August 1, 2013 Association

ASHA News: August 2013

ASHA Introduces New Recruitment Career Video

ASHA's new "Reward Yourself" career awareness video features seven ASHA members younger than 40 who share their personal accounts of the real rewards and possibilities in audiology and speech-language pathology.

ASHA members can use the video as a recruitment resource at career workshops and fairs and at university open houses to showcase the professions of audiology and speech-language pathology. Users can choose to view the entire video or individually by segment.

The video is part of a larger Reward Yourself series that includes the Share the Great Feeling career kit; the Reward Yourself booklet and brochure; a brochure series targeting careers in academia, health care and schools; and posters and a table-top display.

"At a time when dependable careers are hard to come by, our members consistently report security, opportunity and growth in their professions," says Patty Prelock, ASHA president. "Through our Reward Yourself video, we hope to encourage a growing next generation of audiologists and speech-language pathologists to pursue these rewarding fields."

ASHA members featured in the video are: SLP James Brinton, Katherine Thomas High School, Rockville, Md.; SLP Charles A. Coward, manager of Connections Therapy Center, Washington, D.C.; SLP Martine Elie, clinic director, Howard University Speech and Hearing Clinic, Washington, D.C.; SLP Mackenzie E. Fama, MedStar National Rehabilitation Hospital, Washington, D.C.; SLP Davetrina Seles Gadson, MedStar National Rehabilitation Hospital Network, Mitchellville, Md.; audiologist Chizuko Tamaki, Professional Hearing Services, Falls Church, Va.; and audiologist Julie Martinez Verhoff, director of audiology, The River School/Chattering Children, Washington, D.C.

New Tool Brings Clinicians and Researchers Together

Beginning in September, clinicians and scientists looking to form research collaborations can begin using a new tool to identify one another.

ASHA will launch CLARC (Clinicians and Researchers Collaborating), a searchable online tool that is free to ASHA members.

Participants enroll as a clinician or a researcher and then search the CLARC database to identify a potential research "match." The pair then follows up with each other to gather more information, determine the appropriateness of the match, and discuss the nature of the collaboration.

Participants can establish collaborations with colleagues regardless of location, and may collaborate with many others or choose to limit the number of collaboration requests. Partnerships decide how, when and where to work together.

The nature of the clinician-researcher collaboration will vary according to the needs of the participants: clinical populations of interest, access to clinical populations, learning about research design, administering assessment or treatment protocols, identifying and measuring clinical outcomes, or other interests.

The program also keeps track of participants' matches, offers discussion forums on CLARC topics, and has a search feature for resources on CLARC collaborations. For more information, contact research@asha.org.

BulletinBOARD

See what the ASHA Board of Directors recently voted on [PDF].

FAQs on Parental Consent Regulations

ASHA recently developed answers to frequently asked questions about federal regulations governing service provision to students eligible for public benefits or insurance.

The regulations concern the use of a child's or parent's public benefits or insurance (Medicaid, for example) to provide or pay for services required under Part B of the Individuals with Disabilities Education Act.

Among other issues, the regulations clarify the parental consent a public agency must obtain before accessing a child's or parent's public benefits or insurance for the first time and state that the agency must provide written notification to the child's parents before accessing a child's or parent's entitlements for the first time and annually thereafter.

For more information, visit our IDEA website or contact Catherine D. Clarke, ASHA director of education and regulatory advocacy, at cclarke@asha.org or 800-498-2071, ext. 5611.

Access Academics and Research Focuses on Collaborations

The August issue of Access Academics and Research focuses on clinician-scientist research collaborations. Featured author Patricia M. Chute, dean of the School of Health Professions at the New York Institute of Technology, discusses the critical need for and importance of clinician-scientist partnerships. She also addresses some of the main benefits and challenges in establishing and implementing this type of research relationship.

ASHA Access Academics and Research is a bimonthly electronic newsletter that addresses the specific needs of faculty, researchers, post-doctoral fellows and PhD students.

To subscribe, send a blank e-mail with the word "subscribe" in the subject line to access-academics-research@asha.org.

Meet the New ASHA Board Members

Four newly elected members of the ASHA Board of Directors will begin their three-year terms on Jan. 1, 2014. Their answers to four questions appear below:

  • What do you hope to accomplish in your new position?
  • How have your professional background and experiences shaped your vision for the position?
  • What are the most important issues facing the discipline?
  • How would you describe your leadership style?

Here, the Leader offers an excerpt from those answers, as well as their answers to "What was your ‘magic moment' when you knew you had chosen the right profession?"

President-elect

Judith L. Page, PhD, CCC-SLP
Associate Professor, University of Kentucky, Division of Communication Sciences and Disorders

"I feel a real sense of responsibility to further ASHA's mission of empowering and supporting members through advocacy advancement of science and activities promoting communication."

"Aha" moment: I was in my first year, working in an elementary school in Minnesota with a 5-year-old named Greg. By the end of the school year, Greg would be diagnosed with autism, but this was near the beginning of the year and I was still trying to collect assessment data. Most of Greg's responses were incorrect. Following each incorrect response, he would
avert his eyes and say "I'm sorry, on to the next contestant." After his few correct responses, he would say "Good, Greg." It was clear that he knew more than his initial responses indicated, but nothing I tried changed his pattern. One day, Greg gave an incorrect response to an assessment item, looked at me with a funny expression on his face, and said "I'm sorry ... I meant" and then gave the correct response. He then responded correctly to the next 10 assessment items. I felt like we had somehow connected—and I was hooked. I knew this was what I was meant to do. I can't say that Greg and I had an easy path after that, but I can say that he continued to puzzle, challenge and surprise me for the next three years.

Vice President for Academic Affairs in Audiology

Barbara K. Cone, PhD, CCC-A
Professor, University of Arizona, Department of Speech, Language and Hearing Sciences

"We must be the drivers of research in our area and if we are not, we risk giving up autonomy to fields that have a stronger scientific foundation and research training rigor."

"Aha" moment: It was the summer of 1974 and I was midway through my master's program in speech and hearing sciences at the University of California Santa Barbara. I was gaining valuable experience as a student clinician in the aphasia treatment program at Long Beach Veteran's Administration Medical Center, as I had planned for a career as a speech-language pathologist. I had the opportunity to "get my audiology hours" there, too. They had me at "tympanometry" (a newish clinical technique at the time)! And bone-conduction oscillator calibration!! I was enthralled. Imagine being able to figure out what was broken in the auditory system, and thus provide insight into how to fix it. Thanks to the encouragement of Dr. Richard Wilson (LBVAMC) and Dr. Sanford Gerber (UCSB) for setting me on this career path.

Vice President for Planning

Edie R. Hapner, PhD, CCC-SLP
Associate Professor and Director of Speech-Language Pathology, Emory Voice Center, Emory University

"Sustainability is the most important issue facing speech-language pathologists and audiologists, no matter the setting."

"Aha" moment: It happened right after I completed my undergraduate degree. I had the amazing opportunity to work as an intern at the VA Hospital North Chicago. While I loved my undergraduate classes and had made the decision to continue to pursue speech-language pathology in a graduate program, I had not totally connected with the field from my student clinical work experience. But it was the very first gentleman I met who was struggling with communication through the frustrations of aphasia that changed my life forever. As I watched my supervisor—skillfully and with enormous amounts of empathy—help this gentleman communicate his thoughts, I knew that all I ever wanted to do was to be the person who helped people unlock the world of communication disorders. I have never looked back in the 33 years since that day.

Vice President for Standards and Ethics in Speech-Language Pathology

Lissa Power-deFur, PhD, CCC-SLP
Professor, Longwood University, College of Education and Human Services

"It is our standards and ethics that serve as the foundation for our profession, a foundation that we need to proudly represent. Our efforts to achieve recognition of the value of our qualifications, expertise and autonomy must continue unabated."

"Aha" moment: I believe my magic moment was when I was a relatively new speech-language pathologist at Woodrow Wilson Rehabilitation Center in Fishersville, Va., working with young people who had traumatic brain injury. These young people taught me how much I had to learn from the families and the persons with a speech-language impairment and I saw the incredible effect of intervention in their lives.

Did You Know?

Advisory Council Election Results

The following members have been elected to serve on ASHA's advisory councils. Their three-year terms begin Jan. 1, 2014.

AUDIOLOGY ADVISORY COUNCIL

  • Ohio
    Jeffrey J. Digiovanni
  • Oregon
    Laura Polich
  • South Carolina
    Sharon F. Jenkins
  • Tennessee
    Beth Humphrey
  • Texas
    Tori J. Gustafson
  • Wyoming
    Amy M. Weaver

SPEECH-LANGUAGE PATHOLOGY ADVISORY COUNCIL

  • Kentucky
    Lyn R. Tindall
  • Louisiana
    Kerrilyn R. Phillips
  • Maryland
    Gloria Jeanne Petit-Clair
  • Massachusetts
    Sharon A. Parisi
  • Mississippi
    Carlotta Kimble
  • Montana
    Jenny Lee Nitz
  • Nebraska
    Mitzi J. Ritzman
  • New Jersey
    Kathleen H. Palatucci
  • New York
    Leslie C. Grubler

Clinical and Professional Policy Info Moves to Practice Portal

If you're looking for policy documents on aphasia, pediatric dysphagia, social communication disorders, permanent childhood hearing loss or superior canal dehiscence, you may not find them in ASHA's online practice policy library. Information on audiology assistants, caseload/workload, speech-language pathology assistants, telepractice and unbundled hearing aid sales may not be there, either.

You can find this information on ASHA's Practice Portal, the new one-stop online resource for clinical decision-making. The Practice Portal launched with a limited number of clinical and professional issues topics, with more to be added soon.

As topics are added, information from the related documents—such as roles and responsibilities, knowledge and skills, and guidelines—will be moved to the portal, and the old policy documents removed. These documents have been rescinded:

  • Training, Use, and Supervision of Support Personnel in Speech-Language Pathology: position statement, guidelines.
  • Knowledge and Skills for Supervisors of Speech-Language Pathology Assistants.
  • Audiology Support Personnel: Preparation, Supervision, and Ethical Considerations: guidelines, position statement.
  • A Workload Analysis Approach for Establishing Speech-Language Caseload Standards in the Schools: guidelines, technical report.
  • Audiologists Providing Clinical Services Via Telepractice: position statement, technical report, knowledge and skills.
  • Speech-Language Pathologists Providing Clinical Services Via Telepractice: position statement, technical report, knowledge and skills, professional issues statement.

The portal is still in development, and members are encouraged to provide feedback. ASHA is also looking for volunteer subject matter experts, reviewers and beta testers for new topics. Interested members can contact portalinfo@asha.org.


  

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