JCPSLP Vol 23 No 3

Student speech pathologists employed as AHAs must not provide services they are not competent or permitted to provide For speech pathology-related work, AHAs must follow the directions of their supervising speech pathologist who is primarily responsible for the client’s care, including making any diagnosis, setting the therapy plan, and for the quality and safety of the client’s services. There are some types of work that AHAs should never engage in on their own. For example, AHAs must not : • assess or diagnose clients; • problem-solve clinical issues; • plan therapy independently; • select clients for assessment or intervention; • independently alter a plan of care or treatment goals; • independently draft reports; or • discharge clients from treatment (see SPA, 2020b). Further, in accordance with Speech Pathology Australia’s Code of Ethics (2020a), student speech pathologists working as AHAs must never: • practise beyond the limits of their competence (scope of education, training and experience) (SPA, 2020a 1.1); • misrepresent their professional qualifications, experience, or standards to clients (or to anyone else), e.g., by holding themselves out as qualified speech pathologists (SPA, 2020a, 1.2); or • disparage the skills, knowledge or activities of their supervising speech pathologist or any other colleague (SPA, 2020a,1.2). Some other ethical considerations In addition to the above, student speech pathologists employed as AHAs engaged in speech pathology-related services should generally consider and comply with the Code of Ethics (2020a). This means, among other things, that students should: • acknowledge the contributions of others to their work, and use materials provided by others (such as their supervising speech pathologist) only with permission (SPA, 2020a, 1.2); • ensure clients have given informed consent for the student AHAs to provide the service (SPA, 2020a, 2.1); • protect confidential information and comply with health record and privacy laws (SPA, 2020a, 2.1); • be careful to maintain professional boundaries with clients, avoid conflicts of interest, not exploit the AHA– client relationship for emotional, personal, sexual or financial gain, or accept rewards, gratuities, testimonials or other benefits from clients, other than for their contracted fees (SPA, 2020a, Standard 2.3); • discuss expectations of the role and clarify supervision arrangements prior to commencing the work (SPA, 2020a,1.2); and • seek independent support and advice if expected to work without appropriate supervision or employment arrangements (SPA, 2020a,1.2). Graduates cannot be AHAs Once a speech pathology qualification has been obtained, former speech pathology students can no longer work as AHAs. Instead, they should seek work as graduate speech pathologists. This needs to be considered by employers, hirers and student speech pathologists employed as AHAs ahead of gaining a qualification to ensure that clients receive continuity of service and that speech pathology graduates are not underpaid illegally as AHAs.

Disclaimer The information in this article is for general information purposes only and is not legal advice. This article does not constitute any kind of legal advice, opinion or recommendation about rights, obligations, remedies, defences, options, or strategies. It cannot be relied on by any person as legal or business advice. If this article raises any issues for you or your practice, you should seek independent legal advice based on the facts and circumstances of your situation. References Fair Work Act 2009 (Australia). https://www.fairwork.gov.au/ about-us/legislation#fair-work-legislation Fair Work Ombudsman. (2017a). Unpaid work [Factsheet]. https://www.fairwork.gov.au/ ArticleDocuments/723/Unpaid-work.pdf.aspx Fair Work Ombudsman. (2017b). Vocational placements . https://www.fairwork.gov.au/ArticleDocuments/723/ Student-placements.pdf.aspx Fair Work Ombudsman. (2021). Health Professionals and Support Services Award 2020 . https://awardviewer.fwo. gov.au/award/show/MA000027 Maas, E., Robin, D. A., Hula, S. N. A., Freedman, S. E., Wulf, G., Ballard, K. J., & Schmidt, R. A. (2008). Principles of motor learning in treatment of motor speech disorders. American Journal of Speech-Language Pathology , 17 , 277–298. NDIS. (2020). Allied health practitioner students and provisional psychologists . https://www.ndis.gov.au/ providers/working-provider/allied-health-providers/allied- health-practitioner-students-and-provisional-psychologists NDIS. (2021). Pricing arrangements. https://www.ndis. gov.au/providers/pricing-arrangements Sokkar, C. McAllister, L., Raymond, J. and Penman, M. (2019). Supervisors’ perceptions of student placements in speech-language pathology private practice: Benefits, challenges and strategies, Speech, Language, and Hearing . doi: 10.1080/2050571X.2019.1607482 Speech Pathology Association of Australia (SPA). (2015). Volunteering in speech pathology [Position statement]. https://www.speechpathologyaustralia.org. au/SPAweb/Members/Position_Statements/SPAweb/ Members/Position_Statements/Position_Statements. aspx?hkey=b1a46941-246c-4609-bacc-1c1b5c52d19d Speech Pathology Association of Australia (SPA). (2020a). Code of ethics . The Speech Pathology Association of Australia Ltd. Speech Pathology Association of Australia (SPA). (2020b). Speech pathology students working as an allied health assistant [Factsheet]. https://www.speechpathologyaustralia. org.au/SPAweb/Resources_for_Speech_Pathologists/ Professional_Resources/AHA/AHA_Students.aspx Helen Smith is a senior member of the Ethics Board of the Speech Pathology Association of Australia. Donna Dancer is a community member of the Ethics Board and the mother of an NDIS participant and speech pathology client. David Kinnane is a speech pathologist in private practice and an elected member of the Ethics Board.

Correspondence to: Trish Johnson Manager of Ethics and Professional Issues Speech Pathology Australia Level 1/114 William Street, Melbourne Victoria 3000 phone: 1300368 835 or 03 9642 4899 email: tjohnson@speechpathologyaustralia.org.au

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JCPSLP Volume 23, Number 3 2021

Journal of Clinical Practice in Speech-Language Pathology