BACKGROUND INFORMATION AND STANDARDS AND IMPLEMENTATION FOR THE CERTIFICATE OF CLINICAL COMPETENCE IN SPEECH-LANGUAGE PATHOLOGY
The Council on Professional Standards in Speech-Language Pathology and Audiology (Standards Council) of the American Speech-Language-Hearing Association (ASHA), which was sunset in December 2000, was responsible for developing the standards for clinical certification and for monitoring those standards.
That is, the Standards Council developed new standards in response to changes in the scope of practice, to protect consumers and to promote quality services. In January 2001 the Council For Clinical Certification (CFCC) was established and assumed both the standard-setting and implementation functions. After finalization of the standards, the CFCC began the development of the implementation language, which clarifies or interprets the standards. The Standards Council had developed an action plan to identify the "…academic, clinical, and other experiences required for attaining the critical knowledge and skills necessary for entry- level, independent practice of speech- language pathology." As a part of that plan, ASHA commissioned the Educational Testing Service to conduct a skills validation study for the profession of speech-language pathology, and the Standards Council examined information from the following: the skills validation study, practice-specific literature (e.g., scope of practice statements, position papers, preferred practice patterns, publications of related professional organizations), national examination results; information obtained from focus group discussions of the future of speech- language pathology (Practice Setting Panel, ASHA Leadership Conference, Multicultural Issues Board, and the Board of Division Coordinators); a review of external factors (e.g., demographic factors, changes in health care and public education service delivery systems, reimbursement changes in health care and public education service delivery systems, reimbursement regulations, state regulations, legal issues); consumer groups; and widespread peer review from the ASHA membership, the ASHA leadership, state licensure boards, academic programs, related professional organizations, and consumer groups.
Following a review of the data noted above, the Standards Council published
proposed standards for widespread peer review in 1999. The proposed standards were modified on the basis of the peer review comments and adopted by the Standards Council in October 2000, to be implemented in 2005.
Overview of Standards
Although previous certification standards emphasized process measures of academic and clinical knowledge, the 2005 standards combine process and outcome measures of academic and clinical knowledge and skills. Process standards specify the experiences, such as course work or practicum hours; outcome standards require demonstration of specific knowledge and skills. The 2005 standards utilize a combination of formative and summative assessments for the purpose of improving and measuring student learning.
Salient features of the standards for entry- level practice include the following requirements:
A. A minimum of 75 semester credit hours culminating in a master’s, doctoral, or other recognized post-baccalaureate degree. The graduate education in speech-language pathology must be initiated and completed in a program accredited by the Council on Academic Accreditation in Audiology and Speech-Language Pathology (CAA) of the American Speech-Language-Hearing Association.
B. Skills in oral and written communication and demonstrated knowledge of ethical standards, research principles, and current professional and regulatory issues.
C. Practicum experiences that encompass the breadth of the current scope of practice with both adults and children (with no specific clock-hour requirements for given disorders or settings) resulting in a minimum of 400 clock hours of supervised practicum, of which at least 375 hours must be in direct client/patient contact and 25 in clinical observation.
D. A 36-week speech- language pathology clinical fellowship that establishes a collaboration between the clinical fellow and a mentor.
E. A maintenance of certification requirement (Standard VII) that goes into effect on January 1, 2005.
Standards and Implementation for the Certificate of Clinical Competence in Speech-Language Pathology Effective January 1, 2005
Applicants for Initial Certification
Individuals applying for initial certification before January 1, 2005, may be able to apply under either the 1993 or the 2005 Standards, depending on when they began their graduate program of study. Please refer to the chart below that describes the scenarios under which individuals may apply for certification.
|Applicant Began Graduate
Program Under Which
Standards (1993 or 2005)?
And Completed Program
And Applies for
Applicant Applies for
|1993 Standards (through 12/31/05); then 2005 Standards beginning 1/1/06|
|3. 1993||After program evaluated by CAA under 2005 Standards||Before 1/1/05||Either 1993 or 2005 Standards (through 12/31/05)|
|4. 1993||After program evaluated by CAA under 2005 Standards a. But completed before 1/1/05 b. But completed after 1/1/05||After 1/1/05||Either 1993 or 2005 Standards (through 12/31/05)|
|5. 2005||Before 1/1/05||Before 1/1/05||2005 Standards|
|6. 2005||Before 1/1/05||Before 1/1/05||2005 Standards|
Applicants for Reinstatement
Individuals who were previously certified and who let their certification lapse must meet the 2005 standards if they wish to reinstate certification on or after January 1, 2005.
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 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 submit 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 completed in a CAA-accredited program and if the program director 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 by the National Office in accordance with the time lines stipulated in the chart above.
Evaluation Required. The following categories of applicants must submit a completed application for certification, and the completed Knowledge and Skills Acquisition (KASA) form for evaluation by the Council For Clinical Certification (CFCC):
(a) those who apply after the dates stipulated in the chart above
(b) those who were graduate students and were continuously enrolled in a CAA-program that had its accreditation withdrawn during the applicant’s enrollment
(c) 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
(d) those who satisfactorily completed graduate course work, clinical practicum, and knowledge and skills requirements in the area for which certification is sought at a CAA-accredited 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.
STANDARD II: INSTITUTION OF HIGHER EDUCATION
The graduate degree must be granted by a regionally accredited institution of higher education.
The institution of higher education must be accredited by one of the following: Commission on 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 Schools and Colleges; Commission on Colleges, Southern Association of Colleges and Schools; and 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 demonstrate, through completion of the KASA form and supporting documentation, that the requirements in this standard have been met. The applicant must maintain documentation of course work at both undergraduate and graduate levels. The minimum 75 semester credit hours may include credit earned for course work, clinical practicum, research, and/or thesis/dissertation.
Standard III-A: The applicant must demonstrate knowledge of the principles of biological sciences, physical sciences, mathematics, and the social/behavioral sciences.
The applicant must have transcript credit (which could include course work, advanced placement, CLEP, or examination of equivalency) for each of the following areas: biological sciences, physical sciences, social/behavioral sciences, and mathematics. Appropriate course work may include human anatomy and physiology, neuroanatomy and neurophysiology, genetics, physics, inorganic and organic chemistry, psychology, sociology, anthropology, and non-remedial mathematics. 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.
This standard emphasizes the basic human communication processes. The applicant must demonstrate, through completion of the KASA form with supporting documentation, the ability to analyze, synthesize, and evaluate 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:
· 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 alternativecommunication techniques and assistive technologies)
The applic ant must demonstrate, through completion of the KASA form with supporting documentation, the ability to analyze, synthesize, and evaluate 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.
The applicant must demonstrate, through completion of the KASA form with supporting documentation, the ability to analyze, synthesize, and evaluate 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.
The applicant must demonstrate, through completion of the KASA form with supporting documentation, knowledge of, appreciation for, and ability to interpret the ASHA Code of Ethics. Program documentation may reflect coursework, 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.
The applicant must demonstrate, through completion of the KASA form with supporting documentation, 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.
The applicant must demonstrate, through completion of the KASA form with supporting documentation, 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.
The applicant must demonstrate, through completion of the KASA form and supporting documentation, 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
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.
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 Professions (ICHP) in order to meet this standardStandard IV-C: The applicant for certification in speech-language pathology must complete a minimum of 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.
Observation hours generally precede direct contact with clients/patients. However, completion of all 25 observation hours is not a prerequisite to begin direct client/patient contact. The observation and direct client/patient contact hours must be within the scope of practice of speech-language pathology.
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 a sufficient knowledge base 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 teamto 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, 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.
A minimum of 325 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.
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 that 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.
The applicant must demonstrate through the KASA form and other documentation 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:
a. conduct screening and prevention procedures (including prevention activities)
b. collect case history information and integrate information from clients/patients, family, caregivers, teachers, relevant others, and other professionals
c. select and administer appropriate evaluation procedures, such as behavioral observations, nonstandardized and standardized tests, and instrumental procedures
d. adapt evaluation procedures to meet client/patient needs
e. interpret, integrate, and synthesize all information to develop diagnoses and make appropriate recommendations for intervention
f. complete administrative and reporting functions necessary to support evaluation
g. refer clients/patients for appropriate services
a. develop setting -appropriate intervention plans with measurable and achievable goalsthat meet clients’/patients’ needs. Collaborate with clients/patients and relevant others in the planning process
b. implement intervention plans (Involve clients/patients and relevant others in the intervention process
c. select or develop and use appropriate materials and instrumentation for prevention and intervention
d. measure and evaluate clients’/patients’ performance and progress
e. modify intervention plans, strategies, materials, or instrumentation as appropriate to meet the needs of clients/patients
f. complete administrative and reporting functions necessary to support intervention
g. identify and refer clients/patients for services as appropriate
3. Interaction and Personal Qualities:
a. communicate effectively, recognizing the needs, values, preferred mode of communication, and cultural/linguistic background of the client/patient, family, caregivers, and relevant others
b. collaborate with other professionals in case management
c. provide counseling regarding communication and swallowing disorders to clients /patients, family, caregivers, and relevant others
d. adhere to the ASHA Code of Ethics and behave professionally
The applicant must demonstrate, through completion of the KASA form with supporting documentation, the acquisition of the skills referred to in this Standard. It is expected that these skills will be demonstrated for each of the nine major areas outlined in Standard III-C. This documentation must be maintained and verified by the program director or official designee.
In addition to direct client/patient contact, clinical skills may be developed and demonstrated through successful performance on academic course work and examinations, application of information obtained through clinical experiences, and completion of independent projects. In instances where applicants have not had direct patient contact with disorder and difference categories, appropriate alternative methodsfor skills development must be demonstrated. However, only direct clinical contact may be counted toward the required minimum of 400 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 ongoing formative assessment of knowledge and skills.
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 ongoing 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 ongoing formative assessment. The applicant shall make these records available to the Council For Clinical Certification upon its request. Documentation of formative assessment will include the KASA f orm and may take a variety of other forms, such as checklists of skills, records of progress in clinical skill development, portfolios, 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 by the testing agency administering the examination.
STANDARD VI: SPEECH-LANGUAGE PATHOLOGY CLINICAL FELLOWSHIP
After completion of academic course work and practicum (Standard VI), the applicant then must successfully complete a Speech-Language Pathology Clinical Fellowship (SLPCF).
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 speechlanguage pathology consistent with ASHA’s current Scope of Practice. The Clinical Fellow’s major responsibilities must be in direct client/patient contact, consultations, record keeping, and administrative duties.
The SLPCF may not be initiated until completion of the graduate course work and graduate clinical practicum required for ASHA certification. 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. Before beginning the SLPCF and periodically throughout the SLPCF experience, the Clinical Fellow must contact the ASHA National Office to verify the mentoring SLP’s current certification status.
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.
The Clinical Fellow and mentoring SLP will determine outcomes and performance levels in a goal-setting conference within 4 weeks of initiating the SLPCF. It is the Clinical Fellow’s responsibility to retain documentation of the agreed-upon outcomes and performance levels. The mentoring SLP’s guidance should be adequate throughout the SLPCF to achieve the stated outcomes, such that the Clinical Fellow can function independently by the completion of the SLPCF. The Clinical Fellow will submit the SLPCF Report and Rating Form to the Council For Clinical Certification at the conclusion of the SLPCF.
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 by 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 SLPCF Report and Rating Form.
Standard VI-C: The Speech-Language Pathology Clinical Fellowship (SLPCF) will consist of the equivalent of 36 weeks of full-time clinical practice.
Full-time clinical practice is defined as a minimum of 35 hours per week in direct patient/client contact, consultations, record keeping, and administrative duties relevant to a bona fide program of clinical work. The length of the SLPCF may be modified for less than full-time employment (FTE) as follows:
15-20 hours/week over 72 weeks
21-26 hours/week over 60 weeks
Professional experience of less than 15 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.
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.
The Clinical Fellow must submit the SLPCF Report and Rating Form, which includes the CFSI and documentation of successful achievement of the goals established at the beginning of the SLPCF. This report must be completed by both the Clinical Fellow and the mentoring SLP. The Clinical Fellow must also submit the Employer(s) Verification Form, signed by the employer, which attests to the completion of the 36-week full-time SLPCF or its part-time equivalent.
Standard VII: Maintenance of Certification Demonstration of continued professional development is mandated for maintenance of the Certificate of Clinical Competence in Speech-Language Pathology. This standard will take effect on January 1, 2005. The renewal period will be 3 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. At the time of payment of the annual certification fee, individuals holding the CCC in Speech-Language Pathology must acknowledge that they agree to meet this standard. At the conclusion of the renewal period, certified individuals will verify that they have met the requirements of the standard.
Individuals will be subject to random review of their professional development activities. If renewal of certification is not accomplished by the end of the 3-year period, certification will lapse. Re -application for certification will be required, and certification standards in effect at the time of re-application must be met.
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 the American Speech-Language-Hearing Association (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 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. Professional development is defined as any activity that relates to the science and contemporary practice of audiology, speech-language pathology, and speech/language/hearing sciences, and results in the acquisition of new knowledge and skills or the enhancement of current knowledge and skills.
Professional development activities should be planned in advance and be based on an assessment of knowledge, skills and competencies of the individual and/or an assessment of knowledge, skills, and competencies required for the independent practice of any area of the professions.
For the first renewal cycle, beginning January 1, 2005, applications for renewal will be processed on a staggered basis, determined by their initial certification dates. For individuals initially certified before January 1, 1980, professional development activities must be initiated after January 1, 2005, and completed by December 31, 2007; for individuals initially certified between January 1, 1980, and December 31, 1989, professional development activities must be initiated after January 1, 2006, and completed by December 31, 2008; and for individuals initially certified after January 1, 1990, professional development activities must be initiated after January 1, 2007, and completed by December 31, 2009. All individuals will have a 3-year period to complete the process for renewal of certification.