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
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 email@example.com.
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 firstname.lastname@example.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 email@example.com.
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?"
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
Vice President for Standards and Ethics in Speech-Language Pathology
Lissa Power-deFur, PhD, CCC-SLP
Professor, Longwood University, College of Education and
"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
Jeffrey J. Digiovanni
- South Carolina
Sharon F. Jenkins
Tori J. Gustafson
Amy M. Weaver
SPEECH-LANGUAGE PATHOLOGY ADVISORY COUNCIL
Lyn R. Tindall
Kerrilyn R. Phillips
Gloria Jeanne Petit-Clair
Sharon A. Parisi
Jenny Lee Nitz
Mitzi J. Ritzman
- New Jersey
Kathleen H. Palatucci
- New York
Leslie C. Grubler
Clinical and Professional Policy Info Moves to Practice
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
- 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
- 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 firstname.lastname@example.org.