[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"skill:01M71BAVZP19D1YA0GSYMGMVJ7":3,"skill-same:01M71BAVZP19D1YA0GSYMGMVJ7":67},{"skillNo":4,"name":5,"nameZh":6,"description":7,"descriptionZh":6,"repositoryFullName":8,"ownerLogin":9,"ownerAvatarUrl":10,"ownerAccountNo":11,"ownerDisplayName":12,"repositoryNo":13,"starsCount":14,"licenseSpdxId":15,"licenseFileUrl":6,"sourceHtmlUrl":16,"categories":17,"keywords":18,"publishedAt":36,"linkOnly":37,"markdownContent":38,"markdownBody":39,"frontMatter":40,"refName":44,"commitSha":45,"skillDirectory":46,"forksCount":47,"repositoryHtmlUrl":48,"repositoryHomepageUrl":6,"ownerHtmlUrl":49,"ownerBlogUrl":50,"ownerDescription":51,"updatedAt":52,"install":53,"resources":66},"01M71BAVZP19D1YA0GSYMGMVJ7","speech-therapy-quality-audit",null,"Audit the quality of speech and language therapist work in clinics, schools, hospital wards and homes and drive measurable improvement.\nTRIGGERS - Use when a speech and language therapist needs a quality audit for children and adults with communication or swallowing difficulties in clinics, schools, hospital wards and homes.","lionelsimai\u002Fclaude-skills-collection","lionelsimai","https:\u002F\u002Favatars.githubusercontent.com\u002Fu\u002F260158848?v=4","01M6CHZPS8G9TSB113TT0BBM6E","Lionel ","01M6CHZPXGW2SPE3BHQTGJ0S8J",38,"MIT","https:\u002F\u002Fgithub.com\u002Flionelsimai\u002Fclaude-skills-collection\u002Fblob\u002Fmain\u002Fskills\u002Fspeech-therapy-quality-audit\u002FSKILL.md",[],[19,20,21,22,23,24,25,26,27,28,29,30,31,32,33,34,35],"speech","audit","speech therapy quality audit","quality","quality audit","therapy","drive","language","therapist","communication","work","with","when","use","triggers","for","improvement","2026-11-10 10:12:30",false,"---\nname: speech-therapy-quality-audit\ndescription: |\n  Audit the quality of speech and language therapist work in clinics, schools, hospital wards and homes and drive measurable improvement.\n  TRIGGERS - Use when a speech and language therapist needs a quality audit for children and adults with communication or swallowing difficulties in clinics, schools, hospital wards and homes.\ncategory: Speech & Language Therapy\nlicense: MIT\nversion: 1.0\n---\n# Quality Audit — Speech & Language Therapy\n\nAudit the quality of speech and language therapist work in clinics, schools, hospital wards and homes and drive measurable improvement. The deliverable is an audit report with scores, evidence and an improvement plan.\nThis skill is written for a speech and language therapist working with children and adults with communication or swallowing difficulties in clinics, schools, hospital wards and homes.\n\n## When to use\n- You are a speech and language therapist preparing, delivering or reviewing this part of your work in clinics, schools, hospital wards and homes.\n- You need a defensible, repeatable approach that produces an audit report with scores, evidence and an improvement plan.\n- A colleague, auditor or client asks how this was done and what evidence supports it.\n\n## Key Concepts\n| Term | Meaning |\n|------|---------|\n| Dysphagia | difficulty swallowing |\n| AAC | augmentative and alternative communication methods and devices |\n| Expressive language | using words and sentences to communicate |\n\n## Workflow\n1. **Step 1** - Define the audit sample and criteria up front, anchored to assessment waiting times and the standards for clinics, schools, hospital wards and homes\n2. **Step 2** - Review a sample of communication assessments and observe practice where permitted, scoring consistently\n3. **Step 3** - Separate isolated errors from patterns — patterns point to system fixes, not individual blame\n4. **Step 4** - Report findings with evidence, and agree improvement actions that address the root causes, including aspiration risk not identified\n5. **Step 5** - Re-audit after the agreed interval and publish the change in scores so improvement is visible\n\n## Profession-Specific Components\n| Component | Details for Speech & Language Therapy |\n|-----------|-------------------------------|\n| Core documentation | communication assessments; swallowing assessments; therapy plans; progress reviews |\n| Core tools & equipment | assessment test kits; communication aids; videofluoroscopy access; AAC devices |\n| People involved | children and adults with communication or swallowing difficulties; the speech and language therapist; colleagues and other services in clinics, schools, hospital wards and homes |\n| Primary record | communication assessments — keep it current, dated and attributable |\n\n## Output Format\n**Context:** [Situation in clinics, schools, hospital wards and homes] | **Objective:** [What this must achieve] | **Audience:** [children and adults with communication or swallowing difficulties and other stakeholders]\n\nThe finished output is an audit report with scores, evidence and an improvement plan, structured as:\n1. Summary of position and evidence\n2. Detail, following the workflow above\n3. Decisions, actions, owners and dates\n4. Review point and escalation route\n\n### Action Plan\n1. **Immediate:** Confirm scope, consent and the evidence available in communication assessments.\n2. **Short-term:** Complete the workflow steps and record outcomes against assessment waiting times.\n3. **Medium-term:** Review results, close actions, and update local procedures in clinics, schools, hospital wards and homes.\n\n## Success Metrics\n| Metric | Target | Method |\n|--------|--------|--------|\n| assessment waiting times | Agree a local target and track the trend | Measured from communication assessments and reviewed on a set cycle |\n| goal achievement rates | Agree a local target and track the trend | Measured from communication assessments and reviewed on a set cycle |\n| swallowing safety outcomes | Agree a local target and track the trend | Measured from communication assessments and reviewed on a set cycle |\n| review completion rates | Agree a local target and track the trend | Measured from communication assessments and reviewed on a set cycle |\n\n## Guardrails & Quality Checks\n- Never let this happen: aspiration risk not identified.\n- Never let this happen: communication needs overlooked.\n- Never let this happen: delayed referral.\n- Work only within the competence and authority of a speech and language therapist; escalate or refer anything beyond it.\n- Record facts and observations, not speculation, and keep records confidential to clinics, schools, hospital wards and homes's rules.\n- Verify names, dates, figures and measurements twice before anything is issued or signed off.\n- Use only real, verified information from the case in hand — never invent results, credentials or evidence.\n\n## Example (illustrative)\nA speech and language therapist in clinics, schools, hospital wards and homes applies this workflow for children and adults with communication or swallowing difficulties: they open\ncommunication assessments, work through the five steps using assessment test kits, and close by recording\nthe outcome against assessment waiting times and agreeing the next review date. (Illustrative example only —\nreplace with the real details of the case in hand.)\n","# Quality Audit — Speech & Language Therapy\n\nAudit the quality of speech and language therapist work in clinics, schools, hospital wards and homes and drive measurable improvement. The deliverable is an audit report with scores, evidence and an improvement plan.\nThis skill is written for a speech and language therapist working with children and adults with communication or swallowing difficulties in clinics, schools, hospital wards and homes.\n\n## When to use\n- You are a speech and language therapist preparing, delivering or reviewing this part of your work in clinics, schools, hospital wards and homes.\n- You need a defensible, repeatable approach that produces an audit report with scores, evidence and an improvement plan.\n- A colleague, auditor or client asks how this was done and what evidence supports it.\n\n## Key Concepts\n| Term | Meaning |\n|------|---------|\n| Dysphagia | difficulty swallowing |\n| AAC | augmentative and alternative communication methods and devices |\n| Expressive language | using words and sentences to communicate |\n\n## Workflow\n1. **Step 1** - Define the audit sample and criteria up front, anchored to assessment waiting times and the standards for clinics, schools, hospital wards and homes\n2. **Step 2** - Review a sample of communication assessments and observe practice where permitted, scoring consistently\n3. **Step 3** - Separate isolated errors from patterns — patterns point to system fixes, not individual blame\n4. **Step 4** - Report findings with evidence, and agree improvement actions that address the root causes, including aspiration risk not identified\n5. **Step 5** - Re-audit after the agreed interval and publish the change in scores so improvement is visible\n\n## Profession-Specific Components\n| Component | Details for Speech & Language Therapy |\n|-----------|-------------------------------|\n| Core documentation | communication assessments; swallowing assessments; therapy plans; progress reviews |\n| Core tools & equipment | assessment test kits; communication aids; videofluoroscopy access; AAC devices |\n| People involved | children and adults with communication or swallowing difficulties; the speech and language therapist; colleagues and other services in clinics, schools, hospital wards and homes |\n| Primary record | communication assessments — keep it current, dated and attributable |\n\n## Output Format\n**Context:** [Situation in clinics, schools, hospital wards and homes] | **Objective:** [What this must achieve] | **Audience:** [children and adults with communication or swallowing difficulties and other stakeholders]\n\nThe finished output is an audit report with scores, evidence and an improvement plan, structured as:\n1. Summary of position and evidence\n2. Detail, following the workflow above\n3. Decisions, actions, owners and dates\n4. Review point and escalation route\n\n### Action Plan\n1. **Immediate:** Confirm scope, consent and the evidence available in communication assessments.\n2. **Short-term:** Complete the workflow steps and record outcomes against assessment waiting times.\n3. **Medium-term:** Review results, close actions, and update local procedures in clinics, schools, hospital wards and homes.\n\n## Success Metrics\n| Metric | Target | Method |\n|--------|--------|--------|\n| assessment waiting times | Agree a local target and track the trend | Measured from communication assessments and reviewed on a set cycle |\n| goal achievement rates | Agree a local target and track the trend | Measured from communication assessments and reviewed on a set cycle |\n| swallowing safety outcomes | Agree a local target and track the trend | Measured from communication assessments and reviewed on a set cycle |\n| review completion rates | Agree a local target and track the trend | Measured from communication assessments and reviewed on a set cycle |\n\n## Guardrails & Quality Checks\n- Never let this happen: aspiration risk not identified.\n- Never let this happen: communication needs overlooked.\n- Never let this happen: delayed referral.\n- Work only within the competence and authority of a speech and language therapist; escalate or refer anything beyond it.\n- Record facts and observations, not speculation, and keep records confidential to clinics, schools, hospital wards and homes's rules.\n- Verify names, dates, figures and measurements twice before anything is issued or signed off.\n- Use only real, verified information from the case in hand — never invent results, credentials or evidence.\n\n## Example (illustrative)\nA speech and language therapist in clinics, schools, hospital wards and homes applies this workflow for children and adults with communication or swallowing difficulties: they open\ncommunication assessments, work through the five steps using assessment test kits, and close by recording\nthe outcome against assessment waiting times and agreeing the next review date. 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Use when a youth worker needs a troubleshooting & problem solving for young people and their communities in youth centres, schools and outreach settings.","https:\u002F\u002Fgithub.com\u002Flionelsimai\u002Fclaude-skills-collection\u002Fblob\u002Fmain\u002Fskills\u002Fyouth-work-troubleshooting-guide\u002FSKILL.md",[],[75,29,76,77,78,79,34,80,81,82,31,83,32,84,33,85,86,87],"youth work troubleshooting guide","troubleshooting","troubleshooting guide","guide","problem solving","outreach","settings","common","people","worker","diagnose","problem","communities",{"skillNo":89,"name":90,"nameZh":6,"description":91,"descriptionZh":6,"repositoryFullName":8,"ownerLogin":9,"ownerAvatarUrl":10,"ownerAccountNo":11,"ownerDisplayName":12,"repositoryNo":13,"starsCount":14,"licenseSpdxId":15,"licenseFileUrl":6,"sourceHtmlUrl":92,"categories":93,"keywords":94,"publishedAt":36},"01M71E7R3YHK4RAQVCRPB4CTXN","youth-work-tools-equipment-checklist","Select, check and maintain the tools and equipment a youth worker relies on.\nTRIGGERS - 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Use when a youth worker needs a stakeholder presentation for young people and their communities in youth centres, schools and outreach settings.","https:\u002F\u002Fgithub.com\u002Flionelsimai\u002Fclaude-skills-collection\u002Fblob\u002Fmain\u002Fskills\u002Fyouth-work-stakeholder-presentation\u002FSKILL.md",[120],{"categoryNo":121,"categoryName":122,"taxonomyType":123,"taxonomyTypeDesc":124},"01JBSEEDCAT000000000000003","演示文稿","SCENARIO","使用场景",[126,29,127,128,34,129,87,33,130,80,81,31,83,32,84],"youth work stakeholder presentation","presentation","decision","proposals","present",{"skillNo":132,"name":133,"nameZh":6,"description":134,"descriptionZh":6,"repositoryFullName":8,"ownerLogin":9,"ownerAvatarUrl":10,"ownerAccountNo":11,"ownerDisplayName":12,"repositoryNo":13,"starsCount":14,"licenseSpdxId":15,"licenseFileUrl":6,"sourceHtmlUrl":135,"categories":136,"keywords":137,"publishedAt":36},"01M71E7GE5VA1RG4XEM2GAZRFY","youth-work-session-delivery","Prepare for and deliver a professional session or appointment for young people and their communities in youth centres, schools and outreach settings.\nTRIGGERS - Use when a youth worker needs a session delivery guide for young people and their communities in youth centres, schools and outreach settings.","https:\u002F\u002Fgithub.com\u002Flionelsimai\u002Fclaude-skills-collection\u002Fblob\u002Fmain\u002Fskills\u002Fyouth-work-session-delivery\u002FSKILL.md",[],[138,139,140,29,141,81,78,142,80,31,83,32,84,33,34,143,144,87],"delivery","work session","session","youth work session delivery","prepare","professional","deliver",{"skillNo":146,"name":147,"nameZh":6,"description":148,"descriptionZh":6,"repositoryFullName":8,"ownerLogin":9,"ownerAvatarUrl":10,"ownerAccountNo":11,"ownerDisplayName":12,"repositoryNo":13,"starsCount":14,"licenseSpdxId":15,"licenseFileUrl":6,"sourceHtmlUrl":149,"categories":150,"keywords":154,"publishedAt":36},"01M71E7DQSMY2ZW1BF3A1Z0VJM","youth-work-service-plan","Design a realistic, measurable service plan for young people and their communities as a youth worker.\nTRIGGERS - Use when a youth worker needs a service plan design for young people and their communities in youth centres, schools and outreach settings.","https:\u002F\u002Fgithub.com\u002Flionelsimai\u002Fclaude-skills-collection\u002Fblob\u002Fmain\u002Fskills\u002Fyouth-work-service-plan\u002FSKILL.md",[151],{"categoryNo":152,"categoryName":153,"taxonomyType":123,"taxonomyTypeDesc":124},"01JBSEEDCAT000000000000015","视觉设计",[29,155,156,157,34,33,84,158,159,87,81,80,83,32,31],"service","plan","youth work service plan","design","as"]