Department of
Communication Sciences
and Disorders
Graduate Student Manual
Fall 2009
July 2009
MISSION STATEMENT
The mission of the program is to provide a high quality academic and clinical education which enables program graduates to become competent, fully credentialed speech-language pathologists to serve the needs of the region and the Commonwealth. The department is committed to: 1) the preparation of students who will work with the communicatively impaired in a variety of professional environments, 2) teaching excellence within the training program and 3) community service by providing clinical services and continuing education. The program strives to develop educated consumers of research who have a commitment to lifelong learning and professional development.
CAA ACCREDITATION
The Master of Science education program in speech-language pathology at Clarion University is accredited by the Council on Academic Accreditation in Audiology and Speech-Language Pathology of the American Speech-Language-Hearing Association, 2200 Research Boulevard #310, Rockville, Maryland 20850, 800-498-2071 or 301-296-5700.
The academic goals of the program are:
1. To provide a quality education to the graduate students in Speech Language Pathology. The department has a commitment to maintain a faculty which brings to the program active involvement in research and scholarship, but one also dedicated to teaching; a faculty which maintains currency in equipment for teaching, for provision of clinical services, and for research.
2. To ensure adequate student knowledge in the normal physical, biological, and psychological aspects of speech, language, and hearing.
3. To ensure adequate student knowledge regarding the pathologies of speech, language, and hearing.
4. To facilitate an interdisciplinary view of disorders of human communication.
5. To develop self-study skills necessary to keep abreast of new scientific information.
6. To offer a degree program suitable for both the student who plans for the masters degree and for the student who plans to pursue doctoral study.
7. To prepare students to work in diverse occupational settings including but not limited to hospitals, rehabilitation centers, private practices, public schools, etc.
8. To prepare students to carry out research projects in the areas of speech, language, and/or hearing.
9. To ensure adequate student knowledge of communication disorders and sciences in culturally and linguistically diverse populations.
10. To ensure adequate student knowledge regarding augmentative and alternative forms of communication.
11. To ensure adequate student knowledge regarding modes of communication.
12. The graduate student in Speech-Language Pathology will have knowledge of:
a. physics of sound, linguistics, phonetics, phonology, perceptual processes and psychoacoustics of speech, language, and hearing;
b. types, causes, and symptoms of disorders of speech, language and hearing;
c. evaluation techniques and instruments used to assess disorders of speech and language and to screen for disorders of hearing;
d. management procedures used in habilitation and rehabilitation of children and adults with disorders of speech and language;
e. habilitative and/or rehabilitative procedures with speech and language disorders associated with hearing impairment.
f. prevention of speech, language and hearing disorders.
The clinical education goals of the program are:
1. To prepare students to function as independent clinicians. These levels of function will exceed or be commensurate with the clinical certification guidelines suggested by the American Speech-Language-Hearing Association, guidelines for Pennsylvania state licensure in Speech Pathology and standards implemented by the Pennsylvania Department of Education for a teaching certificate in Speech and Language Impaired.
2. To establish basic clinical competencies in the assessment and management of individuals having communication disorders.
3. To prepare speech-language pathologists to fill diverse roles in the discipline.
4. To foster attitudes conducive to high quality, ethical professional practice.
5. To prepare the student to implement appropriate diagnostic procedures and to draw conclusions and make recommendations based on the results of the diagnostic session for both children and adults.
6. To prepare the student to counsel clients regarding the results of the diagnostic evaluation. Students will be able to relay information concerning the results of assessment as well as to inform the client of recommendations for further testing, referral, etc.
7. To prepare the student to design and implement a program of rehabilitation for both children and adults. This will include writing lesson plans where short term and long term objectives are appropriately formulated.
8. To prepare the graduate student to maintain accurate and appropriate records and to demonstrate a sensitivity that these records are confidential. The student will also demonstrate a knowledge that they are accountable for the services that they provide.
9. To prepare the student to demonstrate an understanding of professional, clinical, and basic research and to show that they can apply the results of such research to the clinical setting so that clinical services are provided using current best evidence.
10. The graduate student in Speech-Language Pathology will be prepared to:
a. plan and implement appropriate diagnostic procedures for speech and language assessment including articulation and phonological process analysis, language sampling analysis, dysphagia evaluation, oral-facial mechanism evaluation, fluency analysis, voice and resonance evaluation, and other special speech, language, and communicative measures.
b. complete hearing screening assessments and comprehend the results of more sophisticated audiometric testing as related to the client's speech and language functioning.
c. plan and implement appropriate treatment programs for children and adults with speech, language, and communicative disorders including articulatory and phonological process disorders; language disorders related to developmental delay, emotional disturbance, learning disabilities, and neurological impairment, either congenital or acquired; motor speech disorders; dysphagia; dysfluency disorders; and vocal disorders, either functional or organic.
d. apply sound and current principles, concepts, and approaches in the remediation of speech, language, and communicative disorders.
e. interact effectively with other professionals and paraprofessionals in the assessment and treatment of individuals with speech and language disorders.
f. maintain a commitment to ethical professional practice, continuing education, professional growth, and ongoing refinement of clinical skills, based on current best evidence.
GENERAL REGULATIONS AND PROCEDURES FOR THE DEGREE OF M.S. IN
COMMUNICATION SCIENCES AND DISORDERS
Refer to graduate catalog for admission requirements, policies on grades, transfer credit, assistantships, etc.
Undergraduate deficiencies: All students upon admission to the program received a form noting if undergraduate deficiencies existed. (Remember that this compilation was based on the last available transcript which for some of you was approximately a year old.) If, in the meantime, you have removed these deficiencies, please talk to your advisor about it. The easiest way is to review with your advisor a copy of your final transcript. These coursework requirements are based upon departmental requirements and, thus, may vary from your own undergraduate program. However, all deficiencies must be removed before graduation. (This does include a regular Statistics course. Educational methodology or Measures of Testing are not usually considered to be statistics courses.) Timeline: Deficiencies must be removed before you go off campus to externship sites.
1. ACADEMIC REQUIREMENTS: All students must complete all academic requirements
required by ASHA for the Certificate of Clinical Competence and by the department.
See Appendix for ASHA clinical certification requirements.
2. CLINICAL PRACTICUM HOURS: All students must complete 25 supervised observation hours and have those observation hours on file. Please give a copy of your 25 observation hours to your academic advisor.
ASHA requires a total of 400 clinical practicum hours including 25 observation hours. (Please see ASHA Certification Standard IV for detailed clinical requirements).
Counting Clinic Hours
Only direct contact with the client or the client's family in assessment, management, and/or counseling can be counted as practicum hours. Although several students may observe a clinical session at one time, clinical practicum hours may be assigned only to the student who provides direct services to the client or client's family. Typically, only one student should be working with a given client. In rare circumstances, it is possible for several students working as a team to receive credit for the same session depending on the specific responsibilities each student is assigned. For example, in a diagnostic session, if one student evaluates the client and another interviews the parents, both students may receive credit for the time each spent in providing the service. However, if one student works with the client for 30 minutes and another student works with the client for the next 45 minutes, each student receives credit for the time he/she actually provided services—that is, 30 and 45 minutes respectively, not 75 minutes.
Students who are completing clinical practice hours in any course will not be given a
grade in the course until the clinic clock hour form documenting clinic clock hours is
submitted to the faculty member responsible for the course.
Students should turn in only one clinical clock hour sheet per semester with all
supervisors listed.
Clinical Practice - CSD 512, Clinical Practice I and CSD 540, Clinical Practice are scheduled at least one time during your graduate program. All clinical experiences for students will be arranged through the CSD department. DO NOT arrange your own clinical hours or experiences. Students will document acquisition of clinical knowledge and skills in consultation with the clinical supervisor(s).
SPECIFIC REQUIREMENTS FOR THE DEGREE OF M.S.
IN SPEECH-LANGUAGE PATHOLOGY
1. The student must fulfill all general requirements for the degree. The student must meet all academic and clinic hour requirements of ASHA.
2. A minimum of fifty semester hours is required for the degree. The graduate student majoring in speech-language pathology will complete a minimum of thirty-eight credits in speech pathology courses and twelve credits of off-campus externship.
3. GRADUATE ASSISTANTSHIPS: Each year a limited number of graduate assistantships are awarded to individuals with regular full-admission status to a graduate program. Graduate assistants work 10-20 hours a week in assignments related to academic programs or university-wide service. They are paid an hourly stipend and receive a partial tuition waiver for up to 15 credits a semester. There are no summer assistantships. Recipients of a graduate assistantship must take at least 6 credits a semester, perform assigned duties in
a satisfactory manner, and remain in good academic standing. Students wishing to apply for a graduate assistantship should contact the College of Graduate Studies or the individual department. Graduate assistantships are one year appointments only, therefore, students must apply each year for one.
4. COMMUNICATION PROFICIENCY: Proficiency and fluency in the comprehension and production of spoken English are prerequisite to the required clinical practica and off- site practicum. All students must participate in clinical practicum and must therefore have the communication skills needed to provide therapy. Students must be able to understand and analyze disordered English and be able to be understood by those for whom hearing or comprehension is impaired.
All undergraduate, post-baccalaureate, and newly admitted graduate students will be screened for speech, language and hearing problems that might affect their ability to work directly with clients. If deficits are identified, recommendations will be made, including possible therapy, to minimize the impact of the communication disorder. The program is committed to working with matriculated students with communication disorders.
5. ACADEMIC HONESTY POLICY: The department adheres to the Academic Honesty Policy and Procedures specified in the Student Rights, Regulations and Procedures Handbook. (http://www.clarion.edu/51642) Sanctions against students who engage in acts of academic dishonesty will be handled according to university policy and the policy of the faculty member.
6. ACQUISITION OF ACADEMIC AND CLINICAL KNOWLEDGE AND SKILLS:
a. KASA: Students must record and maintain a Knowledge and Skills Acquisition (KASA) Summary Form as delineated in the Standards for the Certificate of Clinical Competence. Students must submit the “Verification by Program Director” page of the KASA when applying to ASHA for certification.
b. Program’s Academic Assessment Plan: The program’s assessment plan is structured so that course learning goals lead to program outcomes. The assessment plan includes the following: Faculty members will determine whether or not each student meets the outcomes for his/her course. At the end of each semester, faculty members will notify the department chair of any students who fail to meet all the learning goals for his/her course. Unless told otherwise by the department chair, the student in consultation with the advisor will check on the KASA, the courses completed by the student that semester. When all the courses associated with a particular knowledge/skill on the KASA are checked, the knowledge/skill area has been met.
c. Program’s Policy Statement on Remediation of Academic and Clinical Knowledge and Skills:
Acquisition of requisite knowledge and skills
Each student must obtain academic and clinical knowledge and skills across the ASHA Scope of Practice sufficient for entry level into the profession. Each semester, students will be asked to assess progress toward this goal and faculty will also assess, and provide feedback, on each student’s progress. Students with noted deficiencies in academic and/or clinical knowledge and skills will be provided with a plan of remediation as specified by program faculty.
As students complete required coursework, there may be remediation procedures specified on a course syllabus. If remediation policies are listed on a course syllabus, students must remediate specific knowledge and skills for that particular course.
Clinical knowledge and skills
Students are required to have sufficient clinical knowledge and skills for entry level into the profession. Clinical skills and performance of each student should improve as he/she progresses through the program. If clinical knowledge and skills are determined to not be at an acceptable level, remediation to improve knowledge and skills may be recommended by the clinical supervisor.
If clinical knowledge and skills are not at an acceptable level during completion of the off-campus externship as determined by the on-site supervisor, the university externship coordinator and/or the student, it may be recommended that the student obtain additional clinical experience prior to graduation. The university externship coordinator will arrange that experience in consultation with the student.
7. PRE-EXTERNSHIP RESPONSIBILITIES: Two externships in a clinic and/or public school are necessary to satisfactorily complete the 400 clock hours of supervised clinical practice. Externships are arranged far in advance of the actual externship dates. For this reason, students planning to do an externship during the fall or spring semester must meet the deadlines for application set by the Office of Field Services (102 Stevens Hall). Typically these deadlines occur early in the semester preceding the externship. Extern sites are typically within a 50 to 100 mile radius of Clarion University. Students are not permitted to arrange their own extern sites. Students must meet with their extern supervisor to determine appropriate placements. Prior to your externship, meeting times will be posted to address any questions, types of externships available, starting dates, etc.
Please make sure that you keep track of your clinical clock hours during your
externship. These clinical clock hours must be submitted before you receive a
grade for your externship.
All requirements for externship and the PA Teaching Certificate are located on the website for the Clarion University Office of Field Services: http://www.clarion.edu/19284
The following requirements must be completed:
a. The Pennyslvania Department of Education requires Act 33 Child Abuse, Act 34 Criminal Record, Act 141 FBI clearances for students enrolled in teacher preparation programs. These background checks can take up to 10 weeks.
b. Provide verification of a negative tuberculin skin test (Mantoux test). This test
is valid for two years. Certain agencies also require verification of a Hepatitis B
vaccination.
c. Verification of a health examination. This examination is valid for one year.
Background check and health forms can be obtained at the Office of Field Services - Stevens Hall.
d. Ascertain and indicate acceptance of your placements with the University extern supervisor
e. Arrange for full use of a car.
f. Have current professional liability insurance on file in the Office of Field Services.
Students must satisfactorily complete CSD 540, Clinic Practice before enrolling
in CSD 422/522, Clinical Externship. The externship is completed
toward the end of a graduate student's education. Students must have a cumulative
point average of 3.00, must be in good academic standing, and must be making satisfactory progress toward the degree to be permitted to enroll in the externship program.
Students assigned to an externship outside a 50-mile radius of the Clarion campus are exempt from some student fees. Students must notify the Accounts Receivable Office of their exempt status in order to receive appropriate reduction of their fees.
8. PA TEACHING CERTIFICATION FOR SPEECH AND LANGUAGE IMPAIRED: Those students who wish to obtain PA teaching certification for Speech and Language Impaired must complete the following:
a. Complete a course (or have had a commensurate course) in Professional Practicum (CSD 454/554).
b. Complete an externship in the public schools.
c. Obtain a Masters degree in speech pathology
d. Pass the Praxis Series Tests administered by the Educational Testing Service (ETS)
(See Appendix)
e. Teacher Certification Upon Graduation
Before a student leaves campus to go on externship, a completed application for certification (Form 338G) is given to the Office of Field Services (OFS) along with the required fee. The application may be accessed via the Pennsylvania Department of Education (PDE) Bureau of Teacher Certification web: http://www.teaching.state.pa.us/teaching/cwp/view.asp?A=15&Q=34317.
Current Fee Structure for All PA Certifications
· $40.00 nonrefundable fee for all in-state certification applications.
· $80.00 nonrefundable fee for all out-of-state certification applications
Send PRAXIS score results to the Pennsylvania Department of Education (PDE)
Forms for ETS tests can be obtained at www.ets.org/praxis.
9. NESPA: To obtain the Certificate of Clinical Competence, not only must academic and
clinical requirements be met, a student must also obtain a passing score of 600 or better
on the National Examination in Speech Pathology. Information on all PRAXIS tests and the NESPA can be located at www.ets.org/praxis (PRAXIS Test #330). The department currently has manuals for student use to help them prepare for the NESPA. These can be obtained through the departmental secretary. Send scores to ASHA and Clarion University. Use Clarion University Code RA0256; ASHA Code R5031.
10. EXIT INTERVIEW: During the semester prior to externship, each student should meet with their academic advisor and clinical supervisor for an exit interview. At this time, remaining academic and clinical requirements will be discussed. Also during this semester, students will be asked to complete a questionnaire regarding the program. You will receive a memo reminding you to schedule an exit interview.
11. GRADUATION: Students must complete an application for graduation which can be obtained at: http://www.clarion.edu/27744. Students must then obtain a computer audit from the Web for students and attach the audit to the application. The application is typically submitted to your academic advisor the semester before you anticipate graduating, during preregistration. Applications are due no later than the beginning of the semester in which the student expects to graduate if the name is to appear in the commencement program.
12. ASHA APPLICATION: Information on applying for ASHA certification and membership can be obtained directly from ASHA http://www.asha.org. Students must complete the forms following the directions for a CAA accredited program. The department chair will sign the forms once all requirements are met (academic coursework completed and clinical clock hours on file). ASHA membership and certification forms are usually submitted to the department chair after graduation, while completing your Clinical Fellowship Year.
13. CERTIFICATE OF CLINICAL COMPETENCE: Academic and clinical practicum
requirements for the Certificate of Clinical Competence in Speech-Language Pathology
of the American Speech Language Hearing Association must be fulfilled to obtain the Master of Science degree.
PA STATE LICENSURE: Students who fulfill all requirements for the Master of Science degree in Speech-Language Pathology are eligible to apply for the PA license to practice speech pathology following completion of the first year of postgraduate employment experience. Information about PA licensure including the application process can be obtained from: PA Board of Examiners for Speech-Language Hearing
Bureau of Professional and Occupational Affairs
PO Box 2649
Harrisburg, PA 17105-2649
717-783-1389
14. STUDENT ORGANIZATIONS: Students may elect to join either or both professionally
related organizations: National Student Speech Language and Hearing Association (NSSLHA) and the Pennsylvania Speech and Hearing Association (PSHA). Clarion University has an active local NSSLHA chapter and students are encouraged to join and participate.
15. COMPLAINT PROCEDURE: A complaint may be submitted by any student, instructional staff member, speech-language pathologist, audiologist, and/or member of the public. A complaint which relates to the standards for accreditation should first be filed in writing with the Clarion University CSD Department through the department chair. If the complaint is not satisfactorily resolved, the person filing the complaint may meet with the Dean of the College of Education and Human Services and if still not resolved, may meet with the Provost and Academic Vice President.
Any complaint which is not resolved within the university may be filed with the Council on Academic Accreditation using the following procedures:
Criteria for Complaints
Complaints about programs must: (a) be against an accredited educational program in speech-language pathology and/or audiology, (b) relate to the standards for accreditation of education programs in audiology and speech-language pathology, and (c) include verification, if the complaint is from a student or faculty/instructional staff member, that the complainant exhausted all institutional grievance and review mechanisms before submitting a complaint to the CAA.
All complaints must be signed and submitted in writing to the Chair, Council on Academic Accreditation in Audiology and Speech-Language-Hearing Association, 2200 Research Boulevard #324C, Rockville, MD 20850. The complaint must clearly describe the specific nature of the complaint, the relationship of the complaint to the accreditation standards, and provide supporting data for the charge. The complainant’s burden of proof is a preponderance or greater weight of the evidence. Complaints will not be accepted by email or facsimile.
The procedures that the CAA follows in evaluating a complaint are available at http://professional.asha.org/NR/rdonlyres/FF808D63-C9AB-45AC-B9BA-7FEFBA2FB2EA/0/2008complaintform.pdf
16. ACADEMIC SUPPORT SERVICES:
Any student who is in need of curricular accommodations or examination accommodations should contact the university Office of Disability Support Services, 102 Ralston Hall. Phone: 814-393-2095, website: www.clarion.edu/1019
Any student who is in need of accommodations to participate in clinical service delivery should make such requests to the CSD department chairperson.
ASHA certification – apply midway through CFY after passing the National Exam in Speech pathology
Send ASHA certification application to Clarion University department chair – application will be sent back to you to submit to ASHA
PA licensure – you can work on year in PA without a license – after one year, apply for license using information below:
Regulatory Agency for Licensing
Bureau of Professional and Occupational Affairs
Board of Examiners in Speech-Language and Hearing
P.O. Box 2649
Harrisburg, PA 17105-2649
Contact: Sandy Matter, Board Administrator
Phone: 7171-783-1389
Fax: 717-787-7769
E-mail: st-speech@state.pa.us
Other states may require a provisional license to begin work – you MUST check on this before beginning employment. Go to www.asha.org and search for “state by state.” Contact state licensure board of the state.
PA Teaching Certificate – apply and pay fee before you leave campus. Clarion University Office of Field Services will submit to PA Department of Education upon completion of your master’s degree.
Language, Speech and Hearing Contacts in State Education Agency
Pennsylvania Department of Education
Bureau of Special Education
333 Market Street
Harrisburg, PA 17126
PRAXIS SERIES TESTS REQUIRED
FOR PA TEACHING CERTIFICATION
March 2009
Traditional Composite
Test Code Passing Score Minimum Score
0710 PPST: Reading (0710) 172 169*
0720 PPST: Writing (0720) 173 170*
0730 PPST: Mathematics (0730) 173 170*
*Required Composite Score of 521
0511 Fundamental Subjects: Content Knowledge 150
0880 Specialty Area Test - Teaching Speech to
Students with Language Impairment 590
Please use Clarion University Code RA2649 to send the scores to the Office of Field Services at Clarion University.
· Use code R8033 to send scores to the Pennsylvania Department of Education.
· On the application for the Pennsylvania Teaching Certificate, the certificate you want is: “Speech and Language Impaired”.
· The certificate code is 9265.
· PDE Form 338G
PRAXIS TESTS REQUIRED FOR ASHA CERTIFICATION
Test Code
0330 ASHA
On the National Exam in Speech Language Pathology please use Clarion University code RA0256 so that we receive a copy of your scores.
· Use ASHA Code R5031 to have score sent to ASHA
· Passing score for ASHA Exam = 600
CLARION UNIVERSITY
SPEECH LANGUAGE PATHOLOGY
PROGRAM BENCHMARKS
Pass Rate National Exam in SLP
2008 – 2009 94%
2007 – 2008 96%
2006 - 2007 97%
Program Completion Rate
Current year 96%
Prior year 100%
2 years prior 96%
Employment Rate
Current year 96%
Prior year 96%
2 years prior 100%
CLARION UNIVERSITY OF PENNSYLVANIA
Department of Communication Sciences and Disorders
Work Sheet M.S.
Speech Pathology
NAME: _________________________________________ ADVISOR: ________________________________________
OPTION: ____ Thesis ____ Research ___Academic
I. ADMISSION REQUIREMENTS (Required: 12 credits in Basic Area, 6 credits in Speech Pathology, 6 credits in Audiology, 3 credits in Statistics, 9 credits in Biology/Physical Science/Math, 3 credits in Behavioral and/or Social Science and coursework in Augmentative & Alternative Communication)
Course Date
Number Name Anticipated Completed Credits Grade
_____
_____
_____
________ ______ _____
_____
_____
_____
_____
_____
_____
_____
II. SPEECH PATHOLOGY (Required: 38 credits academic; 12 credits externship)
CSD 512 Clinical Practice I 1 _____
CSD 513 Communication Dis. In Multicultural Populations _________ ________ 1 _____
CSD 540 Clinical Practice 3 _____
CSD 505 Articulatory & Phon. Dis. 3 _____
CSD 520 Language Disorders in Child. 3 _____
CSD 500 Aphasia 3 _____
CSD 510 Seminar In Neuropathology 3 _____
CSD 525 Stuttering 3 _____
CSD 530 Voice 3 _____
CSD 550 Motor Speech Disorders 3 _____
CSD 592 Dysphagia 3 _____
CSD 589 Research Methods in Comm Disorders 3 _____
CSD 535 Audiology Seminar 3 _____
CSD 554 Professional Practicum________________________ _________ _________ 3 _____
III. RESEARCH PROJECT (Academic option not required) (Required: Thesis option 6 credits, Research option 3 credits)
CSD 590 3 _____
CSD 590 3 _____
IV. EXTERNSHIP (Most students will need to successfully complete an 8-16 week Externship to obtain sufficient hours of supervised practicum)
CSD 522 Externship 6 _____
CSD 522 Externship 6 _____
V. ASHA REQUIREMENTS (Projected Date, Date Completed)
Basic Area Minor Area
Major Area Related
25 Observation Hrs. Clinic Clock Hrs.
Revised: 9/08
A. Admission requirements Cr.
Biological Sciences 3
Physical Science 3
Mathematics 3
Behavioral/Social Sciences 3
CSD 150 Speech Science 3
CSD 156 Phonetics and Phonology 3
CSD 251 Anatomy of Speech & Hearing Mechanisms 3
CSD 257 Developmental Seq. In Lang. & Speech 3
CSD 352 Speech Disorders 3
CSD 353 Adult Communication Disorders or CSD 258 3
Language Disorders in Children
CSD 460 Intro to Audiology 3
Math 221 or Psy 230 Statistics 3
CSD 463 Aural Rehabilitation 3
CSD 475 Augmentative and Alternative Communication 3
Ethics
Code of Ethics
Table of Contents
- Preamble
- Principle of Ethics I
- Principle of Ethics II
- Principle of Ethics III
- Principle of Ethics IV
Preamble
The preservation of the highest standards of integrity and ethical principles is vital to the responsible discharge of obligations by speech-language pathologists, audiologists, and speech, language, and hearing scientists. This Code of Ethics sets forth the fundamental principles and rules considered essential to this purpose.
Every individual who is (a) a member of the American Speech-Language-Hearing Association, whether certified or not, (b) a nonmember holding the Certificate of Clinical Competence from the Association, (c) an applicant for membership or certification, or (d) a Clinical Fellow seeking to fulfill standards for certification shall abide by this Code of Ethics.
Any violation of the spirit and purpose of this Code shall be considered unethical. Failure to specify any particular responsibility or practice in this Code of Ethics shall not be construed as denial of the existence of such responsibilities or practices.
The fundamentals of ethical conduct are described by Principles of Ethics and by Rules of Ethics as they relate to the conduct of research and scholarly activities and responsibility to persons served, the public, and speech-language pathologists, audiologists, and speech, language, and hearing scientists.
Principles of Ethics, aspirational and inspirational in nature, form the underlying moral basis for the Code of Ethics. Individuals shall observe these principles as affirmative obligations under all conditions of professional activity.
Rules of Ethics are specific statements of minimally acceptable professional conduct or of prohibitions and are applicable to all individuals.
Principle of Ethics I
Individuals shall honor their responsibility to hold paramount the welfare of persons they serve professionally or participants in research and scholarly activities and shall treat animals involved in research in a humane manner.
Rules of Ethics
1. Individuals shall provide all services competently.
2. Individuals shall use every resource, including referral when appropriate, to ensure that high-quality service is provided.
3. Individuals shall not discriminate in the delivery of professional services or the conduct of research and scholarly activities on the basis of race or ethnicity, gender, age, religion, national origin, sexual orientation, or disability.
4. Individuals shall not misrepresent the credentials of assistants, technicians, or support personnel and shall inform those they serve professionally of the name and professional credentials of persons providing services.
5. Individuals who hold the Certificates of Clinical Competence shall not delegate tasks that require the unique skills, knowledge, and judgment that are within the scope of their profession to assistants, technicians, support personnel, students, or any nonprofessionals over whom they have supervisory responsibility. An individual may delegate support services to assistants, technicians, support personnel, students, or any other persons only if those services are adequately supervised by an individual who holds the appropriate Certificate of Clinical Competence.
6. Individuals shall fully inform the persons they serve of the nature and possible effects of services rendered and products dispensed, and they shall inform participants in research about the possible effects of their participation in research conducted.
7. Individuals shall evaluate the effectiveness of services rendered and of products dispensed and shall provide services or dispense products only when benefit can reasonably be expected.
8. Individuals shall not guarantee the results of any treatment or procedure, directly or by implication; however, they may make a reasonable statement of prognosis.
9. Individuals shall not provide clinical services solely by correspondence.
10. Individuals may practice by telecommunication (for example, telehealth/e-health), where not prohibited by law.
11. Individuals shall adequately maintain and appropriately secure records of professional services rendered, research and scholarly activities conducted, and products dispensed and shall allow access to these records only when authorized or when required by law.
12. Individuals shall not reveal, without authorization, any professional or personal information about identified persons served professionally or identified participants involved in research and scholarly activities unless required by law to do so, or unless doing so is necessary to protect the welfare of the person or of the community or otherwise required by law.
13. Individuals shall not charge for services not rendered, nor shall they misrepresent services rendered, products dispensed, or research and scholarly activities conducted.
14. Individuals shall use persons in research or as subjects of teaching demonstrations only with their informed consent.
15. Individuals whose professional services are adversely affected by substance abuse or other health-related conditions shall seek professional assistance and, where appropriate, withdraw from the affected areas of practice.
Principle of Ethics II
Individuals shall honor their responsibility to achieve and maintain the highest level of professional competence.
Rules of Ethics
1. Individuals shall engage in the provision of clinical services only when they hold the appropriate Certificate of Clinical Competence or when they are in the certification process and are supervised by an individual who holds the appropriate Certificate of Clinical Competence.
2. Individuals shall engage in only those aspects of the professions that are within the scope of their competence, considering their level of education, training, and experience.
3. Individuals shall continue their professional development throughout their careers.
4. Individuals shall delegate the provision of clinical services only to: (1) persons who hold the appropriate Certificate of Clinical Competence; (2) persons in the education or certification process who are appropriately supervised by an individual who holds the appropriate Certificate of Clinical Competence; or (3) assistants, technicians, or support personnel who are adequately supervised by an individual who holds the appropriate Certificate of Clinical Competence.
5. Individuals shall not require or permit their professional staff to provide services or conduct research activities that exceed the staff member's competence, level of education, training, and experience.
6. Individuals shall ensure that all equipment used in the provision of services or to conduct research and scholarly activities is in proper working order and is properly calibrated.
Principle of Ethics III
Individuals shall honor their responsibility to the public by promoting public understanding of the professions, by supporting the development of services designed to fulfill the unmet needs of the public, and by providing accurate information in all communications involving any aspect of the professions, including dissemination of research findings and scholarly activities.
Rules of Ethics
1. Individuals shall not misrepresent their credentials, competence, education, training, experience, or scholarly or research contributions.
2. Individuals shall not participate in professional activities that constitute a conflict of interest.
3. Individuals shall refer those served professionally solely on the basis of the interest of those being referred and not on any personal financial interest.
4. Individuals shall not misrepresent diagnostic information, research, services rendered, or products dispensed; neither shall they engage in any scheme to defraud in connection with obtaining payment or reimbursement for such services or products.
5. Individuals' statements to the public shall provide accurate information about the nature and management of communication disorders, about the professions, about professional services, and about research and scholarly activities.
6. Individuals' statements to the public—advertising, announcing, and marketing their professional services, reporting research results, and promoting products—shall adhere to prevailing professional standards and shall not contain misrepresentations.
Principle of Ethics IV
Individuals shall honor their responsibilities to the professions and their relationships with colleagues, students, and members of allied professions. Individuals shall uphold the dignity and autonomy of the professions, maintain harmonious interprofessional and intraprofessional relationships, and accept the professions' self-imposed standards.
Rules of Ethics
1. Individuals shall prohibit anyone under their supervision from engaging in any practice that violates the Code of Ethics.
2. Individuals shall not engage in dishonesty, fraud, deceit, misrepresentation, sexual harrassment, or any other form of conduct that adversely reflects on the professions or on the individual's fitness to serve persons professionally.
3. Individuals shall not engage in sexual activities with clients or students over whom they exercise professional authority.
4. Individuals shall assign credit only to those who have contributed to a publication, presentation, or product. Credit shall be assigned in proportion to the contribution and only with the contributor's consent.
5. Individuals shall reference the source when using other persons' ideas, research, presentations, or products in written, oral, or any other media presentation or summary.
6. Individuals' statements to colleagues about professional services, research results, and products shall adhere to prevailing professional standards and shall contain no misrepresentations.
7. Individuals shall not provide professional services without exercising independent professional judgment, regardless of referral source or prescription.
8. Individuals shall not discriminate in their relationships with colleagues, students, and members of allied professions on the basis of race or ethnicity, gender, age, religion, national origin, sexual orientation, or disability.
9. Individuals who have reason to believe that the Code of Ethics has been violated shall inform the Board of Ethics.
10. Individuals shall comply fully with the policies of the Board of Ethics in its consideration and adjudication of complaints of violations of the Code of Ethics.
Rev. 2003-01-1
Index terms: ethics
Reference this material as: American Speech-Language-Hearing Association. (2003). Code of Ethics [Ethics]. Available from www.asha.org/policy.
© Copyright 2003 American Speech-Language-Hearing Association. All rights reserved.
Disclaimer: The American Speech-Language-Hearing Association disclaims any liability to any party for the accuracy, completeness, or availability of these documents, or for any damages arising out of the use of the documents and any information they contain.
DOI: 10.1044/policy.ET2003-00166
2005 Standards and Implementation Procedures for the Certificate of Clinical Competence in Speech-Language Pathology
Revised March 2009
The 2005 Standards and Implementation Procedures for the Certificate of Clinical Competence in Speech-Language Pathology went into effect for all speech-language pathology applicants whose applications for certification were received beginning January 1, 2006.
Current Revisions
The Council For Clinical Certification (CFCC) made revisions to implementation language only during its March 2009 meeting. You can read the full list of revisions or view the sections that have been updated:
- Standard I: Degree – Implementation
- Standard VI: Speech-Language Pathology Clinical Fellowship – Implementation
- Standard VI-B – Implementation
- Standard VII: Maintenance of Certification – Implementation
Standard I: Degree
Standard II: Institution of Higher Learning
Standard III: Program of Study – Knowledge Outcomes
Standard IV: Program of Study – Skills Outcomes
Standard V: Assessment
Standard VI: Speech-Language Pathology Clinical Fellowship
Standard VII: Maintenance of Certification
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The Standards for the Certificate of Clinical Competence |
Standard I: Degree
Effective January 1, 2005, the applicant for certification must have a master's or doctoral or other recognized post-baccalaureate degree. A minimum of 75 semester credit hours must be completed in a course of study addressing the knowledge and skills pertinent to the field of speech-language pathology.
Verification of the graduate degree is required of the applicant before the certificate is awarded. Degree verification is accomplished by submitting (a) an application signed by the director, or the official designee, of the graduate program indicating the degree date, and (b) an official transcript showing that the degree has been awarded. Individuals educated in foreign countries must show official transcripts and evaluations of their degrees and courses to verify equivalency.
All graduate course work and graduate clinical practicum required in the professional area for which the Certificate is sought must have been initiated and completed at an institution whose program was accredited by the Council on Academic Accreditation in Audiology and Speech-Language Pathology (CAA) of the American Speech-Language-Hearing Association in the area for which the Certificate is sought.
Automatic Approval. If the graduate program of study is initiated and completed in a CAA-accredited program and if the program director or official designee verifies that all knowledge and skills requirements have been met, approval of the application is automatic provided that the application for the Certificate of Clinical Competence is received in the National Office no more than three years after the degree is awarded. Applicants eligible for automatic approval must submit an official graduate transcript that verifies the date the graduate degree was awarded.
Evaluation Required. The following categories of applicants must submit a completed application for certification that includes the Knowledge and Skills Acquisition (KASA) summary form for evaluation by the Council For Clinical Certification (CFCC):
- those who apply more than three years after the completion of the graduate degree from a CAA-accredited program;
- those who were graduate students and were continuously enrolled in a CAA program that had its accreditation withdrawn during the applicant's enrollment;
- those who satisfactorily completed graduate course work, clinical practicum, and knowledge and skills requirements in the area for which certification is sought in a program that held candidacy status for accreditation;
- those who satisfactorily completed graduate course work, clinical practicum, and knowledge and skills requirements in the area for which certification is sought in a program that was not accredited at the time the individual was enrolled, but which became accredited at a later date;
- those who satisfactorily completed graduate course work, clinical practicum, and knowledge and skills requirements in speech-language pathology in a CAA program, but: 1) received a graduate degree from a program not accredited by CAA, 2) received a graduate degree in a related area, or 3) received a graduate degree from a non-U.S. institution of higher education.
The graduate program director must verify satisfactory completion of both undergraduate and graduate academic course work, clinical practicum, and knowledge and skills requirements. Applicants requiring evaluation must submit both graduate and undergraduate transcripts for all courses being submitted for certification purposes.
Standard II: Institution of Higher Education
The graduate degree must be granted by a regionally accredited institution of higher education.
Implementation:
The institution of higher education must be accredited by one of the following: Commission of Higher Education, Middle States Association of Colleges and Schools; Commission on Institutions of Higher Education, New England Association of Schools and Colleges; Commission on Institutions of Higher Education, North Central Association of Colleges and Schools; Commission on Colleges, Northwest Association of Schools and Colleges; Commission on Colleges, Southern Association of Colleges and Schools; or Accrediting Commission for Senior Colleges and Universities, Western Association of Schools and Colleges.
Individuals educated in foreign countries must submit documentation that course work was completed in an institution of higher education that is regionally accredited or recognized by the appropriate regulatory authority for that country. In addition, applicants educated in foreign countries must meet each of the Standards that follow.
Standard III: Program of Study – Knowledge Outcomes
The applicant for certification must complete a program of study (a minimum of 75 semester credit hours overall, including at least 36 at the graduate level) that includes academic course work sufficient in depth and breadth to achieve the specified knowledge outcomes.
The program of study must address the knowledge and skills pertinent to the field of speech-language pathology. The applicant must maintain documentation of course work at both undergraduate and graduate levels demonstrating that the requirements in this standard have been met. The minimum 75 semester credit hours may include credit earned for course work, clinical practicum, research, or thesis/dissertation. The minimum of 36 hours of course work at the graduate level must be in speech-language pathology. Verification is accomplished by submitting an official transcript showing that the minimum credit hours have been completed.
Standard III-A: The applicant must have prerequisite knowledge of the biological sciences, physical sciences, mathematics, and the social/behavioral sciences.
The applicant must demonstrate through transcript credit (which could include course work, advanced placement, CLEP, or examination of equivalency) for each of the following areas: biological sciences, physical sciences, mathematics, and the social/behavioral sciences. Appropriate course work in biological sciences could include, among others, biology, general anatomy and physiology, neuroanatomy and neurophysiology, and genetics. Course work in physical sciences could include, among others, physics and chemistry. Course work in behavioral sciences could include, among others, psychology, sociology, and cultural anthropology. Course work in math could include, among others, statistics and non-remedial mathematics. The intent of this standard is to require students to have a broad liberal arts and science background. Courses in biological and physical sciences specifically related to communication sciences and disorders (CSD) cannot be applied for certification purposes in this category. Methodology courses, such as methods of teaching mathematics, may not be used to satisfy the mathematics requirement. In addition to transcript credit, applicants may be required by their graduate program to provide further evidence of meeting this requirement.
Standard III-B: The applicant must demonstrate knowledge of basic human communication and swallowing processes, including their biological, neurological, acoustic, psychological, developmental, and linguistic and cultural bases.
Implementation:
This standard emphasizes the basic human communication processes. The applicant must demonstrate the ability to integrate information pertaining to normal and abnormal human development across the life span, including basic communication processes and the impact of cultural and linguistic diversity on communication. Similar knowledge must also be obtained in swallowing processes and new emerging areas of practice. Program documentation may include transcript credit and information obtained by the applicant through clinical experiences, independent studies, and research projects.
Standard III-C: The applicant must demonstrate knowledge of the nature of speech, language, hearing, and communication disorders and differences and swallowing disorders, including the etiologies, characteristics, anatomical/physiological, acoustic, psychological, developmental, and linguistic and cultural correlates. Specific knowledge must be demonstrated in the following areas:
- articulation
- fluency
- voice and resonance, including respiration and phonation
- receptive and expressive language (phonology, morphology, syntax, semantics, and pragmatics) in speaking, listening, reading, writing, and manual modalities
- hearing, including the impact on speech and language
- swallowing (oral, pharyngeal, esophageal, and related functions, including oral function for feeding; orofacial myofunction)
- cognitive aspects of communication (attention, memory, sequencing, problem-solving, executive functioning)
- social aspects of communication (including challenging behavior, ineffective social skills, lack of communication opportunities)
- communication modalities (including oral, manual, augmentative, and alternative communication techniques and assistive technologies)
Implementation:
The applicant must demonstrate the ability to integrate information delineated in this standard. Program documentation may include transcript credit and information obtained by the applicant through clinical experiences, independent studies, and research projects. It is expected that course work addressing the professional knowledge specified in Standard III-C will occur primarily at the graduate level. The knowledge gained from the graduate program should include an effective balance between traditional parameters of communication (articulation/phonology, voice, fluency, language, and hearing) and additional recognized and emerging areas of practice (e.g., swallowing, upper aerodigestive functions).
Standard III-D: The applicant must possess knowledge of the principles and methods of prevention, assessment, and intervention for people with communication and swallowing disorders, including consideration of anatomical/physiological, psychological, developmental, and linguistic and cultural correlates of the disorders.
Implementation:
The applicant must demonstrate the ability to integrate information about prevention, assessment, and intervention over the range of differences and disorders specified in Standard III-C above. Program documentation may include transcript credit and information obtained by the applicant through clinical experiences, independent studies, and research projects.
Standard III-E: The applicant must demonstrate knowledge of standards of ethical conduct.
Implementation:
The applicant must demonstrate knowledge of, appreciation for, and ability to interpret the ASHA Code of Ethics. Program documentation must reflect course work, workshop participation, instructional module, clinical experiences, and independent projects.
Standard III-F: The applicant must demonstrate knowledge of processes used in research and the integration of research principles into evidence-based clinical practice.
Implementation:
The applicant must demonstrate comprehension of the principles of basic and applied research and research design. In addition, the applicant should know how to access sources of research information and have experience relating research to clinical practice. Program documentation could include information obtained through class projects, clinical experiences, independent studies, and research projects.
Standard III-G: The applicant must demonstrate knowledge of contemporary professional issues.
Implementation:
The applicant must demonstrate knowledge of professional issues that affect speech-language pathology as a profession. Issues typically include professional practice, academic program accreditation standards, ASHA practice policies and guidelines, and reimbursement procedures. Documentation could include information obtained through clinical experiences, workshops, and independent studies.
Standard III-H: The applicant must demonstrate knowledge about certification, specialty recognition, licensure, and other relevant professional credentials.
Implementation:
The applicant must demonstrate knowledge of state and federal regulations and policies related to the practice of speech-language pathology and credentials for professional practice. Documentation could include course modules and instructional workshops.
Standard IV: Program of Study—Skills Outcomes
Standard IV-A: The applicant must complete a curriculum of academic and clinical education that follows an appropriate sequence of learning sufficient to achieve the skills outcomes in Standard IV-G.
Implementation:
The applicant's program of study should follow a systematic knowledge- and skill-building sequence in which basic course work and practicum precede, insofar as possible, more advanced course work and practicum.
Standard IV-B: The applicant must possess skill in oral and written or other forms of communication sufficient for entry into professional practice.
Implementation:
The applicant must demonstrate communication skills sufficient to achieve effective clinical and professional interaction with clients/patients and relevant others. For oral communication, the applicant must demonstrate speech and language skills in English, which, at a minimum are consistent with ASHA's most current position statement on students and professionals who speak English with accents and nonstandard dialects. For written communication, the applicant must be able to write and comprehend technical reports, diagnostic and treatment reports, treatment plans, and professional correspondence.
Individuals educated in foreign countries must meet the criteria required by the International Commission of Healthcare Professionals (ICHP) in order to meet this standard.
Standard IV-C: The applicant for certification in speech-language pathology must complete a minimum for 400 clock hours of supervised clinical experience in the practice of speech-language pathology. Twenty-five hours must be spent in clinical observation, and 375 hours must be spent in direct client/patient contact.
Implementation:
Observation hours general precede direct contact with clients/patients. However, completion of all 25 observation hours is not a prerequisite to begin direct client/patient contact. For certification purposes, the observation and direct client/patient contact hours must be within the scope of practice of speech-language pathology.
For certification purposes, observation experiences must be under the direction of a qualified clinical supervisor who holds current ASHA certification in the appropriate practice area. Such direction may occur simultaneously with the student's observation or may be through review and approval of written reports or summaries submitted by the student. Students may use videotapes of the provision of client services for observation purposes. The applicant must maintain documentation of time spent in supervised observation, verified by the program in accordance with Standards III and IV.
Applicants should be assigned practicum only after they have acquired sufficient knowledge bases to qualify for such experience. Only direct contact with the client or the client's family in assessment, management, and/or counseling can be counted toward practicum. Although several students may observe a clinical session at one time, clinical practicum hours should be assigned only to the student who provides direct services to the client or client's family. Typically, only one student should be working with a given client. In rare circumstances, it is possible for several students working as a team to receive credit for the same session depending on the specific responsibilities each student is assigned. For example, in a diagnostic session, if one student evaluates the client and another interviews the parents, both students may receive credit for the time each spent in providing the service. However, if one student works with the client for 30 minutes and another student works with the client for the next 45 minutes, each student receives credit for the time he/she actually provided services—that is, 30 and 45 minutes respectively, not 75 minutes. The applicant must maintain documentation of time spent in supervised practicum, verified by the program in accordance with Standards III and IV.
Standard IV-D: At least 325 of the 400 clock hours must be completed while the applicant is engaged in graduate study in a program accredited in speech-language pathology by the Council on Academic Accreditation in Audiology and Speech-Language Pathology.
Implementation:
A minimum of 325 clock hours of clinical practicum must be completed at the graduate level. The remaining required hours may have been completed at the undergraduate level, at the discretion of the graduate program.
Standard IV-E: Supervision must be provided by individuals who hold the Certificate of Clinical Competence in the appropriate area of practice. The amount of supervision must be appropriate to the student's level of knowledge, experience, and competence. Supervision must be sufficient to ensure the welfare of the client/patient.
Implementation:
Direct supervision must be in real time and must never be less than 25% of the student's total contact with each client/patient and must take place periodically throughout the practicum. These are minimum requirements and should be adjusted upward if the student's level of knowledge, experience, and competence warrants. A supervisor must be available to consult as appropriate for the client's/patient's disorder with a student providing clinical services as part of the student's clinical education. Supervision of clinical practicum must include direct observation, guidance, and feedback to permit the student to monitor, evaluate, and improve performance and to develop clinical competence.
All observation and clinical practicum hours used to meet Standard IV-C must be supervised by individuals who hold a current CCC in the professional area in which the observation and practicum hours are being obtained. Only the supervisor who actually observes the student in a clinical session is permitted to verify the credit given to the student for the clinical practicum hours.
Standard IV-F: Supervised practicum must include experience with client/patient populations across the life span and from culturally/linguistically diverse backgrounds. Practicum must include experience with client/patient populations with various types and severities of communication and/or related disorders, differences, and disabilities.
Implementation:
The applicant must demonstrate direct client/patient clinical experiences in both diagnosis and treatment with both children and adults from the range of disorders and differences named in Standard III-C.
Standard IV-G: The applicant for certification must complete a program of study that includes supervised clinical experiences sufficient in breadth and depth to achieve the following skills outcomes:
1. Evaluation
- Conduct screening and prevention procedures (including prevention activities).
- Collect case history information and integrate information from clients/patients, family, caregivers, teachers, relevant others, and other professionals.
- Select and administer appropriate evaluation procedures, such as behavioral observations, non-standardized and standardized tests, and instrumental procedures.
- Adapt evaluation procedures to meet client/patient needs.
- Interpret, integrate, and synthesize all information to develop diagnoses and make appropriate recommendations for intervention.
- Complete administrative and reporting functions necessary to support evaluation.
- Refer clients/patients for appropriate services.
2. Intervention
- Develop setting-appropriate intervention plans with measurable and achievable goals that meet clients'/patients' needs. Collaborate with clients/patients and relevant others in the planning process.
- Implement intervention plans (involve clients/patients and relevant others in the intervention process).
- Select or develop and use appropriate materials and instrumentation for prevention and intervention.
- Measure and evaluate clients'/patients' performance and progress.
- Modify intervention plans, strategies, materials, or instrumentation as appropriate to meet the needs of clients/patients.
- Complete administrative and reporting functions necessary to support intervention.
- Identify and refer clients/patients for services as appropriate.
3. Interaction and Personal Qualities
- Communicate effectively, recognizing the needs, values, preferred mode of communication, and cultural/linguistic background of the client/patient, family, caregivers, and relevant others.
- Collaborate with other professionals in case management.
- Provide counseling regarding communication and swallowing disorders to clients/patients, family, caregivers, and relevant others.
- Adhere to the ASHA Code of Ethics and behave professionally.
Implementation:
The applicant must document the acquisition of the skills referred to in this Standard applicable across the nine major areas listed in Standard III-C. Clinical skills may be developed and demonstrated by means other than direct client/patient contact in clinical practicum experiences, such as academic course work, labs, simulations, examinations, and completion of independent projects. This documentation must be maintained and verified by the program director of official designee.
For certification purposes, only direct client/patient contact may be applied toward the required minimum of 375 clock hours of supervised clinical experience.
Standard V: Assessment
The applicant for certification must demonstrate successful achievement of the knowledge and skills delineated in Standard III and Standard IV by means of both formative and summative assessment.
Standard V-A: Formative Assessment
The applicant must meet the education program's requirements for demonstrating satisfactory performance through on-going formative assessment of knowledge and skills.
Implementation:
Formative assessment yields critical information for monitoring an individual's acquisition of knowledge and skills. Therefore, to ensure that the applicant pursues the outcomes stipulated in Standard III and Standard IV in a systematic manner, academic and clinical educators must have assessed developing knowledge and skills throughout the applicant's program of graduate study. Applicants may also be part of the process through self-assessment. Applicants and program faculties should use the on-going assessment to help the applicant achieve requisite knowledge and skills. Thus, assessments should be followed by implementation of strategies for acquisition of knowledge and skills.
The applicant must adhere to the academic program's formative assessment process and must maintain records verifying on-going formative assessment. The applicant shall make these records available to the Council for Clinical Certification upon its request. Documentation of formative assessment may take a variety of forms, such as checklists of skills records of progress in clinical skill development, portfolios, and statements of achievement of academic and practicum course objectives, among others.
Standard V-B: Summative Assessment
The applicant must pass the national examination adopted by ASHA for purposes of certification in speech-language pathology.
Summative assessment is a comprehensive examination of learning outcomes at the culmination of professional preparation. Evidence of a passing score on the ASHA-approved national examination in speech-language pathology must be submitted to the National Office by the testing agency administering the examination. Acceptable exam results are those submitted for initial certification in speech-language pathology that have been obtained no more than 5 years prior to the submission of the certification application.
Standard VI: Speech-Language Pathology Clinical Fellowship
After completion of academic course work and practicum (Standard IV), the applicant then must successfully complete a Speech-Language Pathology Clinical Fellowship (SLPCF).
Implementation:
The Clinical Fellow may be engaged in clinical service delivery or clinical research that fosters the continued growth and integration of the knowledge, skills, and tasks of clinical practice in speech-language pathology consistent with ASHA's current Scope of Practice. At least 80% of the Clinical Fellow's major responsibilities during the CF experience must be in direct client/patient contact, consultations, record keeping, and administrative duties. For example, in a 5-hour work week, at least 4 hours must consist of direct clinical activities; in a 15-hour work week, at least 12 hours must consist of direct clinical activities; in a 35-hour work week, at least 28 hours must consist of direct clinical activities.
The SLPCF may not be initiated until completion of the graduate course work and graduate clinical practicum required for ASHA certification. Fellowships that are completed more than 5 years prior to submission of the application for certification are not acceptable.
It is the Clinical Fellow's responsibility to identify a mentoring speech-language pathologist (SLP) who holds a current Certificate of Clinical Competence in Speech-Language Pathology to provide the requisite on-site and other monitoring activities mandated during the SLPCF experience. Before beginning the SLPCF, the Clinical Fellow must contact the ASHA National office to verify the mentoring SLP's certification status. The mentoring SLP must hold ASHA certification throughout the SLPCF period. Should the certification status of the mentoring SLP change during the experience, the Clinical Fellow will be awarded credit only for that portion of time during which the mentoring SLP held certification. It is, therefore, incumbent on the Fellow to verify the mentoring SLP's status not only at the beginning of the experience but also at the beginning of each new year.
A family member or individual related in any way to the clinical fellow may not serve as a mentoring SLP.
Standard VI-A: The mentoring speech-language pathologist and Speech-Language Pathology Clinical Fellow will establish outcomes and performance levels to be achieved during the Speech-Language Pathology Fellowship (SLPCF), based on the Clinical Fellow's academic experiences, setting-specific requirements, and professional interests/goals.
Implementation:
The Clinical Fellow and mentoring SLP will determine outcomes and performance levels in a goal-setting conference within four weeks of initiating the SLPCF. It is the Clinical Fellow's and the mentoring SLP's responsibility to each retain documentation of agreed-upon outcomes and performance levels. The mentoring SLP's guidance should be adequate throughout the SLPCF to permit the CF to achieve the stated outcomes, and to ensure that the Clinical Fellow can function independently by the completion of the SLPCF. At the conclusion of the experience, the Clinical Fellow will submit the Clinical Fellowship Report and Rating Form to the Council For Clinical Certification (CFCC). Prior to submitting documentation to the CFCC, the Clinical Fellow and mentoring SLP should make copies of all forms for their files.
Standard VI-B: The Clinical Fellow and mentoring SLP must engage in periodic assessment of the Clinical Fellow's performance, evaluating the Clinical Fellow's progress toward meeting the established goals and achievement of the clinical skills necessary for independent practice.
Assessment of performance may be both formal and informal means. The Clinical Fellow and mentoring SLP should keep a written record of assessment processes and recommendations. One means of assessment must be the Clinical Fellowship Report and Rating Form.
The mentoring SLP must engage in no fewer than 36 supervisory activities during the clinical fellowship experience. This supervision must include 18 on-site observations of direct client contact at the clinical fellow's work site (1 hour = 1 on-site observation; a maximum of 6 on-site observations may be accrued in one day). At least 6 on-site observations must be conducted during each third of the CF experience. On-site observations must consist of the clinical fellow engaged in screening, evaluation, assessment, and/or habilitation/rehabilitation activities. Use of real-time, interactive video and audio conferencing technology is permitted as a form of on-site observation.
Additionally, supervision must also include 18 other monitoring activities. At least six other monitoring activities must be conducted during each third of the CF experience. Other monitoring activities are defined as evaluation of reports written by the Clinical Fellow, conferences between the mentoring SLP and the Clinical Fellow, discussions with professional colleagues of the Fellow, etc., and may be executed by correspondence, telephone, or reviewing of video and/or audio tapes.
On very rare occasions the CFCC may allow the supervisory process to be conducted in other ways. However, a request for other supervisory mechanisms must be submitted in written form to the CFCC before the CF is initiated. The request must include the reason for the alternative supervision and a description of the supervision that would be provided. At a minimum, such a request must outline the type, length, and frequency of the supervision that would be provided.
Standard VI-C: The Speech-Language Pathology Clinical Fellowship (SLPCF) will consist of the equivalent of 36 weeks of full-time clinical practice.
Implementation:
Full-time clinical practice is defined as a minimum of 35 hours per week in direct client/patient contact, consultations, record keeping, and administrative duties relevant to a bona fide program of clinical work. The Clinical Fellowship experience must total no less than 1,260 hours, accumulated within 48 months of the beginning date of the experience.
Professional experience of less than 5 hours per week does not meet the requirement and may not be counted toward the SLPCF. Similarly, experience of more than 35 hours per week cannot be used to shorten the SLPCF to less than 36 weeks. NOTE: Clinical Fellows are strongly urged to contact their state regulatory agency/state licensing board to determine licensure requirements for the Clinical Fellowship. State licensure requirements may differ from those for ASHA certification. Failure to comply with state requirements may lead to fellowship experience that is considered invalid for licensure.
Once initiated, the Clinical Fellowship experience must be completed within 4 years (48 months). Clinical Fellows working less than full-time should be aware that they will need to extend their experience for a longer period of time to meet the CF requirement of 1,260 hours. If the CF is not completed within 48 months of initiation, the Clinical Fellow will be required to reapply for certification and must meet the standards in effect at the time of reapplication.
Standard VI-D: The Clinical Fellow must submit evidence of successful completion of the Speech-Language Pathology Clinical Fellowship (SLPCF) to the Council For Clinical Certification.
Implementation:
Once the Clinical Fellow has accumulated the requisite 1,260 hours, the SLPCF Report and Rating Form [PDF], which includes the Clinical Fellowship Skills Inventory (CFSI), must be submitted. This report must be completed by both the Clinical Fellow and mentoring speech-language pathologist.
Standard VII: Maintenance of Certification
Demonstration of continued professional development is mandated for maintenance of the Certificate of Clinical Competence in Speech-Language Pathology. The renewal period will be three years. This standard will apply to all certificate holders, regardless of the date of initial certification.
Individuals who hold the Certificate of Clinical Competence (CCC) in Speech-Language Pathology must accumulate 30 contact hours of professional development over the 3-year period in order to meet this standard. Individuals will be subject to a random review of their professional development activities.
If renewal of certification is not accomplished within the 3-year period, certification will lapse. Reinstatement of certification will be required, and certification standards in effect at the time of submission of the reinstatement application must be met.
In preparation, accrual and submission of the professional development activities during the certification maintenance interval, all activities must be guided by adherence to the ASHA Code of Ethics.
Continued professional development may be demonstrated through one or more of the following options:
- Accumulation of 3 Continuing Education Units (CEUs) (30 contact hours) from continuing education providers approved by ASHA. ASHA CEUs may be earned through group activities (e.g., workshops, conferences), independent study (e.g., course development, research projects, internships, attendance at educational programs offered by non-ASHA CE providers), and self-study (e.g., videotapes, audiotapes, journals).
- Accumulation of 3 CEUs (30 contact hours) from a provider authorized by the International Association for Continuing Education and Training (IACET).
- Accumulation of 2 semester credit hours (3 quarter-hours) from a college or university that holds regional accreditation or accreditation from an equivalent nationally recognized or governmental accreditation authority.
- Accumulation of 30 contact hours from employer-sponsored in-service or other continuing education activities that contribute to professional development.
The ASHA Clinical Certification Standards define professional development as an instructional activity
- where the certificate holder is the learner;
- that is related to the science or contemporary practice of speech-language pathology, audiology, and/or the speech/language/hearing sciences;
- that results in the acquisition of new knowledge and skills or the enhancement of current knowledge and skills necessary for independent practice in any practice setting and area of practice;
- where the certificate holder is responsible for determining that the professional development activity is appropriate, relevant and meaningful to any practice setting and area of practice;
- in which the certificate holder's attendance can be documented by a third party such as an employer, educational institution, or sponsoring organization.
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If you were initially certified (or reinstated): |
You'll need 30 hours of professional |
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After January 1, 2005 |
January 1 (of the year following your certification effective date) |
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Example: |
Example: |
* Certification maintenance is an ongoing process; once you successfully complete your current maintenance interval, another will be assigned for you in which you'll repeat the same certification maintenance requirements until, for example, you retire and become inactive or no longer desire to remain certified. Your next maintenance interval is determined by several key factors: 1) timely completion of your professional development hours, 2) timely completion of your certification maintenance form, 3) keeping current on your dues every year, and 4) the possibility that you may request a one-time change of your maintenance interval (causing your next interval to begin sooner than previously scheduled).
Please note: If certification is not maintained through payment of annual dues/fees and timely completion of professional development hours, certification will lapse and, should certification be reinstated, a new interval would be assigned.
This page was updated on: 7/7/2009.
