Certificate Of Clinical Competence Research Articles

Reported Barriers to Augmentative and Alternative Communication Service Delivery and Learning Preferences Among Speech-Language Pathologists.

Speech-language pathologists (SLPs) report extensive barriers to delivering augmentative and alternative communication (AAC) services, including the knowledge and skills necessary for AAC service delivery. Although nearly all graduate programs report the inclusion of preservice training for SLPs to provide AAC services, existing research on SLPs' characteristics of AAC service provision does not reflect these changes. This study aimed to identify current AAC service delivery characteristics, barriers, and learning preferences reported by SLPs. A survey invitation was distributed to SLPs with American Speech-Language-Hearing Association (ASHA) Certificate of Clinical Competence through social media and the ASHA Community discussion groups. Participants were 530 SLPs who predominantly identified as general practice SLPs. Participants reported 1%-25% of their weekly patient caseload has AAC needs for communication or receives AAC intervention. SLPs reported feeling at least "knowledgeable" in more than half of the targeted competency areas. The reported primary barriers to AAC service provision are knowledge, caseload, and time. Preferences for topic, format, and frequency and duration for AAC-related continuing education were highly variable among SLPs. SLPs' barriers to AAC service delivery are consistent with research from the last 15 years, revealing a lack of systematic, organizational, and informational mechanisms to support SLPs as vital members of the AAC team. Those involved in post-service instruction and training must consider the training needs of SLPs with varying competence and their experience with AAC modalities, clinical practice backgrounds, and learning preferences. AAC-related training and continuing education must reflect SLP's daily practice, learning needs, and preferences. https://doi.org/10.23641/asha.23503809.

How It Works in the Real World: Helping Students Navigate Clinical Placements

Purpose This article discusses current issues found in external clinical placements and their possible causes, and this offers practical solutions for assisting students to benefit from their experiences. In order to obtain a Certificate of Clinical Competence from the American Speech-Language-Hearing Association, students must obtain a required number of patient contact hours. Many of these experiences are supervised by a mentor outside of the university setting. This provides opportunity for the student to be exposed to various clinical philosophies. It also opens the possibility that the student will be exposed to practices that are not based in sound theory or evidence. Conclusion Preparing students to assess and manage clinical placements is vital to their success. Several suggestions for encouraging and facilitating productive clinical conversations between mentor and mentee are proposed.

All Credentials Are Not Created Equal

You have accessThe ASHA LeaderOn the Pulse1 May 2014All Credentials Are Not Created EqualWith various courses, certificate programs and credentials available, it’s often difficult to know exactly what your professional development dollars are buying. Here’s how to be sure. Janet BrownMA, CCC-SLP Janet Brown Google Scholar More articles by this author , MA, CCC-SLP https://doi.org/10.1044/leader.OTP.19052014.32 SectionsAbout ToolsAdd to favorites ShareFacebookTwitterLinked In Let’s say you’re a newly certified speech-language pathologist who works in an inpatient rehab hospital. Your department has a career ladder to recognize clinicians who develop specialty areas so they can mentor other clinicians and provide in-service training. You want to find post-graduate training that will advance your place on the career ladder. In searching professional development options, though, you find a variety of courses, certificate programs and certifications—and don’t know which to choose. How do you build a résumé that demonstrates your continued learning and expanding professional competence? You can document the in-service training you’ve received, list the conferences you’ve attended, and perhaps add other credentials you’ve earned in your specialty area. But be cautious: A particular credential type does not necessarily mean the same thing to other professionals and the public, and all credentials are not the same. Here are some definitions that can help as you weigh your options to develop and demonstrate professional competence. Certification maintenance and ASHA CEUs At a minimum, you must earn 30 hours every three years to maintain ASHA certification. Not all hours have to be ASHA CEUs; you can include documentation of time spent in other activities such as in-services offered at your hospital or continuing education activities from organizations that are not ASHA Continuing Education providers. ASHA’s frequently asked questions about certification maintenance provide tips. ASHA CEUs can be earned only for offerings from ASHA Approved Continuing Education Providers. ASHA does not approve courses or endorse content—only providers. So the designation of “ASHA Approved CE Provider” means the organization has met the Continuing Education Board’s standards for how the course is planned, delivered and evaluated, and ensured the course content is relevant to the professions. You may decide to build your expertise in a chosen specialty area by selecting courses that meet your learning objectives. ASHA’s Course Search is one way to find them. Certificates, certificate programs and professional certification A certificate of attendance may mean only that you attended an educational event for a specific length of time. A certificate program awards participants a certificate for participating in a training program for a specific area of knowledge and passing an assessment. The certificate—awarded by an education program, institution, agency or organization—may or may not be accredited or recognized by a third-party organization that sets standards for such programs. A certificate from a certificate program generally does not entitle you to list credentials after your name, and typically it is not renewable. Professional certification verifies that a person has earned a credential based on standardized criteria established by a third-party organization. ASHA’s Certificate of Clinical Competence is an example of professional certification. The Council for Clinical Certification in Audiology and Speech-Language Pathology sets standards based on validation studies conducted at specified intervals. Professional certification is renewable—rather than time-limited—based on completion of requirements (such as certification maintenance hours). Visit on.asha.org/certification-certificate for more information. Specialty certification ASHA’s new Clinical Specialty Certification program is another example of professional certification for a specialty area of practice. Clinical specialty certification is available in child language and language disorders, fluency and fluency disorders, swallowing and swallowing disorders, and intraoperative monitoring. These standards are also set by the Council for Clinical Certification in Audiology and Speech-Language Pathology and implemented by each specialty board. Because various certificates and credentials may represent different levels of standardization and recognition, you should consider these questions before making a decision about how to spend your professional development funds: Does the program meet my educational needs? Is the certificate or certification based on standards set by a third party or is it self-designated? Who recognizes or accredits the certificate program or certification, and what are the criteria? Is there a learning assessment or simply an attendance requirement? Does the certificate or credential recognize a single training event or is it renewable by continuing education? What organizations recognize the certificate or credential, and how much is it valued? Author Notes Janet Brown, MA, CCC-SLP, is ASHA director of health care services in speech-language pathology. ■[email protected] Advertising Disclaimer | Advertise With Us Advertising Disclaimer | Advertise With Us Additional Resources FiguresSourcesRelatedDetails Volume 19Issue 5May 2014 Get Permissions Add to your Mendeley library History Published in print: May 1, 2014 Metrics Current downloads: 283 Topicsasha-topicsleader_do_tagasha-article-typesleader-topicsCopyright & Permissions© 2014 American Speech-Language-Hearing AssociationLoading ...

International Clinical Standards and Cultural Practices in Speech-Language Pathology Graduate Education: A Model from Trinidad and Tobago

Global directions is one of seven societal trends identified by the American Speech-Language-Hearing Association (ASHA, 2010) as expected to influence the profession of speech-language pathology (SLP) worldwide. In the Caribbean country of Trinidad and Tobago (T&T), only a small cohort of SLPs currently provide private service delivery. To increase the number of qualified practitioners, a graduate SLP program has been proposed. The program must reflect the values of the Trinbagonian people, while aligning competencies and standards of evidence-based practice with the World Health Organization's (WHO, 2011) 21st-century mandate. The 12 SLPs currently practicing in T&T were surveyed about their international graduate educational and clinical experiences and service delivery practices in T&T. They were invited to indicate which of the 2014 Standards and Implementation Procedures for the Certificate of Clinical Competence in Speech-Language Pathology (ASHA, 2012) would be necessary for graduate SLP program preparation in T&T and what additional content and/or clinical skill areas would be needed for competent culturally sensitive service delivery. The results indicated that all Trinbagonian practitioners support a graduate program modeled on the 2014 SLP Certification Standards, but they identified challenges to service delivery in T&T that need to be addressed in specific graduate program coursework and clinical education.

Supervision: Changes in Standards–Changes in Roles

The American Speech-Language-Hearing Association (ASHA) revised the standards for the Certificate of Clinical Competence in 2005 (ASHA, 2005). Clinical supervisory faculty have been directly affected in their work with graduate clinicians. Knowledge and skills acquisition now must meet the new certification standards for speech-language pathology. As roles have changed regarding time spent in various duties, a time study (analyzing how supervisors spent their time) was conducted by Valdosta State faculty in 1999. A second study, with more recent data, was initiated to compare to the original study conducted in 1999. This second time study analysis revealed changes in roles and time allotment per roles in one university setting. A comparison of these studies is discussed in this article.

Fluency Board Streamlines Recognition Process

Fluency Board Streamlines Recognition Process

School SLPs “Know It and Show It”

School SLPs “Know It and Show It”

What Is the Value of ASHA?

What Is the Value of ASHA?

Puerto Rico: A Cultural Crossroads

You have accessThe ASHA LeaderFeature1 Nov 2008Puerto Rico: A Cultural Crossroads Albert Villanueva-ReyesEdD, CCC-SLP Albert Villanueva-Reyes Google Scholar More articles by this author , EdD, CCC-SLP https://doi.org/10.1044/leader.FTR5.13152008.38 SectionsAbout ToolsAdd to favorites ShareFacebookTwitterLinked In As a result of its Caribbean location, Puerto Rico is a crossroads of Hispanic and Anglo cultures. Our small island has been part of the United States since 1898 and our residents have been U.S. citizens since 1917. This Spanish-English bilingual community uses U.S. currency; no visas or passports are needed to enter the island from the mainland. My parents were part of the wave of Puerto Ricans who migrated to New York City in the 1950s. At age 7 I returned to the island with my family and can’t imagine living anywhere else. I assumed the chair of the Speech-Language Pathology Program at the University of Puerto Rico (UPR), and during my tenure the academic program regained accreditation from the Council on Academic Accreditation (CAA), which it had lost nine years earlier. This status was of major significance, as many professionals from the island often travel to the mainland for jobs that may require ASHA’s Certificate of Clinical Competence (CCC). Academic Program Development The history of speech-language pathology and audiology in Puerto Rico dates back to the 1960s, when Cruz A. Cancel founded the master’s programs at UPR, which continued to expand after NicolásLinares assumed leadership. There are two other graduate programs in speech-language pathology in Puerto Rico: Universidad del Turabo (CAA candidacy status) and Universidad Carlos Albizu (nonaccredited). There are no doctoral programs in speech-language pathology. UPR has the only audiology academic program, which has recently converted to an AuD program, reflecting changes in entry-level requirements for the profession. The lack of PhD programs in either profession poses challenges for academic programs in attracting doctoral-level faculty and researchers. A master’s degree is the entry-level requirement for SLPs on the island. In response to the great shortage of SLPs in Puerto Rico, the “speech-language therapist” (SLT) position was created in the early 1980s. After earning a bachelor’s degree and passing a state exam, an SLT may provide services under the supervision of an SLP to clients under 21 years old. Work Settings Most SLPs and SLTs work in the schools. Because of personnel shortages, school-based services are often provided through contracts with private practices. Some clinicians also work in rehabilitation settings, but hospital-based employment is uncommon with the exception of the Veterans Administration hospital. Audiologists are employed in a variety of settings, most commonly in private practice. Access to services for all populations remains a struggle, which is an issue of concern to the local professional association for audiologists and speech-language pathologists. Of more than 800 communication and sciences disorders professionals here, only 132 SLPs hold the CCC-SLP, 25 audiologists hold the CCC-A, and five clinicians hold the CCC-SLP/A. The greatest hurdle is passing the Praxis exam, which is offered only in English and includes content that is sometimes inappropriate to the practice on the island. As chair of the Multicultural Issues Board and co-founder of the Hispanic Caucus, Luis Riquelme worked with ASHA and the Council for Clinical Certification in Audiology and Speech-Language Pathology, which granted special permission for Puerto Rican clinicians to apply for the ASHA-CCC as “foreign applicants” for a one-year period, allowing these applicants to earn the CCC even if they graduated from UPR during the nine-year period in which the program lost its CAA accreditation. As a bilingual community, Puerto Rico continues to prepare a significant number of bilingual SLPs and audiologists who collaborate with professionals on the U.S. mainland. This article also received contributions from Luis F. Riquelme, MS, CCC-SLP, assistant professor at New York Medical College (Valhalla), director of Riquelme & Associates, PC, and director of the Center for Swallowing and Speech-Language Pathology at New York Methodist Hospital (Brooklyn). Contact him at [email protected]. Author Notes Albert Villanueva-Reyes, EdD, CCC-SLP, is a professor at the University of Puerto Rico and specializes in normal and disordered voice. Contact him at [email protected]. Advertising Disclaimer | Advertise With Us Advertising Disclaimer | Advertise With Us Additional Resources FiguresSourcesRelatedDetails Volume 13Issue 15November 2008 Get Permissions Add to your Mendeley library History Published in print: Nov 1, 2008 Metrics Downloaded 292 times Topicsasha-topicsleader_do_tagasha-article-typesCopyright & Permissions© 2008 American Speech-Language-Hearing AssociationLoading ...

Differences Between the 1993 and 2007 Standards for the Certificate of Clinical Competence in Audiology

ABSTRACT Individuals applying for their initial American Speech-Language-Hearing Association (ASHA) Certificate of Clinical Competence in Audiology (CCC-A) must now adhere to the 2007 Certification Standards in Audiology (ASHA, 2008). The standards, which took effect on January 1, 2007, require a doctoral degree for persons who apply for certification after December 31, 2011. This article compares the 1993 and 2007 Standards for Certification in Audiology and discusses the major differences, such as length of the practicum experience, assignment of patients/clients, the number and type of clock hours, and supervision requirements.

An Exploration of Clinicians Views About Assessment and Treatment of Stuttering

Abstract The purpose of this study was to examine school speech-language pathologists’ knowledge of and skill levels with assessing and treating stuttering. This paper provides information on 255 school speech-language pathologists who responded to a 49-question survey about stuttering. The instrument contained questions that addressed specific aspects of assessment and treatment as well as general questions about stuttering. Results indicate that on average, the speech-language pathologists had only treated 12 children who stuttered throughout their careers and averaged 2 children who stuttered on their caseloads per year. Data indicate that regardless of whether the speech-language pathologists took graduate course work in fluency disorders, had their Certificate of Clinical Competence, or attended continuing education workshops in fluency disorders, they lacked basic knowledge and skills in assessing and treating stuttering. Systematic training in specific aspects of assessment and treatment for people who stutter is urgently needed for speech-language pathology students and practicing clinicians.

The Fluency Curriculum in the New Millennium: Building “Skills” Into “Knowledge” Classes

Abstract Recent changes in the standards for the Certificate of Clinical Competence in Speech-Language Pathology (CCC-SLP) have led to changes in the way in which information is presented to students in communication sciences and disorders classes. One of the primary changes is the focus on knowledge and skills outcomes that result from students’ education. Another change is the degree to which those skills and knowledge are specified by the standards. Educators cannot always be assured that all students will obtain “skills” in all areas specified by the standards during their practicum experiences. For that reason, it becomes necessary to add “skills” components to what may have previously been “knowledge” classes. This article presents a number of ideas for adding these “skills” experiences to “knowledge” classes.

State Legislative Scorecard

You have accessThe ASHA LeaderPolicy Analysis1 Jun 2006State Legislative Scorecard Charlie Diggs Charlie Diggs Google Scholar More articles by this author https://doi.org/10.1044/leader.PA3.11082006.4 SectionsAbout ToolsAdd to favorites ShareFacebookTwitterLinked In The legislative year is winding down for the majority of state legislatures, and audiologists, speech-language pathologists, and their state speech-language-hearing associations can point to many statehouse successes. Audiology Licensure In Alabama and Georgia, new applicants for an audiology license will need a doctoral degree effective Jan. 1, 2007, due to legislation signed by Govs. Bob Riley and Sonny Perdue on March 10 and May 5, respectively. Indiana, New Mexico, Ohio, and Oklahoma already have passed legislation for a similar requirement, demonstrating that a total of six states have anticipated ASHA’s 2012 mandate for a doctoral degree in audiology for its Certificate of Clinical Competence (CCC). Telepractice The new Georgia law also establishes restrictions on the practice of audiology and speech-language pathology through telecommunications and information technologies that transmit information or data. The use of such technology is considered the practice of audiology or speech-language pathology in the state and requires a full Georgia license subject to the regulations of the licensing board. The requirement will not apply to an audiologist or SLP in another state or country who provides consultation at the request of a state-licensed individual; to an audiologist or SLP licensed in another state or country who provides consultation without compensation and does not “alter[ing], adjust[ing], [or] manipulate[ing] hearing aid device controls”; or to consultation services to a graduate school located in the state and recognized by the board. The requirement of a full state license is consistent with the position of the National Council of State Boards of Examiners for Speech-Language Pathology and Audiology, a confederation of state licensing board representatives that supports the work of licensing boards and assists them in the regulation of audiology and speech-language pathology practice. Salary Supplement As reported in the May 2 issue, West Virginia school SLPs and audiologists who hold ASHA’s Certificate of Clinical Competence (CCC) will be eligible July 1 to receive a $2,500 annual salary supplement as well as reimbursement for certification application fees. Nationally certified guidance counselors in the schools are also included in this new law. During the first year of implementation, salary supplements will be limited to a combined total of no more than 100 SLPs, audiologists, and counselors. In each subsequent fiscal year, up to 100 additional qualified recipients may receive the supplement. Criteria for selection of the particular individuals who will receive the supplement in a given year will be established by regulation and must prioritize the length of time certification has been held and the years of experience of the certificate holder. West Virginia’s success brings to 10 the number of states that have enacted salary supplement legislation for school audiologists and/or school SLPs that is comparable to that received by master teachers certified by the National Board for Professional Teaching Standards. Delaware, Indiana, Mississippi, Missouri, and Nevada also provide a supplement. Arkansas, Louisiana, and Oklahoma have approved the supplement in principle but need state funds in order to implement the supplement. Rhode Island will pay for CCC application fees only. Loan Forgiveness In Wyoming, SLPs were specifically included in a list of health care providers with a state license who would be eligible for the loan repayment program from the state health department if they practice in underserved areas. Such a professional may not receive more than $10,000 per year in loan re-payment. One-third of state legislatures are still in session. A more comprehensive report on state activity will appear in an early fall edition of The ASHA Leader after more legislatures have adjourned for the year. Author Notes Charlie Diggs, director, state & consumer advocacy, can be reached at [email protected]. Advertising Disclaimer | Advertise With Us Advertising Disclaimer | Advertise With Us Additional Resources FiguresSourcesRelatedDetails Volume 11Issue 8June 2006 Get Permissions Add to your Mendeley library History Published in print: Jun 1, 2006 Metrics Downloaded 116 times Topicsasha-topicsleader_do_tagleader-topicsasha-article-typesCopyright & Permissions© 2006 American Speech-Language-Hearing AssociationLoading ...

State of the States 2005: Legislatures Act Upon Licensure, Insurance, Salary Supplements

State of the States 2005: Legislatures Act Upon Licensure, Insurance, Salary Supplements

Clinicians Rack Up State Wins

Clinicians Rack Up State Wins

Salary Supplement for Certificate of Clinical Competence or National Board Certification?

Salary Supplement for Certificate of Clinical Competence or National Board Certification?

A is for Advocacy

A is for Advocacy

Academic and clinical education in fluency disorders: an update

This paper presents a survey of the academic and clinical education in fluency disorders provided by American Speech–Language–Hearing Association (ASHA)-accredited training programs. Respondents were 159 programs (out of 256, return rate=67.4%) that completed a questionnaire seeking information about the courses and clinical experiences they require, the expertise of their faculty and supervisors, changes following the 1993 modification of training requirements for the ASHA certificate of clinical competence (CCC), and preliminary plans for changes in preparation for the 2005 standards. Results, which supplement findings from an earlier survey distributed in 1997 ( Yaruss, 1999), indicated that nearly one-quarter of programs allow students to graduate without coursework in fluency disorders, and nearly two-thirds allow students to graduate without clinical practicum experiences. Findings suggest a trend toward fewer required classes taught by less experienced faculty, fewer clinical hours guided by less experienced supervisors, and a greater likelihood that students will graduate without any academic or clinical education in fluency disorders. Given the repeated finding that many speech–language pathologists are uncomfortable working with people who stutter, as well as ASHA’s apparent de-emphasis of fluency disorders within the increasing scope of practice in the field of speech–language pathology, these results are a cause for concern about the future of fluency disorders. Educational objectives: The reader will learn about (1) the coursework and clinical practicum experiences that are currently required for students in ASHA-accredited training programs; (2) trends indicating a reduction in training requirements for fluency disorders; and (3) ways of improving these requirements.

A Supervisory Method for Prepracticum Skill Development

This study investigated student readiness for clinical practicum in speech/language pathology. A one group, pretest-treatment-posttest design was used to evaluate the knowledge of beginning graduate students (n=45) in the areas of legal and professional issues, behavioral observation, data collection, and program planning. The treatment program was developed and administered by clinical supervisors who held the Certificate of Clinical Competence in Speech-Language Pathology (CCC SLP) from the American Speech-Language-Hearing Association. The treatment program emphasized knowledge and skills that are dependent on the prior acquisition of curriculum subject matter. Differences between pretest scores and posttest scores were significant (p<.0001). Difference scores between pretest and posttest were significant (p<.0001) for two groups depending on their participation in a clinical procedures course. These results add to our knowledge of the efficacy of prepracticum, clinical skills training in the field of c...

Team Teaching a Course in Communicative Disorders

Many academic disciplines are dependent upon re cruitment of students from general survey courses. This is particularly true for Speech Pathology and Audiology, a relatively young profession. General survey courses are most often designed with two pur poses in mind: to provide a broad overview plus perti nent basic information. Yet in spite of these important objectives, tht introductory course is commonly taught by a graduate assistant or by a staff member with the least amount of tenure. This assignment is usually deemed menial or undesirable, involving the superficial presentation of as much comprehensive information as possible in the limited time available. Little thought may be given to ways in which the course might be made more interesting, challenging, and depthful. Instructor interest and teaching quality invariably suffer. Students planning definite careers in the field are slighted as well as those taking the course in an elective, exploratory vein in search of an academic major. The University of Mississippi has initiated a pro gram through the master's level in the areas of speech pathology, language pathology, and audiology. As part of this program, a variety of training techniques is being investigated and employed. An attempt is being made to utilize only those instructional procedures offering the greatest potential effectiveness. Special emphasis is placed upon the structure utilized to teach the speech survey course. As the team approach provides the student with greater exposure to special ists and allows exploration of the team members (Wetzler, 1964; Dey, 1968) a dyadic approach was initiated. It was hypothesized that two personalities and teaching styles would stimulate more student interest while allowing each instructor to cover his respective material in more depth and more, confidence. Two sec tions were formed. Each of the two instructors taught one-half of the coursework. Division of the course con tent was based upon the respective interests and back ground qualifications of the two instructors, one male and one female instructor, each with two years of prior professional experience and qualification for the Amer ican Speech and Hearing Association (ASHA) Certifi cate of Clinical Competence (CCC). The students were 106 undergraduates, almost all of them sophomores. Class duration was 14 weeks encompassing a total of 38 meetings. Each instructor met six times with approxi mately half of the class and then switched to the other half for an equal time period. This rotating schedule was continued for the duration of the semester. Care was taken to avoid content overlap. Grade re quirements, tests, etc. were all controlled to insure con sistency for both groups on these variables. At the end of the semester, a list of questions was distributed to each student. No signatures were allowed on the an swers so as to minimize biased responses due to threat of punishment. No discussion was allowed among the stu dents immediately prior to and while taking the test. The test was administered spontaneously to avoid possible pre-test discussion that might destroy the desired indi viduality of responses. Each student responded to the following statements: