to your speech?
• Have you ever had a stroke or any other neurological condition?
• Do you experience difficulty swallowing?
• Have you ever been diagnosed with a learning disability?
• Have you had any speech or language delays as a child?
• Are you currently taking any medications that may affect your speech?
• Do you smoke or have a history of smoking?
• Do you consume alcohol regularly?
• Have you ever been diagnosed with a speech disorder, such as stuttering or apraxia?
• Are there any speech disorders in your family?
• Do you have difficulty pronouncing certain sounds or words?
• Do you experience voice problems, such as hoarseness or vocal strain?
• Do you struggle with articulation or fluency?
• Have you ever had a traumatic brain injury?
• Do you have trouble understanding or following directions?
• Have you ever been diagnosed with a language disorder?
• Do you have difficulty expressing your thoughts or ideas?
• Do you experience anxiety or nervousness when speaking in public?
• Have you ever been diagnosed with a cognitive impairment?
• Do you have difficulty reading or writing?
• Have you ever been diagnosed with a voice disorder?
• Do you have any concerns about your speech or communication?
• Are there any specific goals you would like to achieve through speech therapy?
• Do you have any preferences or limitations regarding therapy sessions?
• Have you received any evaluations or assessments related to your speech?
• Do you have any other health conditions that may impact your speech?
• Are you currently receiving any other forms of therapy or treatment?
• Do you have a support system in place to assist you during your therapy journey?
• Are there any cultural or religious factors that may influence your therapy?
• Do you have any concerns or questions about the therapy process?

These case history questions provide speech therapists with valuable insights into the patient’s background, medical history, and specific speech-related concerns. By thoroughly understanding the patient’s unique circumstances, speech therapists can develop personalized treatment plans that address their individual needs and goals.

Remember, effective communication is essential for daily interactions and overall well-being. If you or someone you know is struggling with speech-related challenges, seeking the guidance and expertise of a speech therapist can make a significant difference in improving communication skills and enhancing overall quality of life.

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Why Developmental History Matters: On the Importance of Background Information in Speech-Language Assessments

Some even questioned: “What is the big deal? I am testing the child anyway? Isn’t their performance is what matters the most?

The truth is that in far too many cases background history collection is just as important if not more important than the actual testing process. Take look at a few of the below case studies to see what I mean.

Early Intervention : “I have no idea why your child isn’t speaking so I bet it’s CAS”. 

A few months ago a parent sought me out for a second opinion evaluation. Her adorable, adopted 2.5 year old girl, who had been receiving early intervention services for several months prior, still “wasn’t speaking”, and the treating therapist had no idea why.  Understandably the parent was feeling very frustrated since she was being told by the SLP that her child “probably has apraxia of speech” but no concrete evidence was being offered to her to either support or refute that diagnosis.

The original speech language evaluation didn’t contain any relevant background history details, so prior to seeing a child for a reassessment I sent detailed intake questionnaires to the parent asking in depth questions regarding the child’s biological parents (which was accessible to the adoptive parents).  After a little digging, it turned out that both biological mother and grandmother of the child had significant language delays and started speaking after the age of 3. The child’s biological mother was even reported to “make up her own language” to such an extent that the family had to interpret her words.

Sure enough about 10 minutes into the assessment after meeting and interacting with the child I knew that she presented with a  severe phonological disorder . She was actually chattering quite a bit with appropriate prosody, pitch and loudness, good range of vowels as well as frequent spontaneous verbalizations. She was just very unintelligible due to decreased phonetic inventory and phonotactic repertoire as well as simplification of sound sequences.  This diagnosis also explained why she wasn’t making any progress in speech therapy. The treating therapist was not  using appropriate intervention strategies relevant to the treatment of her phonological disorder. After appropriate interventions were implemented, therapy gains were seen on the first session.

Preschool : “Help!:  I can’t tell if this kid has a language difference or a language disorder.” 

Recently, I was asked to perform a second opinion evaluation on a bilingual 4.5 year old preschooler, whose parents were concerned about his language abilities and pre-academic readiness.  This child had previously been assessed by the school district SLP and found to be not eligible for services. At that time the assessing clinician judged that the child’s limited English proficiency was due to limited English exposure and stronger primary language, stating that given English language immersion, the child will ‘catch-up’.  However, the parents became very concerned when after a 1.5 years of significant English immersion in a private preschool, the child still continued to fall further and further behind both monolingual and bilingual peers with respect to language abilities and academic performance.

The first thing I did following the evaluation referral was look over the child’s initial evaluation report to review the findings. While the report contained observations, as well as formal and informal testing results, it contained no information regarding this child’s background history beyond the minimal requisite blurb in the beginning of the report explaining why the child was referred for an assessment. So I asked the parents to fill out the intakes pertinent to the child’s early language development as well as family history.  Lo and behold, parental input revealed a family history of reading and learning disabilities on maternal side of the family, as well as history of  late primary language development.  The reassessment confirmed my suspicions. The child’s language difficulties were not due to a language difference but to a legitimate language disorder, which originated in the child’s primary language and later transferred to English. After therapy services were implemented and the necessary support to the child was provided, immediate gains were noted.

School-Age :   “Just stop misbehaving!” 

A few years ago, I received a referral from a psychiatrist to perform a social pragmatic language evaluation on a post-institutionalized, internationally adopted early elementary aged child, who had been displaying significant behavioral difficulties at school. Review of available school records indicated that the child’s academic performance was at grade level and his general language abilities have been assessed a few years prior to the present referral and were found to be within normal limits as well. The child’s ‘misbehaviors’ were described by school staff (as per intake) as significant overactivity, difficulty with transitions, difficulty “winding down”, tantrums when ‘he doesn’t get what he wants’, inappropriate interruptions of others, as well as ‘excessive emphasis on own agenda’.  Brief phone interviews with the SLP who performed the original language assessment, the classroom  teacher and the  school psychologist revealed a similar theme: “There’s nothing wrong with his language, he is just acting out when he doesn’t get his way.

Since the school based language assessment did not contain any of the child’s background pre-and post adoption history (nor did the school have any of these records) I asked the child’s parents to provide me with this information, prior to initiating my assessment. In addition to a variety of useful documents the pre-adoption records contained a court order from the child’s birth country, which stated that prior to the orphanage placement, the child’s biological mother’s rights were revoked by the court due to alcohol abuse and child neglect. Coupled with parental interviews regarding this student’s post adoption language development, this information revealed to me that the child wasn’t merely ‘misbehaving’ but probably had undiagnosed alcohol related deficits, which were adversely impacting his academic functioning in the school.

A language reassessment did confirm the presence of significant social pragmatic language deficits. A subsequent referral to the relevant medical team also substantiated the diagnosis of alcohol related disability, which was not readily apparent due to the child’s age as well as relatively high academic and linguistic functioning. After the child began receiving social pragmatic therapy services and relevant behavior management techniques were implemented, many of the above described behaviors significantly improved. 

I use these three examples to illustrate a point. In all three cases, thorough background history collection provided the key to the puzzle of what was wrong with each child.  However, without knowing this history these children would have continued to struggle due to lack of appropriate diagnoses and relevant targeted interventions.  

That is why it is critical that SLPs and other related professionals (e.g., psychiatrists, psychologists, social workers, etc) obtain a detailed background information of the child’s early development and family history as it will allow them to make an appropriate and accurate diagnosis of the child’s difficulties, which will in turn allow the child to receive relevant classroom placement, appropriate accommodations and modifications as well as targeted and relevant therapeutic services. 

Helpful Resources: 

• —— The Checklists Bundle
• — General Assessment and Treatment Start Up Bundle
• — Social Pragmatic Assessment and Treatment Bundle
• — Multicultural Assessment Bundle
• — Narrative Assessment and Treatment Bundle
• —— Fetal Alcohol Spectrum Disorders Assessment and Treatment Bundle
• Speech Language Assessment of Older Internationally Adopted Children

3 thoughts on “ Why Developmental History Matters: On the Importance of Background Information in Speech-Language Assessments ”

Wow! All the cases are interesting, but especially the last one. You really can miss so much without a thorough background history.

[…] Background Information […]

[…] Background History […]

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What is an SLP & What do they do?

Speech-language pathology is the scientific study of speech, fluency, feeding and swallowing, and all the mechanisms of speech and language, along with the therapeutic application of corrective and augmentative measures to help people with speech disorders speak and communicate better. It falls under the communication sciences and disorders discipline, which also include the closely aligned—but separate—study of audiology.

Speech-language pathology is focused on a range of human communication and swallowing disorders affecting people of all ages.

• Emerson College - Master's in Speech-Language Pathology online - Prepare to become an SLP in as few as 20 months. No GRE required. Scholarships available.
• Arizona State University - Online - Online Bachelor of Science in Speech and Hearing Science - Designed to prepare graduates to work in behavioral health settings or transition to graduate programs in speech-language pathology and audiology.
• NYU Steinhardt - NYU Steinhardt's Master of Science in Communicative Sciences and Disorders online - ASHA-accredited. Bachelor's degree required. Graduate prepared to pursue licensure.
• Calvin University - Calvin University's Online Speech and Hearing Foundations Certificate - Helps You Gain a Strong Foundation for Your Speech-Language Pathology Career.

According to The American Speech-Language-Hearing Association , the following disorders fall under the umbrella of speech-language pathology:

• Speech Disorders : Occurs when individuals have difficulty producing speech sounds correctly or fluently (e.g., stuttering)
• Language Disorders : Occurs when individuals have difficulty understanding others, sharing thoughts, feelings, and ideas, and/or using language in functional and socially appropriate ways; language disorders may also be in the written form
• Communicating with others socially (e.g., greeting others, asking questions, etc.)
• Changing their way of communicating depending on the listener or setting
• Following socially acceptable rules of conversation and story telling
• Cognitive-Communication Disorders : Occurs when individuals have difficulties paying attention, planning, problem-solving, or organizing their thoughts. Many times, these disorders occur as a result of a traumatic brain injury, stroke, or dementia.
• Swallowing Disorders: Occurs when individuals have difficulty eating and swallowing. Swallowing disorders are often a result of an illness, injury, or stroke.

The practice of speech-language pathology includes those who want to learn how to communicate more effectively, such as those who want to work on accent modification or improve their communication skills. It also includes the treatment of people with tracheostomies and ventilators.

Speech-Language Pathology: The Synthesis of Two Fields of Study

Language differs from speech, which is why speech-language pathology is actually the study of two fields.

Speech is the verbal means of communication. It consists of:

• Articulation: How speech sounds are made
• Voice: The use of breathing and vocal cords to produce sounds
• Fluency: The rhythm of speech

Speech problems often occur because a person has difficulty producing sounds due to the incorrect movement of the lips, tongue, and mouth.

Speech problems include:

• Childhood speech apraxia : Neurological childhood speech sound disorder resulting from neuromuscular difficulties, such as abnormal reflexes or abnormal tone
• Adult speech apraxia : Speech disorder caused by neuromuscular difficulties, such as abnormal reflexes or abnormal tone; usually as a result of stroke, traumatic brain injury, dementia, or other progressive neurological disorders
• Dysarthia : Impaired movement of the muscles used for speech production, including the vocal cords, tongue, lips, and/or diaphragm
• Stuttering : Involuntary repetition of sounds
• Speech sound disorders : Includes articulation and phonological processes difficulties
• Orofacial myofunctional disorders : Tongue moves forward in an exaggerated way during speech or swallowing (called tongue thrusts)
• Voice disorders : Includes vocal cord nodules and polyps, vocal cord paralysis, spasmodic dysphonia, and paradoxical vocal fold movement

Language consists of socially shared rules that include how to put words together, how to make new words, what words mean, and what word combinations are best in what situations. Language disorders include:

• Difficulty understanding others: receptive language disorder
• Difficulty sharing thoughts, ideas, and feelings: expressive language disorder

Although speech and language disorders can occur by themselves, they often exist together, which is why speech-language pathology is a combined field of study.

Speech and language disorders are often a result of medical conditions, such as:

• Amyotrophic Lateral Sclerosis (ALS)
• Huntington’s Disease
• Multiple sclerosis (MS)
• Laryngeal and oral cancers
• Right hemisphere brain injury
• Traumatic brain injury

In children, this may also include selective mutism and language-based learning disabilities resulting from:

• Attention deficit/hyperactivity disorder
• Syndromes, such as Down’s syndrome and Fragile X syndrome
• Cerebral palsy
• Failure to thrive
• Low birth weight or premature birth
• Hearing loss
• Intellectual disabilities
• Fetal alcohol spectrum disorder
• Stroke/brain injury
• Cleft lip/palate

What is a Speech-Language Pathologist?

Speech-language pathologists evaluate, diagnose, and treat speech, language, communication, and swallowing disorders. These highly trained clinicians work as part of a collaborative, interdisciplinary team of professionals, which includes physical therapists, occupational therapists, social workers, teachers, physicians, audiologists, and psychologists, among others.

Their job duties include:

• Developing and implementing treat plans based on their professional assessment and recommendation from members of the interdisciplinary team
• Monitoring their patients’ progress and adjusting their treatment plans accordingly
• Documenting patient care and writing reports regarding patient evaluation, treatment, progress, and discharge
• Ordering, conducting, and evaluating hearing, speech, and language tests and examinations
• Educating patients and family members on treatment plans, communication techniques, and strategies for coping with speech/language barriers
• Designing, developing, and employing diagnostic and communication devices or strategies
• Developing and implementing speech and language programs

Though a majority of speech-language pathologists are involved in direct patient care, these professionals also fulfill a number of other roles in areas such as:

• Program coordination and administration
• Teaching at the post-secondary level
• Supervision
• Product development and evaluation
• Consultation

Speech-Language Pathologist Education and Certification

Speech-language pathologists are highly educated and trained clinicians, educators, researchers, and administrators. Speech-language pathologists, at a minimum, hold a master’s degree in Communication Sciences and Disorders (CSD).

Most master’s degrees in CSD are Master of Arts (MA) or Master of Science (MS) programs. Master of Education (MEd) programs prepare speech-language pathology educators.

National certification and states licensure require the completion of a program that has been accredited by the Council on Academic Accreditation in Audiology and Speech Language Pathology (CAA) .

In most states, additional state licensure requirements include completing a supervised postgraduate professional experience and passing a national exam.

Language-speech pathologists can earn the Certificate of Clinical Competence in Speech-Language Pathology (CCC-SLP) through the American Speech-Language-Hearing Association. Certification requirements are similar to state licensing requirements, so state licensed language-speech pathologists generally qualify for the CCC-SLP designation.

The History of Speech-Language Pathology

Speech-pathology as a recognized field of study had its origins in the early part of the twentieth century, when the scientific, academic, and clinical foundations began to take shape and a number of organizations (such as the American Academy of Speech Correction in 1926) focused on speech disorders and speech correction were established.

From 1945 to 1965, speech-language pathology began to evolve, thanks to the introduction of a number of assessment and therapy approaches focused on underlying communication disorders. It was during this time that speech-language pathology researchers and clinicians began focusing their attention on the many WWII soldiers returning from war with brain injuries resulting in aphasia.

This period also gave rise to brain studies, technological advances, and the development of standardized testing procedures, including receptive and expressive language assessment and treatment techniques.

Between 1965 and 1975, advancements in linguistics spurred researchers to begin distinguishing language disorders from speech disorders. Their work enhanced the work of speech-language pathologists, allowing them to begin more effectively treating a variety of language delays and disorders.

Today, speech-language pathology continues to evolve as high-quality research evidence is integrated into practitioner expertise and clinical decision making. The increased national and international exchange of professional knowledge, information, and education in communication sciences and disorders continues to strengthen research collaboration and improve clinical services.

Speech-Language Pathology Resources

• Council on Academic Accreditation in Audiology and Speech Language Pathology (CAA)
• American Speech-Language-Hearing Association
• American Academy of Private Practice in Speech Pathology and Audiology
• International Clinical Phonetics and Linguistics Association
• National Student Speech Language Hearing Association
• National Aphasia Foundation
• Childhood Apraxia of Speech Association of North America
• The Cherab Foundation
• The Voice Foundation
• Selective Mutism Foundation
• Stuttering Foundation of America
• National Institute on Deafness and Other Communication Disorders

Back to Top

• Career Resources
• How to Become a Speech-Language Pathologist
• Both Sides of the Frenectomy Debate
• Certification
• State Licensing Overview
• Student Resources
• What is Speech-Language Pathology?
• CAA-Accredited Graduate Programs
• Directory of CSD and SLP Undergraduate Programs
• Master’s in Speech-Language Pathology
• SLP Clinical Fellowship
• SLP Thesis Track
• 2022 SLP Scholarship Guide
• 2022 Top SLP Master’s Programs
• Practice Settings
• Private Practice
• Telepractice
• Specialty Areas and Disorders
• Ankyloglossia (Tongue Tie) and Lip-Tie Issues
• Aphasia (Post Stroke)
• Apraxia of Speech
• Augmentative and Alternative Communication (AAC)
• Child Language Disorders
• Communication Competency Assessment
• Early Intervention
• Fluency Disorders
• Forensic Speech-Language Pathology
• Laryngeal Imaging
• Late Talkers
• Low-Incidence Disorders
• Multilingual Patients
• Occupational Therapy
• Otoacoustic Emissions Screening
• Patients with Autism
• Patients with Cochlear Implants
• Percutaneous Electrical Stimulation (E-stim)
• Public Health
• Rehabilitation
• Spasmodic Dysphonia
• Stuttering and Cluttering
• Swallowing and Feeding Disorders (Dysphagia)
• Transnasal Esophagoscopy and Pharyngeal/Esophageal Manometry
• Transgender Voice Modification Therapy
• Voice Therapy
• Dual Certification in SLP and Lactation Consultancy
• Continuing Education is Key to Career Versatility and Longevity in This Field
• Do You Speak with an Accent? … You Can Still Be an Outstanding SLP
• The Challenges and Rewards of Working with English Language Learners
• Some Advice on How to Approach Your Clinical Fellowship
• 4 Things a Job Description Can’t Tell You About the Profession
• 5 Things I Love Most About Being an SLP
• Your Guide to Getting Started in Telepractice
• Why Team Player SLPs are Even More Effective Than Superstars
• Why Working With the Entire Family Gets the Best Results in Kids Struggling with Speech-Language Issues

The field of speech and language pathology all began in the 18th century when James Ford first advertised his services to address “stammering and other impediments in speech.”  With speaking ability and diction being markers of English class during this time, Ford made a name for himself and opened the door for other early teachers. In America, the focus on stuttering and its treatments continued with the publication of Doctor Samuel Potter’s thesis on “speech and its deficits,” which he eventually expanded into a book detailing a variety of communication disorders.  

It was in 1925 when the American Academy of Speech Correction (later to be renamed the American Speech-Language and Hearing Association or “ASHA”) was founded. The group was particular in its selection criteria and required members to have advanced degrees or be active in research publications. As a result, there was a shift in the field’s focus to the more medical and neurological components of language. Particularly due to the injuries resulting from World Wars I and II, it was during this period that many aspects related to the brain and speech connection were discovered.  

Additionally, in the 20th century, an emphasis on the use of scientific methodologies emerged, with evidence-based practice at the center. Thus, formal taxonomies were developed, diagnostic and treatment methodologies were created, and research on related topics abounded. With time and experience came minimum standards of practice and requirements for licensures and/or certifications. During the late 1900s and early 2000s, the social and pragmatic aspects of language began to be included under a speech therapist’s scope of practice. With the boom of technology and the growth of other related fields, speech and language pathology expanded yet again to address new diagnoses and implement updated techniques.  

Today, being a speech and language pathologist requires knowledge of human development across the lifespan, an understanding of a variety of anatomical and physiological systems, dedication to schooling, flexibility in work environments, and an ability to diagnose, treat, and support hundreds of differences and disorders.  

No wonder clinicians are in such high demand! 

Sources: 

https://hsl.lib.unc.edu/speechandhearing/professionshistory  

https://www.cam.ac.uk/research/news/study-unearths-britains-first-speech-therapists  

https://leader.pubs.asha.org/doi/10.1044/leader.FTR.07232002.4  

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The History of Speech Language Pathology

Speech pathology began to get recognition in the 1920s when the American Academy of Speech Correction was formed in 1926. It began to develop over the next twenty years as speech therapy approaches became more widespread. At this time WWII was going on, and soldiers were returning home with brain injuries. This was becoming a concern, so it was speech pathology researchers who worked with them through therapy.

What Do They Study?

A speech pathologist is an expert in communication. They study speech, language, voice, fluency and swallowing in people of all ages. It wasn’t until the late 1960’s that a distinction between speech disorders and language disorders was recognized. A speech disorder is identified as when someone has a hard time producing speech sounds and stuttering occurs. A language disorder is when someone has trouble understanding others and can’t share their own thoughts and feelings.

It takes a lot of schooling and research to officially become a trained speech pathologist. All must have their master’s degree at a minimum, but many go on to achieve their doctorate. In many states, after schooling, they must also pass a national exam to achieve their state license. Many choose to go on to earn the Certificate of Clinical Competence in Speech-Language Pathology (CCC-SLP) from the American Speech-Language-Hearing Association.

How Do They Help?

It is the speech-language pathologist’s job to help people with these disorders learn how to communicate. After assessing a patient, they must come up with a plan of therapy options and exercises to help that patient learn. Through their learning journey, the pathologist must document all care and write up a report of evaluation. They keep track of all progress and must adjust their treatment plans accordingly. They conduct speech and language tests to show the patient’s improvement. As well as educate the patient’s family members on what treatments they are receiving, and how to work with their family member at home and cope with this disability.

At SpeechEasy all of our providers are state licensed, ASHA certified Speech-Language Pathologists who are ready to help you through this process. All pathologists with SpeechEasy Provider status have completed specialized training which allows them to utilize SpeechEasy with their clients who stutter. With many devices in stock, our stores can provide you with same day service. Call today or visit us online to schedule an appointment with your nearest SpeechEasy provider!

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University of Tasmania, Australia

Courses & units, integrated speech pathology practice cxa766, introduction.

This capstone unit consolidates your clinical reasoning and requires you to integrate and apply the knowledge, skills, and professional attributes developed throughout the course. In this unit, you prepare to enter the speech pathology profession and respond to individual, family, and community level needs in complex and changing practice contexts. The unit adopts a case-based and lifespan focus to cases with co-existing and multi-faceted communication and/or swallowing needs. You will integrate the advocacy, leadership, research, and cultural responsiveness skills you have previously developed in the course, with competent evidence-based and client-centred clinical reasoning. You will apply different approaches to ethical reasoning (e.g. ethics of care, narrative approach, casuistry) to support quality and safety management. You will demonstrate your research skills in preparing a research proposal to apply for grant funding. Through the application of these professional frameworks and skills to complex case management, you will demonstrate integrated speech pathology professional competencies appropriate for entry to the profession.

Availability

Specific information on 2025 unit availbility will be available in August.

* The Final WW Date is the final date from which you can withdraw from the unit without academic penalty, however you will still incur a financial liability (refer to How do I withdraw from a unit? for more information).

Unit census dates currently displaying for 2025 are indicative and subject to change. Finalised census dates for 2025 will be available from the 1st October 2024. Note census date cutoff is 11.59pm AEST (AEDT during October to March).

About Census Dates

Learning Outcomes

• Justify holistic, evidence-based, and culturally responsive management or service response plans to optimise communication and/or swallowing where there is complexity and co-existing needs.
• Apply ethical decision-making frameworks to professional practice scenarios and justify responses to ethical situations.
• Demonstrate professional communication, advocacy, leadership, research skills, and cultural responsiveness to evaluate quality and safety of service responses and professional development needs.
• Formulate research questions and testable hypotheses that meet a clinical need by applying appropriate research methods, ethical considerations, and reporting requirements in a research proposal.

Fee Information

2025 fee information will be available in August.

Prerequisites

Concurrent prerequisites.

Unit name	Integrated Speech Pathology Practice
Unit code	CXA766
Credit points	12.5
College/School	College of Health and Medicine School of Health Sciences
Discipline	Health Sciences
Coordinator	Doctor Samuel Calder
Delivered By	University of Tasmania

Teaching Pattern	Webinar (1hr x 11 times), Independent Learning (9hrs x 11 times), Workshop (5hrs x 4 times)
Assessment	Simulation Assessment Practical – Crucial Conversations|Simulation Assessment Written – Crucial Conversations (20%)|Integrated Practice Management: Scope of Practice (30%)|Research Grant Proposal (50%)
Timetable	|

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Required	Required readings will be listed in the unit outline prior to the start of classes.

The University reserves the right to amend or remove courses and unit availabilities, as appropriate.

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A look back at Bill Clinton's 4-decade history of making DNC speeches

The venues may have changed, and the planning and special events may have gotten splashier with younger VIPs, but for more than 40 years, there has been one constant at Democratic Party conventions: Bill Clinton.

The former president, who just turned 78, spoke ahead of Gov. Tim Walz at Wednesday night's gathering, marking his 13th time making remarks at the event.

"Not a day goes by that I'm not grateful for the chance the American people gave me to be one of the 45 people who have held the job. Even on the bad days, you can still make something good happen. Kamala Harris is the only candidate in this race with the vision, the experience, the temperament, the will, and yes-the sheer joy-to do that on good and bad days. To be our voice," he said.

After the first night of the Democratic convention, Clinton ripped and decided to start from scratch following the energy and enthusiasm he saw in the arena, a senior adviser to Clinton told ABC News.

"After being here for an afternoon it was clear to him that, in the spirit of Mario Cuomo, we needed more poetry, not prose," the adviser told ABC's Katherine Faulders.

Mario Cuomo gave the keynote address at the 1984 Democratic convention.

"We Democrats must unite so that the entire nation can unite, because surely the Republicans won't bring this country together," Cuomo said in that speech. "Their policies divide the nation into the lucky and the left out, into the royalty and the rabble."

Clinton's speech is expected highlighted the striking differences in vision, experience and temperament between Harris and Trump, the source said, underscoring the vice president's story and what her candidacy means for the nation.

Wednesday's speech was Clinton's 13th

His timeline at the conventions showcased his rise through the party ranks to the top of the Democratic ticket and being enshrined as one of its most prominent historical figures.

After giving a brief speech at the 1976 convention, where he talked about the legacy of former President Harry Truman, Clinton was invited to speak at the 1980 convention when he was freshman governor of Arkansas.

The then-33-year-old Clinton gave a brief speech, talking about his upbringing in Hope, Arkansas, and his dreams for his then 6-month-old daughter Chelsea.

Between that convention and the next, Clinton had lost one gubernatorial reelection and won another, earning the nickname "the comeback kid." Speaking at the 1984 convention, representing the New Democrats movement, Clinton invoked Harry Truman in his pitch to the Democrats.

"He began the Democratic Party's historic commitment to civil rights and brought the United States into peacetime cooperation with other nations," he said.

Clinton was given a major speaking slot at the 1988 DNC with a primetime speech ahead of the nomination of Massachusetts Gov. Michael Dukakis.

The speech turned out to be memorable but in the wrong way. Clinton spoke for 35 minutes, much longer than his planned 15, boring the crowd.

In fact, one of the loudest responses came at the end when Clinton told the crowd, "In closing."

He would get a different reception four years later at the DNC at New York's Madison Square Garden when he accepted the party's nomination for president.

'The Man from Hope'

Before his speech, an autobiographical video was played titled "The Man from Hope," a theme that Clinton emphasized in a 53-minute speech.

"I still believe in a place called Hope," he told the roaring crowd.

During his speech at the 1996 DNC, Clinton flipped the message of his Republican opponent Sen. Bob Dole, who campaigned on the idea of being a bridge to the past.

"Let us resolve to build a bridge to the 21st century," he said.

Clinton's next appearance at the DNC came after rough four years at the White House. He became the second president to be impeached on perjury and obstruction of justice charges following an affair with White House intern Monica Lewinsky.

The Senate later acquitted him on those charges.

Clinton entered the Staples Arena during the 2000 DNC with a camera following his path to the podium while the arena's screen displayed his administration's successes such as the first budget surplus in decades and declines in crime.

"My fellow Americans, the future of our country is now in your hands," he said. "And remember, whenever you think about me, keep putting people first."

In 2004, Clinton told Democratic delegates that he came as a "foot soldier" to help elect Sen. John Kerry.

He reminded the nation that was in the midst of two wars in the Middle East following the Sept. 11 attacks of more peaceful times.

When Hillary Clinton ran against Barack Obama

In 2008, Clinton began the campaign season championing Sen. Hillary Clinton in her bid for the Democratic nominee, even taking jabs at her competitor, then Sen. Barack Obama.

Clinton showed no animosity towards Obama during his speech at the 2008 DNC.

"Senator Obama's life is a 21st century incarnation of the old-fashioned American dream. His achievements are proof of our continuing progress toward the more perfect union of our founders' dreams," he said.

Clinton would repeat this sentiment during his remarks four years later.

In 2016, Clinton took the DNC stage in another new role as the spouse of the Democratic presidential candidate. In his speech, he talked about their relationship and her resolve to help Americans.

"But for this time, Hillary is uniquely qualified to seize the opportunities and reduce the risks we face. And she is still the best darn change-maker I have ever known," he said.

Like other speakers, Clinton's appearance at the 2020 DNC was done virtually due to the COVID-19 pandemic. In just video message recorded from his Chappaqua, New York home, Clinton reassured voters that former Vice President Joe Biden was the best candidate to lead America back.

"It's Trump's "Us vs. Them" America against Joe Biden's America, where we all live and work together. It's a clear choice. And the future of our country is riding on it," he said.

ABC News' Gabriella Abdul-Hakim contributed to this report.

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