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language pathology and audiology (3rd ed.) (pp. 302-308). Clifton Park, NY: Thomson Delmar Learning. Flynn, M. C., & Parsons, C. L. (1994). A consumer view of computer generated versus traditional assessment reports. Australian Journal of Human Communication Disorders , 22 (1), 24-39. Hegde, M. N., & Davis, D. (2010). Clinical methods and practicum in speech-language pathology . Clifton Park, NY: Thomson Delmar Learning. Kenny, B.J., Lincoln, M., Blyth, K., & Balandin, S. (2009). Ethical perspective on quality of care: The nature of ethical dilemmas identified by new graduate and experienced speech pathologists. International Journal of Language & Communication Disorders , 44 (4), 421-439. Leitão, S., Scarinci, N., & Koenig, C. (2009). Ethical reflections: Readability of written speech pathology reports. ACQuiring Knowledge in Speech, Language, and Hearing , 11 (2), 89-91. Maymen, M. (1959). Style, focus, language, and content of an ideal psychological test report. Journal of Projective Techniques , 23 , 453-458. McAllister, L., Pickstone, C., & Body, R. (2009). Paediatric speech and language disorders. In R. Body & L. McAllister (Eds.), Ethics in speech and language therapy (pp. 98–124). West Sussex, UK: John Wiley & Sons. Semel, E., Wiig, E., & Secord, W. (2003). Clinical evaluation of language fundamentals (4th ed.), Australian Language Adaptation. San Antonio, TX: Harcourt. Speech Pathology Australia. (2004). Speech pathology services in schools – position paper. Melbourne: The Australian Speech Pathology Association Limited. Retrieved 27 September 2010 from http://www. speechpathologyaustralia.org.au/library/position%20paper/ Services%20In%20Schools%20Position%20Paper%20 updated.pdf Speech Pathology Australia. (2010). Code of ethics . Melbourne: The Australian Speech Pathology Association Limited. Retrieved 20 September 2010 from, http://www. speechpathologyaustralia.org.au/library/Ethics/CodeofEthics. pdf. Thompson, L. V. (1997). Documentation instruction for students. Topics in Geriatric Rehabilitation , 13 (1), 1–13. World Health Organization. (2001). International classification of functioning, disability and health . Geneva: Author. Dr Nerina Scarinci is a lecturer in the Division of Speech Pathology at the University of Queensland and is a member-elected representative on the Speech Pathology Australia Ethics Board. Nerina coordinates the final year speech pathology course on ethics and has a special interest in family-centred practice. Dr Wendy Arnott is a lecturer in the Division of Speech Pathology at the University of Queensland. Wendy has a special interest in paediatric language disorders and coordinates the speech pathology course on: Language, literacy, and the school-aged child. Anne Hill is a lecturer in the Division of Speech Pathology at the University of Queensland. Anne is currently completing PhD studies investigating student learning in simulated environments and teaches in the areas of paediatric speech disorders and pre-clinical education.

consider the principles of effectiveness, efficiency, and equity in their decision making processes regarding assessment practices and subsequent recommendations and service delivery (McAllister et al., 2009). Kenny, Lincoln, Blyth, and Balandin (2009) highlighted the tension between “quality” and “quantity” in their study of ethical dilemmas related to quality of care for new graduate speech pathologists. Participants in this study perceived a number of ethical dilemmas when they did not have adequate resources or support to meet the needs of paediatric clients (i.e., time pressure, long waiting lists for assessment, children with complex medical and social histories). Limited time for report writing and discussing complex cases with more experienced colleagues impacts the speech pathologist’s ability to offer competent, wholistic assessments. This research highlights the tension between “quality” and “quantity” in assessment loads and whether there are some “duties to our profession and ourselves” at stake in models of assessment delivery and how we value the “assessment” component of our work. From the discussion above, it is clear that there are many complexities involved in decision making. These include the identity of the “client”, the assessments to be undertaken, and the format of reporting. Given these complexities, taken together, the “Three Es – effectiveness, efficiency, and equity”, and the importance of viewing the child as our primary focus, may provide an enduring framework to guide the practice of speech pathologists working with children with language disorders. Conclusion The preceding discussion has raised several ethical issues facing speech pathologists working with children with language disorders. Many of these relate to the relationship between assessment and educational funding. Some guiding principles have been offered. References Attorney-General’s Department. (1992). Disability Discrimination Act . Canberra: Author. Retrieved 30 September 2010, from http://www.comlaw.gov.au/ComLaw/ Legislation/ActCompilation1.nsf/all/search/ FC69105BAF504384CA2571400006FD7F Cranwell, D., & Miller, A. (1987). Do parents understand professionals’ terminology in statements of special educational need? Educational Psychology in Practice , 3 (2), 27–32. Department of Education and Training. (2010). Education adjustment program handbook . Brisbane: Queensland Government. Retrieved 27 September 2010 from http:// education.qld.gov.au/students/disabilities/adjustment/ verification/docs/eaphandbook.pdf Donaldson, N., McDermott, A., Hollands, K., Copley, J., & Davidson, B. (2004). Clinical reporting by occupational therapists and speech pathologists: Therapists’ intentions and parental satisfaction. International Journal of Speech- Language Pathology , 6 (1), 23-38. Dunn, L. M., & Dunn, L. M. (2007). Peabody picture vocabulary test (4th ed.). Minneapolis, MN: NCS Pearson Inc. Eger, D. L. (2007). Education policy. In R. Lubinski, L. C. Golper, & C. M. Frattali (Eds), Professional issues in speech-

Correspondence to: Dr N. Scarinci n.scarinci@uq.edu.au

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