Speech and Language Therapy

The student •defends the Bachelor's thesis including the scientific competences •establishes cross-connections to all specialist areas of speech therapy

The student •explains economic movement sequences •carries out positioning and transfers •describes the psychophysiological basis of perception and its disorders •gives theoretical models of perception •names psychological tests explains basic concepts of cognitive psychology •explains development theories •discusses attention functions, learning and memory skills •describes the development of the game •identifies developmental disorders in childhood •names and describes the sub-areas of linguistics •derives the use of linguistic models for speech therapy practicet •explains the linguistic terms phonetics and phonology •describes the acquisition process of phonetic-phonological competence •explains the linguistic terms semantics, semiotics and lexicon •derives the use of the IPA in speech therapy practice

The student •explains the physiological and pathological development of posture and movement •explain the technical terms syntax and morphology •derives the use of linguistic models for speech therapy practice •introduces methods of educational science •explains theories and models of upbringing and education •explains how to deal with aggression, anxiety, divorce and acute situations •depicts the experience and behaviour of older people •describes the behaviour of individuals in the context of social interactions and processes

The student - describes crisis management - explains the process of disease progression and the phases of disease management - explains measures for mental hygiene

The student •explains the basics of acoustics and psychoacoustics •performs classical hearing tests and tonal audiometry and interprets them •classifies hearing damage according to type, degree and progression; •introduces relevant speech audiometric methods and interprets the results using case studies •interprets above-threshold test procedures •explains the implementation and possible results of acoustic impedance measurements describes the control mechanisms of speech and language •explains the physical principles of voice and speech •describes phoniatric examination methods •explains disorders of the organ systems involved in the speech act •explains medical therapy options for dysphonia •explains disorders of the organ systems involved in the act of swallowing •defines tracheotomy and tracheostomy •names causes, consequences of laryngectomy and surgical voice rehabilitation measures

The student •explains otoacoustic emissions and interprets the results using case studies •describes acoustically evoked potentials and interprets the results using case studies •explains measurement options for simulation, aggravation, dissimulation and psychogenic hearing impairment and interprets the results in conjunction with other audiological results using case studies •describes the specific diagnostics for auditory processing disorders •plans speech and language therapy intervention for auditory processing disorders based on a case study •explains the paediatric audiological examination process and hearing test procedures for children •describes the indication and use of implantable hearing aids •explains technical aids for hearing loss

The student - explains the neuroanatomical and neurophysiological basics of the brain - performs neurological examination methods - lists diseases of the brain and cranial nerves - reports on diseases of the peripheral nervous system - leads inflammatory and infectious diseases of the CNS -explains the structure and function of the ENT organs -explains the effects of ENT diseases on speech, voice, hearing and swallowing -names medical examination options for ENT diseases -describes diseases in the entire ENT area -presents therapy options for ENT diseases - describes the anatomical and physiological principles of the teeth, jaw and masticatory muscles - explains the development of dentition - describes orthodontic interventions and appliances -describes pre- and postpartum development, maturity and the effects of prematurity -describes diseases of the newborn, infant, toddler, child and adolescent

The student - explains the causes, diagnosis and treatment options for psychiatric diseases - describes speech and language disorders in psychiatric diseases - explains the psychiatric care structure in Austria - describes eating, drinking and feeding disorders and failure to thrive in infants and young children - describes child and adolescent psychiatric disorders that manifest themselves primarily in the areas of language and communication - reports on intervention options in child and adolescent psychiatry

The student - explains different types of cleft malformations - guides surgical and prosthetic treatments for cleft malformations

General anatomy and physiology The student •knows the morphological and functional relationships of the healthy body. •is familiar with medical terminology. •has basic knowledge of the development and structure of the human organism. •knows the basics of physiology. •explains the function of organ systems and their interaction. General pathology The student •has knowledge about the development of diseases. •knows about the causes and effects of deviating cell and tissue structures and functions in the organism. Hygiene The student •knows standards of hygiene, infection prevention and epidemiology and derive prophylactic measures from these. •takes the requirements of hygiene into account and recognises the importance of hygiene in the healthcare sector. Health promotion and prevention in the healthcare professions The student •explains the basic concepts of health promotion, resilience, health literacy, climate literacy, health literacy and prevention within and outside its own division. •describes the importance of health-promoting measures both for themselves personally and for their clients/patients. •knows the basic principle of primary care in Austria and its tasks in connection with public health and health promotion. Emergency management The student •recognises life-threatening conditions and provides the appropriate first aid. •creates the basic monitoring and interprets these basic values. •Carries out initial measures in airway management. Legal bases 1 and healthcare The student •knows the job profiles and areas of expertise of the healthcare professions in Austria. •recognises the limits of independent professional practice and makes reference to the relevant legal regulations. •knows the organisational structures and political spheres of influence of the Austrian healthcare system as well as the basic principles of hospital management. Digitalisation •can explain selected basic terms from the field of digitalisation in healthcare. •can explain selected information systems in the healthcare sector.

Basics of quality and data management The student •explains the basics of data and quality management in the healthcare sector. •analyses and applies documentation standards in the various settings, reflects on them and supports quality-related activities (e.g. interface management, quality reporting, outcome quality measurement). Legal basis 2 The student •knows and understands the basic principles of the legal foundations and laws specific to the profession. •knows and understands the relevant job-specific aspects of data security. Family and patient education The student •knows the basics of professional information and educational talks. •recognises the importance of a basis of trust with clients/patients and their relatives. •knows the relevant professional laws and the competences and responsibilities they contain. Digital healthcare and teletherapeutic concepts The student •recognises the potential applications of digital healthcare and teletherapeutic concepts. •analyses the digital treatment concepts in the context of digital transformation. •understands initiating change processes. •develops a reflective attitude

The student •explains the occupational profile and fields of activity of speech therapy •describes the responsibilities of other healthcare professions •designs a therapy and derives therapeutic steps •discusses and reflects on the dynamics of a team •represents the speech therapy process • describes the acquisition sequence of language and speech in the individual linguistic levels of description •names factors influencing language acquisition and explains the difference between physiological and pathological language development (need for therapy vs. need for support) •explains everyday integrated versus adaptive concepts for language support in elementary education •describes methods of evidence-based language support in the context of elementary education and interprets the available evidence •outlines the aims of language promotion in primary schools •names the language level screening instruments for the educational sector at federal level and explains the procedure and screening process at state level (Upper Austria) •explains the basic principles, language-promoting strategies and methods of language-systematic therapy •prepares and presents an input according to the language promotion strategies •plans and justifies the diagnostic-therapeutic process for orofacial dysfunctions •performs breathing and speaking exercises, guides them and reflects on them •explains functional relationships •reflects on own voice and speaking technique •analyses the self-perception and external perception of speech and speaking skills •analyses extraverbal communication •applies various speaking techniques •discusses and reflects on intercultural encounters •differentiates between different value systems •indicates the infectious agents relevant for speech therapy •explains the implementation of hygiene measures in the professional environment of speech therapy

The student •explains the difference between phonetics and phonology •explains the rule-guided phonetic-phonological development •describes the aetiology, terminology, symptoms, diagnostic tools and therapeutic approaches for phonetic-phonological disorders •interprets test results for phonological-phonetic disorders; •plans therapeutic interventions based on given cases of children with phonological-phonetic disorders, selects specific therapeutic approaches and justifies the decision •defines the term "late talker" and describes possible developmental trajectories •describes the aetiology, terminology, symptoms, diagnostic tools and therapeutic approaches for semantic-lexical disorders; •selects current diagnostic procedures for semantic-lexical disorders and interprets test results; •plans therapeutic interventions in the area of lexicon/semantics, selects specific therapeutic approaches and justifies the decision; •introduces basic concepts of bilingualism and multilingualism and identifies factors influencing the language acquisition of multilingual children; •explains ways of assessing the language skills of bilingual and multilingual children and describes appropriate support and therapy concepts •carries out diagnostic procedures against the background of current theories and models and analyses them •describes and documents the course of a therapy session for children with specific speech disorders •defines hearing impairment in terms of severity; •gives an overview of causes and possible paediatric audiological examination procedures; •explains different hearing aids, their function and use; •creates questions for a hearing-specific anamnesis and defines the content of qualified parent counselling; •explains various therapy approaches in the field of hearing impairment with regard to hearing and speech development • lists pre-school and school options for hearing-impaired children •explains the symptoms of aphasia •names and explains diagnostic procedures for aphasia •describes the innervation of the mimic musculature •differentiates between various forms of facial nerve palsy •derives therapeutic measures on the basis of case studies and demonstrates these •reflects on and modifies their own voice and speaking technique •uses your own voice economically •consciously shapes her own expression

The student •describes the aetiology, terminology, symptoms, diagnostic tools and therapeutic approaches of productive and receptive skills on a morphological-syntactic level •identifies the relevant speech therapy information from an existing diagnosis, derives hypotheses and plans or justifies the speech therapy diagnostic-therapeutic process; •explains language comprehension processes and describes strategies for dealing with a language comprehension disorder •describes the basic principles of speech therapy for bilingual and multilingual children with (specific) language acquisition difficulties •plans a counselling session •describes the basic features and structure of verbal and non-verbal communication; •names areas of application for augmentative and alternative communication; •lists the possibilities of electronic and non-electronic language-supporting aids; •describe diagnostic procedures for central speech disorders •explains language processing models •names therapeutic approaches for neurological speech disorders •explains the anatomy and physiology of the structures involved in the act of swallowing •explains the phases of the physiological swallowing process •identifies swallowing pathologies and assesses their consequences •describes diagnostic procedures for dysphagia and analyses the results using case studies and derives the resulting speech therapy interventions •explains the physiology of the functional circuits breathing, phonation and vocal tract •lists vocal performances and corresponding reference values •performs objective voice diagnostic measurements and interprets the results

The student - describes aetiology, terminology, symptoms, diagnostic tools and therapeutic approaches on a pragmatic-communicative level; - explains the importance of pragmatic-communicative competences for the development of other linguistic competences - defines differential diagnostic decisions based on the symptoms described; - plans and justifies the speech therapy process for pragmatic-communicative disorders on the basis of case studies - draws up a speech therapy report taking into account the diagnostic data obtained; - draws up and reflects on a treatment plan, taking into account the diagnostic data obtained; - describes the precursor skills that are important for the acquisition of written language and explains their significance - outlines relevant models for the acquisition of written language - plans the diagnostic-therapeutic process for disorders of written language and reading acquisition and justifies it - identifies a child's apraxia of speech on the basis of an existing diagnosis - draws up a therapy plan taking into account the therapy principles for childhood apraxia of speech and justifies it - compares diagnostic procedures for central speech and language disorders - describes therapeutic approaches for neurological speech and language disorders - plans a therapeutic process - uses case studies to describe swallowing pathologies, derives therapeutic measures from them and justifies them - describes tracheal cannula management - names and explains the building blocks of voice therapy - formulates a speech therapy voice report - derives cause and working hypotheses from available diagnostic data - draws up a rough treatment plan for a specific case study

The student •explains possible disorders in lip, jaw, palate and sail malformation •plans the speech therapy process for people with lip, jaw and palate malformations •explains counselling for people with hearing impairments •creates a therapy plan for people with hearing impairments •explains developmental disorders/delays and disabilities and applies the current ICD classification •explains speech therapy diagnostics (ICF orientated) for child development disorders; •plans and justifies the therapeutic intervention on the basis of given case studies in the pre-linguistic area •explains roles and tasks in the treatment and care of children with developmental disorders •describes failure to thrive, feeding disorder and infantile swallowing disorder •explains the limits of oral feeding and describes the speech therapy diagnostic procedure for children with feeding difficulties •selectively interprets mutistic behaviour using examples and describes appropriate reactions to the behaviour presented •explains the basic therapeutic approach and the therapeutic procedure for mutism; •explains the aetiology and terminology of fluency disorders in childhood; •describes the diagnostic process for speech fluency disorders in children; •identifies the relevant speech therapy information from an existing diagnosis and plans the therapeutic intervention. •prepares and demonstrates an input for the therapy of children's fluency disorders; •describes essential elements in counselling caregivers of children with fluency disorders •explains counselling content on special phoniatric disorders •describes the therapeutic procedure for special phoniatric disorders •contrasts different voice rehabilitation options after laryngectomy •discusses and reflects on client behaviour •determines the methodology for different types of client behaviour

The student •explains the physiological development of number processing and arithmetic and possible pathologies (causes, appearance) •defines the terms dyscalculia and learning disorders •describes the diagnostic process for childhood dyscalculia •explains preventive measures to promote basic maths skills at pre-school age •derives therapy goals from an existing diagnosis and describes speech therapy intervention options •explains the speech therapy diagnostic procedure for paediatric swallowing disorders and uses classification systems •explains speech therapy concepts for children with feeding difficulties •describes and justifies the speech therapy procedure for tube fitting and weaning •explains the symptoms and effects of central motor and profound developmental disorders •describes the diagnostic procedure for central motor and profound developmental disorders •describes speech therapy concepts and methods for children with developmental disorders •describes the diagnostic process for adolescents and adults with fluency disorders. •demonstrates speech techniques and stuttering modification •explains desensitisation and demonstrates therapeutic role plays •explains in vivo work and describes the therapeutic procedure •explains forms of dementia •describes diagnostic materials and interprets the results using examples •plans and justifies speech therapy intervention options •explains the palliative phases and derives speech therapy measures •explains the procedure in the palliative setting for dysphagic disorders •derives communication options in the palliative setting •uses case studies to apply evidence-based decision-making (steps 1 to 4) in speech therapy diagnostics and therapy •explains the possibilities of teletherapy and counselling •describes digital tools for speech therapy •illustrates cultural differences Interaction competence in speech therapy: •discusses and reflects on challenging therapy and team settings •plans and discusses the logopaedic-diagnostic-therapeutic process using case studies •formulates evidence-based health information for specific target groups •deepens and expands speech therapy knowledge and skills

The student •recognises different types of behaviour and reflects on them in a professional context. •can communicate appropriately with her counterpart. •designs and reflects on communicative and interactive processes in heterogeneous, diverse and interprofessional groups. •interprets and reflects on what has been learnt, describes it to an appropriate extent and applies or accepts feedback and feed-forward concretely and actively. •can independently reflect on professional actions and explain them to others in an understandable and precise manner.

The student •applies technologies in the healthcare sector, taking into account a critical analysis. •recognises the responsibility of other healthcare and other professions and works in a multi-professional team. •analyses the public impact of one's own behaviour in everyday professional life. •develops health literacy, i.e. the ability to find, understand, evaluate and apply health information in order to make appropriate health decisions in everyday life. •integrates target group-specific climate communication in stakeholder dialogues •transfers own decisions responsibly to the outside world. •possesses social-communicative and self-competences, in particular the ability to communicate, criticise and deal with conflict, as well as empathy, frustration tolerance, role distance, self-determination and self-reflection. •recognises a professional self-image for the exercise of the profession and the ability to actively shape and co-determine everyday professional life.

The student •conducts research into relevant legal principles and synthesises professional action strategies with current health and socio-political developments. •assesses the effects and consequences of actions in the professional and personal environment with regard to ecological and economic aspects on the basis of scientific findings. •takes climate-sensitive health communication into account •selects a professional demeanour (with his/her understanding of the profession), takes reflective responsibility with regard to his/her own profession-specific actions and represents his/her own professional group internally and externally. •develops problem-solving strategies for job-specific requirements. •derives communicative and organisational skills that are necessary for coping with complex interdisciplinary tasks and designs communication for complex tasks in the interprofessional structure (incl. problem-solving strategies).

The student •explains selected terms, concepts and principles in the context of science and research (e.g. evidence, evidence hierarchy, research paradigms, ...). •differentiates between selected types of literature on the basis of their characteristics and categorises them according to the corresponding research methodology and evidence. •distinguishes between systematic and unsystematic searches and selects suitable resources and search terms according to the project. •is aware of the need for an ethical, moral and responsible attitude and uses an example to explain how this can be realised in scientific work. •obtains the information and documents relevant to the realisation of academic work from the electronic resources provided by the institution. •can explain the process of evidence-based practice. •can explain the possible applications and potential of artificial intelligence in scientific work. •can consider the risks and legal framework conditions when using artificial intelligence in scientific work.

The student •explains selected terms, concepts and principles in the context of science and research (e.g. evidence, evidence hierarchy, research paradigms, ...). •differentiates between selected types of literature on the basis of their characteristics and categorises them according to the corresponding research methodology and evidence. •distinguishes between systematic and unsystematic searches and selects suitable resources and search terms according to the project. •is aware of the need for an ethical, moral and responsible attitude and uses an example to explain how this can be realised in scientific work. •obtains the information and documents relevant to the realisation of academic work from the electronic resources provided by the institution. •can explain the process of evidence-based practice. •can explain the possible applications and potential of artificial intelligence in scientific work. •can consider the risks and legal framework conditions when using artificial intelligence in scientific work. •can research current scientific findings in the national and international field

The student •selects relevant scientific research methods, prepares the data for answering the question(s), analyses and interprets them. •has basic knowledge of statistical test procedures and carries out descriptive data analysis using suitable software. •explains the most important components of resource planning and explains the organisational processes for conducting studies. •describes the ethical and legal standards of clinical trials. •selects and explains the required study documents according to the scientific/international specifications of different study types. •explains the methodological planning of studies on the basis of scientific standards. •selects relevant scientific research methods, applies them and prepares the collected data to answer the questions. •makes scientific findings and phenomena usable for professional and scientific development. •participates in scientific discourse and understands and processes specialised literature and research reports. •researches current scientific findings in the national and international field, in particular on evidence-based reflection, evaluation and argumentation in the health professions in a fundamental form. •formulates research-relevant questions and hypotheses from the profession-specific area.

The student can •search for and summarise literature on a specific topic. •formulate a problem and derive the objective and the research question. •plan the appropriate methodology, taking into account norms, standards, guidelines and directives. •formulate a corresponding outlook

The student has acquired knowledge in various areas of scientific work that goes beyond the knowledge imparted in the associated courses or exercises. Ethics applications The student •takes into account the ethical requirements when conducting empirical studies. •independently completes and submits applications to an ethics committee, taking into account the respective quality criteria. Study planning The student •has advanced knowledge of different study designs in clinical research. •drafts a time, budget and resource plan for empirical work. •is planning a scientific empirical work according to international standards. •plans the implementation of measurements and interventions depending on the chosen research design. Questionnaire creation The student •uses relevant validated questionnaires in a standardised way in an empirical study. •selects suitable scale levels and formulations for specific questions. •develops a questionnaire based on a specific question and subjects it to a reliability test. •implements an analogue and digital survey. Literature research and evaluation The student •creates a search protocol for a systematic literature search according to international standards. •carries out and documents a systematic literature search in accordance with international standards. •adapts the search syntax depending on the respective literature source. •evaluates the articles found within a systematic literature search with the help of international assessments. Inference statistics The student •carries out relevant hypothesis tests depending on the question and prerequisites. •carries out inferential statistical analyses with the help of selected software. Reading and writing scientific papers The student •identifies the general structure and logical organisation of an English-language article. •writes an English-language article in a structured and logical way, depending on the respective requirements. •recognises the specific structure of an English-language abstract. •uses various logical chains of argumentation when writing a discussion, depending on the topic. •takes into account the special features of English writing when writing articles. Qualitative research The student •draws up an interview or observation guide (according to the relevant criteria) on the basis of a question and depending on methodological requirements. •plans to conduct qualitative surveys. •takes expert information into account when conducting qualitative surveys. •analyses the data collected in a qualitative survey. Specialisation in scientific work The student •deals in depth with selected topics of scientific work •implements the findings when writing the Bachelor's thesis

On the basis of their health science research question, the student can •write the introduction, the theoretical background and the problem statement. •implement the appropriate methodology, taking into account norms, standards, guidelines and directives. •analyse and discuss the results, draw conclusions and present them in written form. •select and apply relevant scientific research methods and process the collected data to answer the questions; •utilise scientific findings and phenomena for professional and scientific development.

The student - can follow individual steps of the speech therapy process in accordance with Section 2 (6) of the MTD Act as part of the overall medical process in selected clinical and non-clinical areas; this includes the work steps of problem identification, planning and implementation of therapy as well as quality assurance, evaluation, documentation and reflection. - can understand how the examiner identifies the patient's health problem; - acquires social communication skills and self-competences, in particular communication skills and a professional self-image for practising the profession; - can apply the knowledge acquired in the subject-specific courses in a practical way - can identify challenges that arise in practice and derive possible measures; - can recognise life-threatening conditions and provide appropriate first aid

The student - observes the creation of a speech therapy report based on the medical diagnosis, the speech therapy anamnesis interview and the results of the information gathering using profession-specific examination procedures; - can identify the patient's health problem in the case of selected disorders, recognise the relevant speech therapy and audiometric information from the existing findings and, if necessary, consult with the responsible doctor or other responsible persons about missing relevant information; - can assess the patient's communicative abilities, disorders and disabilities through active listening and observation and by selecting suitable specific examination methods; - can carry out speech therapy processes in the context of health promotion with support; can draw up a speech therapy diagnosis based on the medical diagnosis, the speech therapy anamnesis interview and the results of the information recording, guided by hypotheses and using profession-specific examination procedures for selected disorders; - can draw up a therapy plan for selected disorders and define therapeutic goals; -can discuss the therapy plan with the patient or the patient's relatives, adapt it to individual needs and motivate and instruct the patient to cooperate; -can carry out therapies for selected disorders in accordance with professional and scientific knowledge and experience; -can realistically assess his/her own abilities with regard to technical, organisational, coordinating and administrative professional requirements; -can conduct informational and educational discussions professionally and establish a basis of trust with the patient or the patient's relatives; -can take into account cultural and religious needs, lifestyles and values

The student - can identify the patient's health problem, recognise the information relevant to speech therapy and audiometry from the existing findings and, if necessary, consult with the responsible doctor or other responsible persons about missing relevant information; - can recognise the limits of independent professional practice and make reference to the relevant legal regulations; - can recognise the responsibility of other healthcare professions; - can, under speech therapy guidance and supervision, draw up a speech therapy report based on the medical diagnosis, the speech therapy history interview and the results of the information gathering, guided by hypotheses using profession-specific examination procedures and carry out therapies in accordance with professional and scientific knowledge and experience under supervision - carry out speech therapy processes within the framework of health promotion; - acquire social communication skills and self-competences, in particular communication skills, critical faculties, conflict skills, empathy, role distance, frustration tolerance, self-determination skills, self-reflection skills, creative and co-determination skills, teamwork skills and a professional self-image for practising the profession; - can realistically assess their own abilities with regard to technical, organisational, coordinating and administrative professional requirements; - can analyse different data and relate them to each other - can assess the relevance of different speech therapy-related information - can take individual factors into account when planning and implementing the log. Intervention - can take a critical look at procedures and approaches in speech therapy and point out alternatives

The student - can identify the patient's health problem, recognise the relevant speech therapy and audiometric information from the existing findings and, if necessary, consult with the responsible doctor or other responsible persons about missing relevant information; - can recognise the limits of independent professional practice and make reference to the relevant legal regulations; - can recognise the responsibility of other healthcare professions; - can draw up a speech therapy report based on the medical diagnosis, the speech therapy anamnesis interview and the results of the information gathering, guided by hypotheses, under supervision using profession-specific examination procedures and carry out therapies in accordance with professional and scientific knowledge and experience; - can draw up a therapy plan for selected disorders, define therapeutic goals and implement the therapy plan as part of the speech therapy process - under supervision; - can discuss the therapy plan with patients or relatives, adapt it to individual needs and motivate and instruct them to cooperate; - increasingly acquires the ability to document the course of treatment, formulate a speech therapy report and analyse and evaluate the results; - can carry out speech therapy processes as part of health promotion and offer targeted development-promoting and health-maintaining measures; - acquire social communication skills and self-competences, in particular communication skills, critical faculties, conflict resolution skills, empathy, role distance, frustration tolerance, self-determination skills, self-reflection skills, creative and co-determination skills, teamwork skills and a professional self-image for practising the profession; - be able to independently carry out the speech therapy process on the basis of previously acquired skills and abilities with regard to technical and methodological competence, taking particular account of a professional ethical attitude in a medical and social context; - be able to derive their own development needs on the basis of the experience gained;

The student - carries out the speech therapy process in accordance with § 2 Para. 6 of the MTD Act as part of the overall medical process, which includes the work steps of problem identification, planning, implementation, quality assurance, evaluation, documentation and reflection; - identifies the patient's health problem, recognise the information relevant to speech therapy and audiometry from the existing findings and, if necessary, consult with the responsible doctor or other responsible persons about missing relevant information; - recognizes the limits of independent professional practice and establish the reference to the relevant legal regulations; - recognise the responsibility of other healthcare professions and work together in a multi-professional team; - Draws up under supervision a speech therapy report based on the medical diagnosis, the speech therapy anamnesis interview and the results of the information gathering, guided by hypotheses using profession-specific examination procedures; - Assesses the patient's communicative abilities, disorders and disabilities by selecting suitable specific examination methods and carry out therapies in accordance with professional and scientific knowledge and experience - under supervision; - Draws up a therapy plan, define therapeutic goals and implement the therapy plan as part of the speech therapy process; - discusses the therapy plan with the patient or relatives, adapt it to individual needs and motivate and instruct them to cooperate; - can critically question the course of the intervention and adapt it to the patient; - documents the course of treatment, formulate a speech therapy report and analyse and evaluate the results; - carries out speech therapy processes in the context of health promotion and prevention and offer targeted development-promoting and health-preserving measures; - recognises life-threatening conditions and provide appropriate first aid; - has acquired social communication skills and self-competences, in particular communication skills, critical faculties, conflict skills, empathy, role distance, frustration tolerance, self-determination skills, self-reflection skills, creative and co-determination skills, teamwork skills and a professional self-image for practising the profession; - assesses their own abilities with regard to technical, organisational, coordinating and administrative professional requirements; - represents their own decisions responsibly to the outside world; - conducts information and educational discussions professionally and build a basis of trust with patients or their relatives; - takes cultural and religious needs, lifestyles and values into account;

The student - carries out the speech and language therapy process in accordance with § 2 Para. 6 of the MTD Act as part of the overall medical process; this includes the work steps of problem identification, planning, implementation, quality assurance, evaluation, documentation and reflection; - identifies the patient's health problem, recognises the relevant logopaedic and audiometric information from the existing findings and, if necessary, consults with the responsible doctor or other responsible persons about missing relevant information; - recognises the limits of independent professional practice and make references to the relevant legal regulations; - recognises the responsibility of other healthcare professions and other professions and work together in a multi-professional team; - draws up a speech therapy report based on the medical diagnosis, the speech therapy anamnesis interview and the results of the information gathering, guided by hypotheses and using profession-specific examination procedures; - - assesses the patient's communicative abilities, disorders and disabilities through active listening and observation and by selecting suitable specific examination methods; - draws up a therapy plan, defines therapeutic goals and implements the therapy plan as part of the speech therapy process; - carries out therapies in accordance with professional and scientific knowledge and experience; - - discusses the therapy plan with the patient or relatives, adapt it to individual needs and motivate and instruct the patient to cooperate; - critically questions the course of the intervention and adapt it to the patient; - takes into account the requirements of quality management; - documents the course of treatment, formulates a speech therapy report and analyses and evaluates the results; - carries out speech therapy processes in the context of health promotion and prevention and offers targeted developmental and health-promoting measures; - recognises life-threatening conditions and provide appropriate first aid; - develops, designs and implements the professional activityespecially in the case of freelance professional practice, using organisational and business management principles; - independently carries out the speech therapy process with regard to professional and methodological competence, taking particular account of a professional ethical attitude in the medical and social context; - acquires social-communicative competences and self-competences, in particular communication skills, critical faculties, conflict resolution skills, empathy, role distance, frustration tolerance, self-determination skills, self-reflection skills, creative and co-determination skills, teamwork skills and a professional self-image for professional practice; - assess realistically their own abilities with regard to technical, organisational, coordinating and administrative professional requirements; - represents their own decisions responsibly to the outside world; - implements the communication and organisational skills required to cope with complex interdisciplinary tasks; - conducts information and educational discussions professionally and establishes a basis of trust with patients or their relatives; - takes into account cultural and religious needs, lifestyles and values; - works in accordance with professional, economic and ecological principles; - fulfils the requirements of lifelong learning and the obligation to undergo further training in order to continuously adapt to medical and scientific knowledge and to ensure the quality of professional practice; - contributes to the further development of the profession