PROSEDUR OPERASI STANDARD PENJAGAAN PESAKIT BERMASALAH PENDENGARAN DENGAN KECELARUAN BAHASA, PERTUTURAN DAN KOMUNIKASI 42 Lampiran 6 ADULT AURAL RE(HABILITATION) FORM SPEECH-LANGUAGE THERAPY UNIT HOSPITAL _________________
PROSEDUR OPERASI STANDARD PENJAGAAN PESAKIT BERMASALAH PENDENGARAN DENGAN KECELARUAN BAHASA, PERTUTURAN DAN KOMUNIKASI 43
PROSEDUR OPERASI STANDARD PENJAGAAN PESAKIT BERMASALAH PENDENGARAN DENGAN KECELARUAN BAHASA, PERTUTURAN DAN KOMUNIKASI 44
PROSEDUR OPERASI STANDARD PENJAGAAN PESAKIT BERMASALAH PENDENGARAN DENGAN KECELARUAN BAHASA, PERTUTURAN DAN KOMUNIKASI 45 Lampiran 7 CATEGORIES OF AUDITORY PERFORMANCE II (CAP-II) Scale Explanation 0 No awareness of environmental sounds or voice The professional has not observed any functional awareness of environmental sounds or of voice at any time, or been given any report of such awareness 1 Awareness of environmental sounds (at least 5 different environmental sounds) The professional has observed spontaneous reaction to at least five different environmental sounds in the home or wider environment. Reports given by others may be taken into account but the professional must have witnessed some reactions. 2 Response to speech sounds (any response is acceptable, eg. pausing, looking, smiling) The client is observed responding to a speech sound. Any response is acceptable such as pausing during an activity, looking at a conversational partner and smiling, or looking around, providing it is clearly a response to the sound that is made. The client will demonstrate this by carrying out an action in response to a speech signal given at normal conversational speech level from 0.5-1 metre 3 Identification of environmental sounds (consistently identify at least 5 sounds) The child is consistently able to identify at least 5 sounds, eg a doorbell, telephone in the everyday environment. This means that they make a consistent and specific response to each particular sound.eg going to the door if the doorbell rings 4 Discrimination of speech sounds without lip reading (discriminate at least two speech sounds) The client is reliably able to discriminate between two speech sounds. These may be, but don’t have to be the Ling sounds. For a young child this may be observed whilst looking at a book, they may imitate animal noises made by an adult eg “sssss for snake”
PROSEDUR OPERASI STANDARD PENJAGAAN PESAKIT BERMASALAH PENDENGARAN DENGAN KECELARUAN BAHASA, PERTUTURAN DAN KOMUNIKASI 46 Archbold, S., Lutman, M. E., & Marshall, D. H. (1995) 5 Understanding of common phrases without lip reading (eg: simple, familiar commands) The child is able to identify simple familiar commands in known contexts and / or is able to correctly point to a picture in a book. An older child may be able to complete a Closed Sentence Test 6 Understanding of conversation without lip reading (simple conversation) A child is able to have a simple conversation without being reliant on lipreading 7 Use of telephone with known speaker (unscripted conversation, able to answer questions) The client is able to hold an unscripted conversation with a known person on the telephone. They must be able to answer simple questions: eg “What are you doing?” without the conversation breaking down. 8 Follows group conversation in a reverberant room where there is some interfering noise such as a classroom or restaurant (conversation within a group) The client is able to follow a conversation within a group knowing which speaker is talking and what is being said in an environment with interfering noise eg a classroom discussion or a discussion at a restaurant 9 Use of telephone with an unknown speaker in unpredictable context (unscripted conversation, able to answer age appropriate questions, no conversation break down) The client is able to carry out an unscripted conversation with an unknown speaker on the telephone. He or she must be able to answer age appropriate questions without the conversation breaking down.
PROSEDUR OPERASI STANDARD PENJAGAAN PESAKIT BERMASALAH PENDENGARAN DENGAN KECELARUAN BAHASA, PERTUTURAN DAN KOMUNIKASI 47 Lampiran 8 SPEECH INTELLIGIBILITY RATING (SIR) Skala Huraian 1 Connected speech is unintelligible. Pre-recognizable words in spoken language (primary mode of communication may be manual) 2 Connected speech is unintelligible. Intelligible speech is developing in single words when context and lip-reading cues are available 3 Connected speech is intelligible to a listener who concentrates and lipreads within a known context 4 Connected speech is intelligible to a listener who has little experience of a deaf person's speech 5 Connected speech is intelligible to all listeners. The child is understood easily in everyday contexts. Allen, M. C., Nikolopoulos, T. P., & O'Donoghue, G. M. (1998)
PROSEDUR OPERASI STANDARD PENJAGAAN PESAKIT BERMASALAH PENDENGARAN DENGAN KECELARUAN BAHASA, PERTUTURAN DAN KOMUNIKASI 48 Lampiran 9 FAMILY PARTICIPATING RATING SCALE (FPR) Skala Huraian 1 Limited Participation • The family has limited understanding of deafness and its consequences for the child. • Participation can be sporadic and ineffective. • Parent child communication is restricted to the most basic need 2 Below Average Participation • The family suffers and struggles to accept the child’s diagnosis • May be inconsistent in frequency to calls and to place and maintain hearing aids in children, at home and at school. There may be some significant stresses in their lives that interfere with this inconsistency. • Communicative interactions with the child are basic and lack fluency. 3 Average Participation • Family struggles to understand and accept the diagnosis of children and family members participate in most sessions. • Hectic schedules and family tensions may limit opportunities to apply at home what has been learned. • The family participates in the planning, but in general, undergoes mainly the professionals’ opinion. • Specific family members (eg. the mother) can get the most of the responsibility for developing the communication needs of the child. • The family develops at least the basic skills to deal with the communication mode of the child. -Family members plan to use expansion techniques of language, but they need support and direction frequently
PROSEDUR OPERASI STANDARD PENJAGAAN PESAKIT BERMASALAH PENDENGARAN DENGAN KECELARUAN BAHASA, PERTUTURAN DAN KOMUNIKASI 49 4 Good Participation • Family members regularly attend the meetings and parent meetings, serve as good language models for children and strive to bring the techniques back home. • Parents play an active role (perhaps not the main role) in the planning of clinical and educational goals for Family involvement in hearing impairment. • Some family members have a reasonable ability to work with the communication of the child and/or techniques for language stimulation. 5 Ideal Participation • Family members actively participate in the sessions and regular meetings and seek information independently. • Children are effective advocates for their inclusion in health services and education. • Become firmly active as partners in conversation with children and serve as language models consistently. • Become fluent and active users of the child’s communication mode, as well as being able to apply techniques to expand the language. Mary Pat Moeller, MS,2000
PROSEDUR OPERASI STANDARD PENJAGAAN PESAKIT BERMASALAH PENDENGARAN DENGAN KECELARUAN BAHASA, PERTUTURAN DAN KOMUNIKASI 50 Lampiran 10 SENARAI SEMAK KEMAHIRAN AUDITORI PESAKIT KANAK-KANAK BERMASALAH PENDENGARAN
PROSEDUR OPERASI STANDARD PENJAGAAN PESAKIT BERMASALAH PENDENGARAN DENGAN KECELARUAN BAHASA, PERTUTURAN DAN KOMUNIKASI 51
PROSEDUR OPERASI STANDARD PENJAGAAN PESAKIT BERMASALAH PENDENGARAN DENGAN KECELARUAN BAHASA, PERTUTURAN DAN KOMUNIKASI 52 Lampiran 11 PANDUAN KOMUNIKASI AUGMENTATIF DAN ALTERNATIF (AAC) PERKHIDMATAN PEMULIHAN PERTUTURAN-BAHASA Jenis-jenis AAC Contoh-contoh AAC 1. AAC tanpa bantuan (unaided) Bukan verbal a. Bahasa Isyarat Malaysia b. Bahasa Malaysia KodTangan c. Interpretasi gerakan badan d. Menunjuk (Pointing) e. Sistem pergerakan berbantu 2. AAC dengan bantuan (aided) AAC bantuan berteknologi rendah(peralatan yang tidak memerlukan program elektronik) a. Papan huruf (Alphabet boards) b. Buku/Carta komunikasi manual c. Picture Exchange Communication System (PECS) d. Picture Communication Symbols e. Sokongan visual (Visual support) f. Graphic organizer g. Jadual visual (Visual schedule) h. Adaptive paper i. Pictures/Photograph with orthography AAC bantuan berteknologi sederhana (peralatan yang menggunakan bateri) Electronic device from Attainment Company a. QuickTalker12 b. Little Step-by-Step Communicator c. iTalk2 d. GoTalk Pocket e. GoTalk One f. GoTalk Express 32 g. GoTalk 9+ h. GoTalk 4+ AAC bantuan berteknologi tinggi a. Speech generating device b. Computer system for AAC c. Electronic tablet (iPad, iPod, Kindle, d. Samsung tablet, etc) e. Portable word processor f. Text to speech g. Speech to text h. AAC device i. Device by PrentkeRomich Company ii. Device by Tobii Technology iii. Device by Lingraphica iv. Device by Tactus Therapy
PROSEDUR OPERASI STANDARD PENJAGAAN PESAKIT BERMASALAH PENDENGARAN DENGAN KECELARUAN BAHASA, PERTUTURAN DAN KOMUNIKASI 53 v. Device Saltillo Corporation vi. Device by Dynavox vii. Device by ForbesRehab Services Inc viii. Device by Luminaud Inc. ix. Device by AbleNet x. Device by Adaptive switch Laboratories xi. Device by BigKeysKeybowrds xii. Device by IntelliTools xiii. Device by Invotek Inc xiv. Device by LC Technologies xv. Device by ZYGO Industries xvi. Device by Origin Instruments xvii. Device by Applied Human Factors 3. Sensory Functions a. Functional gaze control abilities b. Auditory scanning techniques c. Supportive communicative partner assistant 4. Motor Functions a. Switches b. Automatic switch scanning JENIS-JENIS SIMBOL DALAM SISTEM AAC Pemilihan sistem simbol a. Transparent These symbols visually resemble their referents and are easily guessable (McClure & Rush, 2007). For example, a picture of a “cup” represents a “cup”. 1. Objects photos 2. Parts of the object 3. Colored photos 4. Black & White b. Translucent Additional information is needed for these types of symbols to be guessable (McClure & Rush, 2007). For example, a picture of a “cup” represents a “drink”. Cup for “drink” Toothbrush for “brushing” Food for “eat” c. Opaque The symbols do not visually resemble their referents, and are not obvious, but often abstract (McClure & Rush, 2007). For example, a picture of a “cup” represents a “snack”. Cup for “snack” Toothbrush for “toothache”
PROSEDUR OPERASI STANDARD PENJAGAAN PESAKIT BERMASALAH PENDENGARAN DENGAN KECELARUAN BAHASA, PERTUTURAN DAN KOMUNIKASI 54 Lampiran 12 SENARAI SEMAK PEMATUHAN PROSEDUR OPERASI STANDARD PENJAGAAN PESAKIT BERMASALAH PENDENGARAN DENGAN KECELARUAN BAHASA, PERTUTURAN DAN KOMUNIKASI PERKHIDMATAN PERTUTURAN-BAHASA KKM I. PENILAIAN PESAKIT BERMASALAH PENDENGARAN DENGAN KECELARUAN BAHASA, PERTUTURAN DAN KOMUNIKASI BIL TINDAKAN MARKAH 1- dilaksana 0- X dilaksana CATATAN 1 Menerima pesakit yang telah mendaftar dan menyemak rekod pesakit 2 Mendapatkan akuan kebenaran pesakit/ penjaga 3 Mengambil sejarah kes pesakit 4 Menjalankan penilaian 5 Merekod dan menganalisis hasil penilaian 6 Menentukan diagnosis 7 Memaklumkan hasil penilaian dan memberi konsultasi kepada pesakit/ penjaga 8 Mengenal pasti keperluan rujukan/ maklumbalas kepada profesional lain 9 Menilai keperluan, merancang matlamat dan pelan intervensi pesakit 10 Merancang matlamat dan pelan intervensi pesakit 11 Menetapkan intervensi rawatan susulan untuk intervensi 12 Melengkapkan dokumentasi. JUMLAH MARKAH
PROSEDUR OPERASI STANDARD PENJAGAAN PESAKIT BERMASALAH PENDENGARAN DENGAN KECELARUAN BAHASA, PERTUTURAN DAN KOMUNIKASI 55 II. INTERVENSI PESAKIT BERMASALAH PENDENGARAN DENGAN KECELARUAN BAHASA, PERTUTURAN DAN KOMUNIKASI BIL TINDAKAN MARKAH 1- dilaksana 0- X dilaksana CATATAN 1 Menerima pesakit, menyemak rekod pesakit dan mendapatkan status kemajuan pesakit dari pesakit/ penjaga 2 Memaklum dan menerangkan matlamat intervensi kepada pesakit/ penjaga 3 Menjalankan intervensi mengikut matlamat yang telah dirancang 4 Menilai pencapaian matlamat intervensi tercapai. 5 Memaklumkan hasil intervensi kepada pesakit/ penjaga dan beri program latihan di rumah 6 Merekod hasil intervensi dan pencapaian pesakit 7 Meniilai keperluan rujukan kepada profesional lain yang berkaitan 8 Memberi konsultasi kepada pesakit/ penjaga. 9 Melakukan penilaian semula/ tambahan sekiranya perlu 10 Menamatkan rawatan 11 Melengkapkan dokumentasi. JUMLAH MARKAH PERATUSAN PEMATUHAN: Markah Bahagian I + Markah Bahagian II X 100 = ………………………% 24 markah
PROSEDUR OPERASI STANDARD PENJAGAAN PESAKIT BERMASALAH PENDENGARAN DENGAN KECELARUAN BAHASA, PERTUTURAN DAN KOMUNIKASI 56 Lampiran 13 BORANG PENGUMPULAN DATA PENGUKURAN KUALITI POS PENJAGAAN PESAKIT BERMASALAH PENDENGARAN DENGAN KECELARUAN BAHASA, PERTUTURAN DAN KOMUNIKASI PERKHIDMATAN PERTUTURAN-BAHASA KAWALAN DAN PENAMBAHBAIKAN KUALITI Skop : POS Penjagaan Pesakit Bermasalah Pendengaran dengan Kecelaruan Bahasa, Pertuturan dan Komunikasi Nama Hospital Bulan / Tahun Indikator Pematuhan kepada Prosedur Operasi Standard (POS) Standard 100% Numerator (N) Bilangan rekod pesakit bermasalah pendengaran dengan Kecelaruan Bahasa, Pertuturan Dan Komunikasi yang dinilai 100% mematuhi Prosedur Operasi Standard (POS) Denominator (D) Jumlah rekod pesakit Bermasalah Pendengaran Dengan Kecelaruan Bahasa, Pertuturan Dan Komunikasi yang dinilai Bulan / Tahun Numerator (N) Denominator (D) Pencapaian Disediakan oleh: Ketua Unit
PROSEDUR OPERASI STANDARD PENJAGAAN PESAKIT BERMASALAH PENDENGARAN DENGAN KECELARUAN BAHASA, PERTUTURAN DAN KOMUNIKASI 57 10. GLOSARI Glosari Penerangan Assistive listening device Alat/ teknologi yang digunakan bagi meningkatkan keupayaan peranti pendengaran dalam meningkatkan tahap pendengaran pesakit untuk berkomunikasi dengan lebih berkesan (contoh: FM system, amplifikasi telefon dll) Categories of Auditory Performance II (CAP-II) Skala berbentuk hierarki nonlinear yang mengukur prestasi kemahiran pendengaran. Skala ini mengandungi 10 kategori prestasi (0 hingga 9). Closed set/ Set tertutup Penilaian untuk melihatan keupayaan mendengar di mana pesakit mempunyai pilihan jawapan atau sudah mengetahui terlebih dahulu apa yang akan didengarnya. Expressive Vocabulary Count Bilangan bunyi-bunyi dan perkataan bermakna yang dituturkan oleh pesakit Family Participating Rating Scale (FPR) Skala yang digunakan untuk menilai penyertaan keluarga dalam proses intervensi. Skala ini mempunyai 5 tahap. Kemahiran auditori Kemahiran mendengar yang merangkumi kemahiran mengesan, mendiskriminasi, mengenalpasti dan memahami bunyi, perkataan dan ayat Ling 6 Sounds test 6 bunyi /a/, /i/ /u/, /m/, /s/, /ʃ/ yang mewakili julat frekuensi bagi bunyi pertuturan Listening check Penilaian subjektif untuk menentukan sama ada peranti pendengaran berfungsi atau tidak Lip reading Kemahiran membaca gerak bibir bagi pesakit yang mempunyai masalah pendengaran Listening tube Alat berbentuk tiub yang digunakan untuk menguji kebolehfungsian alat bantu pendengaran
PROSEDUR OPERASI STANDARD PENJAGAAN PESAKIT BERMASALAH PENDENGARAN DENGAN KECELARUAN BAHASA, PERTUTURAN DAN KOMUNIKASI 58 Open set/ Set Terbuka Penilaian untuk melihat keupayaan mendengar tanpa kehadiran kiu. Pesakit perlu membandingkan item rangsangan kepada kesemua kemungkinan perkataan yang terdapat di dalam memori leksikal pesakit. Parent-child interaction Penilaian Interaksi ibubapa-kanak-kanak yang dilakukan secara pemerhatian langsung Peranti pendengaran Alat amplifikasi yang digunakan untuk membantu pesakit bermasalah pendengaran mendengar dengan lebih baik Perkataan bermakna Ujaran berbentuk perkataan yang dituturkan membawa makna yang spesifik Rehabilitasi Aural Suatu pendekatan yang berpusat kepada individu bermasalah pendengaran dan melibatkan proses penilaian dan pengurusan yang mengurangkan impak masalah pendengaran ke atas komunikasi dan kualiti hidup Speech Intelligibility Kejelasan pertuturan yang mana pertuturannya dapat difahami oleh pendengar yang lain Speech Intelligibility Rating (SIR) Skala yang digunakan untuk menilai keupayaan penghasilan pertuturan secara secara linguistik. Skala ini mempunyai lima kategori (1 hingga 5) Suprasegmental Ciri ujaran selain komponen konsonan dan vokal misalnya tekanan dan intonasi Total Communication Kaedah komunikasi yang menggunakan pelbagai mod komunikasi seperti pertuturan, isyarat tangan, bacaan gerak bibir, penulisan secara kombinasi.
PROSEDUR OPERASI STANDARD PENJAGAAN PESAKIT BERMASALAH PENDENGARAN DENGAN KECELARUAN BAHASA, PERTUTURAN DAN KOMUNIKASI 59 11. RUJUKAN 1. A.Razak, R., Madison, C. L., & A. Aziz, M. A. (2018). Malay Preschool Language Assessment Tool. Universiti Kebangsaan Malaysia. 2. Allen, M. C., Nikolopoulos, T. P., & O'Donoghue, G. M. (1998). Speech intelligibility in children after cochlear implantation. The American Journal of Otology, 19(6), 742–746. 3. Allen, S. G. (2015). Auditory perception test for the hearing impaired 3rd edition. Plural Publishing, Inc. 4. American Speech-Language-Hearing Association (n.d). Permanent childhood hearing Loss.https://www.asha.org/Practice-Portal/Clinical-Topics/PermanentChildhood-Hearing-Loss/ 5. American Speech-Language-Hearing Association. (2004). Preferred practice patterns for the profession of speech-language pathology. https://www.asha.org/policy/pp2004-00191/ 6. American Speech-Language-Hearing Association (n.d.). Hearing Loss: Ages 5+. https://www.asha.org/practice-portal/clinical-topics/hearing-loss/ 7. American Speech-Language-Hearing Association (n.d.). Aural rehabilitation for adult. https://www.asha.org/practice-portal/professional-issues/auralrehabilitation-for-adults/ 8. Anderson, K. L. (2004). Auditory Skills Checklist. Success for Kids with Hearing Loss; https://successforkidswithhearingloss.com/resources-forprofessionals/early-intervention-for-children-with-hearing-loss 9. Anderson, I., Martin, J., Costa, A., & Jamieson, L., Bailey, E., & Plant, G., & Canazei, M. (2005). Validation of the Common Objects Token (COT) Test for Children With Cochlear Implants. Deafness & Education International. 7. 154 - 170. 10.1002/dei.3. 10.Archbold, S., Lutman, M. E., & Marshall, D. H. (1995). Categories of Auditory Performance. The Annals of otology, rhinology & laryngology. Supplement, 166, 312–314.
PROSEDUR OPERASI STANDARD PENJAGAAN PESAKIT BERMASALAH PENDENGARAN DENGAN KECELARUAN BAHASA, PERTUTURAN DAN KOMUNIKASI 60 11.Barton, C. (May 2010). “Music, Spoken Language, and Children with Hearing Loss: Using Music to Develop Spoken Language, Part 2.” https://www.sjiresources.org/ewExternalFiles/SpeechPathologyBarton4-19- 10.pdf 12.Bloom, L., & Lahey, M. (1978). Language development and language disorders. New York: Wiley. 13.Campbell, P.S. & Scott-Kassner, C. (1995). Music in childhood: From preschool through elementary grades. New York: Schirmer Books 14.Cantle Moore, R., & Colyvas, K. (2018). The Infant Monitor of vocal Production (IMP) normative study: important foundations. Deafness and Education International, 20(3-4),228- 244. https://doi.org/10.1080/14643154.2018.1483098 15.Dewart, H., & Summers, S. (1995). The pragmatics profile of everyday communication skills in children. Windsor: NFER-Nelson. 16.Dunn, D. M. (2019). Peabody Picture Vocabulary Test (5th ed.) [Measurement instrument]. Bloomington, MN: NCS Pearson. 17.Edwards, S., Letts, C., & Indra, S. (2011). The new reynell developmental language scales. GL Assessment Limited. 18.Fenson, L., Marchman, V. A., Thal, D. J., Dale, P. S., Reznick, J. S., Bates, E. (2007). MacArthur-Bates communicative development inventories (CDI) words and gestures. Brookes Publishing 19.Fenson, L., Marchman, V., A., Thal, D., J., Dale, P., S., Reznick, J., S., Bates, E. (2007). MacArthur-Bates communicative development inventories (CDI) words and sentences. Brookes Publishing 20.Fickenscher, S., & Gaffney, E. (2016). Auditory verbal strategies to build listening and spoken language skills. http://www.clarkeschools.org/uploads/files/professionals/AVStrat-Revised.pdf 21.Fu, Q. J., & Henry, B., & Pedley, K. (2015). Adult Cochlear Implant HomeBased Auditory Training Manual Postlingual Hearing Loss. https://doi.org/10.13140/RG.2.1.4279.9844
PROSEDUR OPERASI STANDARD PENJAGAAN PESAKIT BERMASALAH PENDENGARAN DENGAN KECELARUAN BAHASA, PERTUTURAN DAN KOMUNIKASI 61 22.Gilmour, L. (2010) The inter-rater reliability of categories of auditory performance-II (CAP)-II. [Master Thesis, University of Southampton]. University of Southampton Institutional Repository. https://eprints.soton.ac.uk/173775/ 23.Goldman, R. & Fristoe, M. (2015). Goldman Fristoe 3 test of articulation. Pearson Education. 24.Gordon, E. (2003). A music learning theory for newborn and young children. Chicago: GIA Publications 25.Henry, B., Pedley, K., & Fu, Q. J. (2015). Adult Cochlear Implant Home-Based Auditory Training Manual Prelingual or Long Duration Hearing Loss. https://doi.org/10.13140/RG.2.1.1658.5444 26.Henry, B., Pedley, K., & Fu, Q. J. (2015). Adult Cochlear Implant Home-Based Auditory Training Guide for Clinicians. https://doi.org/10.13140/RG.2.1.2707.1208 27.Integrated scales of development. (2003). Cochlear Limited. 28.In Fletcher, P., In Ball, M. J., & In Crystal, D. (2016). Profiling grammar: More languages LARSP. 29.Let’s Play the LSL Way: Musical Fun. Adapted for Discovering and Exploring Musical Play Learning Experience. Hearing First. March 2020. 30.Ling, D. (2002). Speech and the hearing-impaired child: Theory and practice. Washington, DC: A.G. Bell Association. 31.Ling, D. & Ling, A. (1978) Aural Habilitation - The Foundations of Verbal Learning in Hearing-Impaired Children Washington DC: The Alexander Graham Bell Association for the Deaf. 32.Listen, learn, and talk. (2005). Cochlear Limited. 33.Listening and Spoken Language Therapy for Children With Hearing Loss: A Practical Auditory-Based Guide 34.Little Listener (1996). Med-el Medical Electronics. https://www.medel.com/docs/librariesprovider3/rehabilitation-downloads/littlelisteners/22587-4-0-little-listeners---english-2020- (low).pdf?sfvrsn=7ad13942_5
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PROSEDUR OPERASI STANDARD PENJAGAAN PESAKIT BERMASALAH PENDENGARAN DENGAN KECELARUAN BAHASA, PERTUTURAN DAN KOMUNIKASI 64 JAWATANKUASA INDUK PEMBENTUKAN PROSEDUR OPERASI STANDARD BAHAGIAN SAINS KESIHATAN BERSEKUTU KEMENTERIAN KESIHATAN MALAYSIA Penasihat : PUAN FARINA BINTI ZULKERNAIN Pengarah Bahagian Sains Kesihatan Bersekutu Kementerian Kesihatan Malaysia Pengerusi : TUAN HAJI MUSTAFAH BIN MD NOR Timbalan Pengarah Kanan Bahagian Sains Kesihatan Bersekutu Kementerian Kesihatan Malaysia Timbalan Pengerusi : TUAN HAJI ROSLAN BIN ABDUL AZIZ Timbalan Pengarah Bahagian Sains Kesihatan Bersekutu Kementerian Kesihatan Malaysia Setiausaha 1 : ENCIK MUTHURAMAN A/L SELLATHURAI PATHAR Ketua Penolong Pengarah Kanan Bahagian Sains Kesihatan Bersekutu Kementerian Kesihatan Malaysia Setiausaha 2 : PUAN NORHIDAYAH BINTI MUSA Ketua Penolong Pengarah Bahagian Sains Kesihatan Bersekutu Kementerian Kesihatan Malaysia Fasilitator : PUAN NOOR ZAHIRAH BINTI HUSAIN Ketua Fasilitator Pegawai Optometri Hospital Kuala Lumpur : PUAN FARAH WAHIDA BINTI HASHIM Pegawai Optometri Hospital Selayang : PUAN SITI SURIANI BINTI CHE HUSSIN Pegawai Pemulihan Perubatan (Audiologi) Hospital Kuala Lumpur : PUAN ROZILA BINTI SUMARDI Pegawai Pemulihan Perubatan (Pertuturan) Hospital Sungai Buloh
PROSEDUR OPERASI STANDARD PENJAGAAN PESAKIT BERMASALAH PENDENGARAN DENGAN KECELARUAN BAHASA, PERTUTURAN DAN KOMUNIKASI 65 JAWATANKUASA TEKNIKAL PROSEDUR OPERASI STANDARD PERKHIDMATAN PEMULIHAN PERTUTURAN-BAHASA Pengerusi : PUAN WAHIDA BINTI MOHD ABDUL WAHAB Ketua Profesion Perkhidmatan Pemulihan Pertuturan-Bahasa Pegawai Pemulihan Perubatan (Pertuturan) U52 Hospital Kuala Lumpur Kementerian Kesihatan Malaysia Ahli-Ahli : ENCIK MOHD FAZMI BIN FATELOL Pegawai Pemulihan Perubatan (Pertuturan) U44 Hospital Teluk Intan Kementerian Kesihatan Malaysia PUAN NORAZIZAH BINTI KADIL Pegawai Pemulihan Perubatan (Pertuturan) U44 Hospital Sultanah Nora Ismail, Batu Pahat, Johor Kementerian Kesihatan Malaysia PUAN ROZILA BINTI SUMARDI Pegawai Pemulihan Perubatan (Pertuturan) U44 Hospital Sungai Buloh Kementerian Kesihatan Malaysia PUAN ANIDA BINTI YUSUP Pegawai Pemulihan Perubatan (Pertuturan) U44 Hospital Sultan Abdul Halim, Sungai Petani, Kedah Kementerian Kesihatan Malaysia PUAN ERNIE HELIZA BINTI YUSOF Pegawai Pemulihan Perubatan (Pertuturan) U44 Hospital Tuanku Ja’afar, Seremban, Negeri Sembilan Kementerian Kesihatan Malaysia
PROSEDUR OPERASI STANDARD PENJAGAAN PESAKIT BERMASALAH PENDENGARAN DENGAN KECELARUAN BAHASA, PERTUTURAN DAN KOMUNIKASI 66 JAWATANKUASA KERJA PROSEDUR OPERASI STANDARD PENJAGAAN PESAKIT BERMASALAH PENDENGARAN DENGAN KECELARUAN BAHASA, PERTUTURAN DAN KOMUNIKASI Ketua : AZMAWANIE BINTI AB AZIZ Pegawai Pemulihan Perubatan (Pertuturan) Gred U52 Hospital Raja Perempuan Zainab II Kementerian Kesihatan Malaysia Ahli-ahli : NORHANA BINTI ABU SEMAN@ TALIB Pegawai Pemulihan Perubatan (Pertuturan) Gred U48 Hospital Sultanah Bahiyah Kementerian Kesihatan Malaysia : CHONG LUN CHEH Pegawai Pemulihan Perubatan (Pertuturan) Gred U44 Hospital Sultan Ismail Kementerian Kesihatan Malaysia
PROSEDUR OPERASI STANDARD PENJAGAAN PESAKIT BERMASALAH PENDENGARAN DENGAN KECELARUAN BAHASA, PERTUTURAN DAN KOMUNIKASI 67 Sekalung Penghargaan • Semua Pegawai Pemulihan Perubatan (Pertuturan) yang bertugas di bawah fasiilti Kementerian Kesihatan Malaysia • Kepada setiap individu atau organisasi yang telah memberikan sumbangan secara langsung atau tidak langsung dalam menjayakan penghasilan prosedur operasi standard ini
PROSEDUR OPERASI STANDARD PENJAGAAN PESAKIT BERMASALAH PENDENGARAN DENGAN KECELARUAN BAHASA, PERTUTURAN DAN KOMUNIKASI 68