Strategic Plan: 2005-2007

Work Plan: 2006

Issue A: Facilitating Team Leader,
Brenda Lonsbury-Martin

Issue A—A high quality basic, applied, and efficacy research base in communication sciences and disorders, related fields of study, and related functions for the discipline and professions is essential to provide evidence-based clinical practice and quality clinical services.

Outcome 1:  Increased knowledge of the availability and use of treatment efficacy and other research and the principles of evidence-based practices to provide clinical services in communication sciences and disorders in the United States.

Strategies

1. By June 1, 2006, staff in the National Center for Evidence-Based Practice (N-CEP) will have presented one or more sessions on evidence-based practice (EBP) at five state association meetings.
2. By December 31, 2006, staff in the National Center for Evidence-Based Practice (N-CEP) will have held two face-to-face meetings of the Advisory Committee on Evidence-Based Practice.

Outcome 2:  Increased funding for basic/applied/efficacy/evidence-based research.

Strategies

1. By October 1, 2006, staff in the National Center for Evidence-Based Practice (N-CEP) in collaboration with the CSDRG, will have convened a grant-writing meeting to develop applications for funding of research in clinical areas identified as ASHA priorities.
2. By December 31, 2006, the Governmental Relations and Public Policy staff will have developed a plan to secure funding for high-priority research needs in the area of communication sciences and disorders (CSD).  

Outcome 3:  Increased applied/efficacy research and evidence-based clinical practice in all areas of communication sciences and disorders, including literacy, communication wellness, and prevention.

Strategies

1. By May 1, 2006, staff in the National Center for Evidence-Based Practice (N-CEP), in collaboration with the Professional Practices Clusters [Speech-Language Pathology (SLP), Audiology (AUD), and Office of Multicultural Affairs (OMA] will have implemented revised standards for inclusion of evidence in ASHA policy documents.
2. By May 1, 2006, staff in the National Center for Evidence-Based Practice (N-CEP) will have launched a Web forum for connecting researchers and clinicians interested in collaborative research projects.
3. By July 1, 2006, staff in the National Center for Evidence-Based Practice (N-CEP) will have established on the ASHA Web-site a searchable registry of systematic reviews related to CSD.
4. By July 1, 2006, staff in the National Center for Evidence-Based Practice (N-CEP) will have completed two evidence-based systematic reviews (EBSRs) piloting the methodology developed by N-CEP.
5. By December 31, 2006, staff in the National Center for Evidence-Based Practice (N-CEP) will have established on the ASHA Web-site a searchable registry of randomized controlled trials related to CSD.
6. By December 31, 2006, staff in the National Center for Evidence-Based Practice (N-CEP) will have completed three additional EBSRs.
7. By December 31, staff in the National Center for Evidence-Based Practice (N-CEP) in collaboration with the Audiology Services Cluster will have created and hosted a bibliography on the ASHA web site to correspond to the major clinical issue presented in each issue of Access Audiology.  

Outcome 4:  Increased interaction and communication with researchers in communication sciences and disorders from other countries.

Strategies

1. By July 1, 2006, staff in the National Center for Evidence-Based Practice (N-CEP) will have assessed the feasibility of joint support of the ASHA systematic reviews registry and the registries described under Outcome 3 with ASHA's Quadrilateral Agreement partners in Australia, Canada, and the United Kingdom.
2. By September 1, 2006, staff in the National Center for Evidence-Based Practice (N-CEP) will  have participated in the colloquia of the Campbell and Cochrane Collaborations
3. By December 31, 2006, staff in the Publications Unit will have solicited four scholarly manuscripts on EBP from CSD researchers from outside of the U.S. for publication in ASHA scholarly journals.

Issue B: Facilitating Team Leader, Vic Gladstone

Issue B—A critical shortage and continuing attrition of doctoral-level faculty in higher education is affecting the preparation of professionals as well as the conduct of research in communication sciences and disorders.

Outcome 1: Increased number of potential doctoral level teachers/researchers in personnel preparation programs to fill short term and long-term faculty vacancies in human communication sciences and disorders.

Strategies

1. By December 31, 2006, the Academic Affairs, Scientific Programs and Research Development, and the Clinical Practices units will have developed and disseminated informational resources that support 1) current practicing professionals who want to obtain a research doctoral degree, or 2) current practicing professionals who already hold a research doctoral degree and want to transition to a career as a teacher-researcher in higher education.
2. By December 31, 2006, the Academic Affairs, Scientific Programs and Research Development, and Membership and Information Systems units will have developed a mentoring portal in communication sciences and disorders and related disciplines to assist current PhD students in the discipline in the pursuit of teaching-research careers.

Outcome 2: Increased number of students recruited into the professions who continue their education to become teachers/researchers.

Strategy

• By December 31, 2006, the Academic Affairs and Scientific Programs and Research Development units will have developed and funded an ASHA award program, the Students Preparing for Academic and Research Careers (SPARC) award, to promote PhD career development for CSD undergraduate/graduate students through enhanced educational mentorship experiences/curricula that prepare students for successful PhD education and academic careers, travel to enhance research exposure, research training under a mentor, and web-based cohort activities for program participants.

Outcome 3: Increased retention of doctoral-level faculty.

Strategies

1. By December 31, 2006, the Academic Affairs and Scientific Programs and Research Development units will have developed and funded an ASHA award program, the Advancing Academic and Research Careers (AARC) award, for new faculty who are in the beginning stages of their academic/research careers for the purpose of promoting retention in higher education by providing financial incentives to mentor research in their own students, conduct research, and/or improve teaching knowledge and skills.
2. By December 31, 2006, the ASHF and ASHA's Chief Staff Officer for Science and Research will have developed and funded a jointly sponsored ASHA and ASHF Interdisciplinary Research Young Investigator Award program that facilitates interdisciplinary research among new investigators.
3. By December 31, 2006, the Chief Staff Officer for Science and Research in conjunction with the ASHF will conduct a study-section meeting for consideration of the 2006 New Century Scholars' and Young Investigators' applications to the ASHF that would bring together a panel of senior (investigators with funded research and study-section experience) and junior investigators (those who are faculty members in a CSD program with 2-3 years experience that have not received substantial funding) for the purpose of fostering knowledge of the grant review process in order to generalize this knowledge to future grant applications. This program is modeled after the successful program operated by the AAOHNS, which showed a dramatic increase in funding for their field for young investigators that participated in such an opportunity.
4. By December 31, 2006, the Academic Affairs, Scientific Programs and Research Development, and Membership and Information Systems units will have developed a mentoring portal in communication science and disorders and related disciplines to assist new faculty-researchers in the discipline in the pursuit of their teaching-research careers.

Outcome 4: Increased federal funding for doctoral program fellowships.

Strategies

1. By December 31, 2006, the Governmental Relations and Public Policy unit will have sought through federal legislation to have Communications Sciences and Disorders (CSD) graduates recognized as shortage specialties that have access to increased federal professional development and training funds, federal student financial aid, federal research funds and loan forgiveness policies that impact recruitment and retention of qualified school-based personnel, doctoral faculty and researchers.
2. By December 31, 2006, the Governmental Relations and Public Policy unit will have pursued FY 2007 federal appropriations through the Fund for the Improvement of Postsecondary Education (FIPSE) Comprehensive Program or line-item appropriations for academic programs in Communication Sciences and Disorders (CSD) to help mitigate the doctoral shortage in the professions of speech-language pathology and audiology.

Issue C: Facilitating Team Leaders, Lemmie McNeilly and Vic Gladstone

Issue C—A comprehensive scope of practice that includes all of the major components and new areas of practice in communication sciences and disorders enhances the visibility of the professions by consumers and stakeholders and their perceived value of the role of audiologists and speech-language pathologists.

Outcome 4: Revised ASHA scopes of practice that includes all major component areas of communication sciences and disorders and new areas of practice.

Strategies

1. By March 31, 2006, the Professional Practices Clusters [Speech-Language Pathology (SLP), and Office of Multicultural Affairs (OMA] will have reviewed the current scope of practice in Speech-Language Pathology to determine if there are any new areas of practice that need to be added.
2. By March 31, 2006, the Professional Practices Clusters [Speech-Language Pathology (SLP), and Office of Multicultural Affairs (OMA] will have informed the Vice-President for Professional Practices in Speech-Language Pathology of any new areas of practice that should be added to the scope of practice.

Outcome 4: Increased number of practitioners who are involved in such areas as literacy, wellness, prevention, and other underserved areas of practice.

Strategies

1. By December 31, 2006, the Professional Practices Clusters [Speech-Language Pathology (SLP), Audiology (AUD), and Office of Multicultural Affairs (OMA]  in collaboration with the ASHA Professional Development unit will have planned professional development activities related to the roles of speech-language pathologists and audiologists related to literacy, wellness, prevention, and other underserved areas of practice.
2. By December 31, 2006, the School Services unit will have disseminated information and provided training on the process for determining workload to decision makers/policymakers as a way of promoting the role of the speech-language pathologists in literacy, wellness, prevention, and other underserved areas of practice. (Kathy Whitmire).
3. By December 31, 2006, the Professional Practices Clusters [Speech-Language Pathology (SLP) and Office of Multicultural Affairs (OMA] will have developed information/brochures for dissemination to other professions on the scope of practice in speech-language pathology and the role of the speech-language pathologist in literacy, wellness, prevention, and other underserved areas of practice. (Diane Paul).
4. By December 31, 2006, the Professional Practices Clusters [Speech-Language Pathology (SLP), Audiology (AUD), and Office of Multicultural Affairs (OMA] will have developed and disseminated information to ASHA members on use of IDEA procedures for early intervening as it relates to literacy, wellness, prevention, and other underserved areas of practice.
5. By December 31, 2006, the Audiology Professional Practices Cluster in collaboration with the ASHA Sponsorship Unit will have developed activities related to the Energizer project partnership to promote the hearing health and awareness of noise induced hearing loss.
6. By December 31, 2006, the Professional Practices Clusters [Speech-Language Pathology (SLP), Audiology (AUD), and Office of Multicultural Affairs (OMA] in collaboration with the Public Relations unit will have disseminated "Let's Talk" documents to consumers and other professionals to promote the role of the speech-language pathologist and audiologist in the areas of literacy, wellness, prevention, and other underserved areas of practice.
7. By December 31, 2006, the Professional Practices Clusters [Speech-Language Pathology (SLP), Audiology (AUD), and Office of Multicultural Affairs (OMA] have made ASHA policy documents related literacy, wellness, prevention, and other underserved areas of practice available to consumers and other professionals.
8. By December 31, 2006, the Academic Affairs unit will have provided relevant ASHA policy documents and related ASHA resources (e.g., Website links, brochures) to all academic programs in communication sciences and disorders to promote acquisition of knowledge and skills in the areas of literacy, wellness, prevention, and other underserved areas of practice as identified by the Professional Practices Clusters.

Outcome 3: Increased advocacy for and use of public and private reimbursement systems that enhance the ability of consumers to receive quality programs and services in all education and health practice settings.

Strategies

1. By October 31, 2006, the Ethics unit will have informed ASHA members of the availability of the Issues in Ethics Statement on "Representation of Services for Insurance Reimbursement and Funding."
2. By December 31, 2006, the School Services unit will have disseminated ASHA documents related  to "under the direction of" to school-based members, program administrators, and policy makers to increase their awareness of how school-based speech-language pathologists who are providing services under the state Medicaid program should comply with the "under the direction of" Medicaid provision.
3. By December 31, 2006, the Health Care Services unit and the Health Care Economics Advocacy Team will have made available to ASHA members documents on private practice business practices that include information on use of and billing for public and private reimbursement systems.  

Outcome 4:  Increased perceived value by consumers, stakeholders, and colleagues in related professions of the services provided by audiologists and speech-language pathologists.

Strategies

1. By September 1, 2006, the State Advocacy unit will have worked with state regulatory agencies to clarify the role of the speech-language pathologist in early intervention to determine if licensed/certified speech-language pathologists are allowed to provide early intervention services.
2. By December 31, 2006, the Audiology Professional Practices Cluster, Speech-Language Pathology (SLP) Cluster along with the Public Relations Department will have created, produced and disseminated the Speech, Language, and Hearing Milestones: Birth to Age Five Audiology/SLP video/DVD related to typical normal speech and language hearing development.
3. By December 31, 2006, the Audiology Professional Practices cluster will have worked with other national professional organizations and consumer groups interested in hearing health care to identify barriers to access to hearing health care.
4. By December 31, 2006, 2006, the Audiology Professional Practices cluster will have conducted a childhood hearing loss survey to determine why hearing aides available for children are underutilized.
5. By December 31, 2006, the School Services unit will have developed and disseminated PowerPoint presentations on the role of school-based speech-language pathologists for use by members to provide information for consumers and other professionals.
6. By December 31, 2006, the Professional Practices Clusters [Speech-Language Pathology (SLP), Audiology (AUD), Office of Multicultural Affairs (OMA] will have prepared and disseminated information on health literacy for consumers.
7. By December 31, 2006, the Health Care Services unit and the Audiology Professional Practices cluster will have disseminated information to other national organizations and professionals on the role of the speech-language pathologist and audiologist related to telehealth/telepractice.
8. By December 31, 2006, the Professional Practices Clusters in Speech-Language Pathology and Audiology will have submitted articles related to the practice of speech-language pathology and audiology for publication in other professional journals that provide related services for individuals with communication disorders.  

Outcome 5: Increased knowledge of the scope of practice in communication sciences and disorders in other countries.

Strategies

1. By June 30, 2006, the Professional Practices Clusters [Speech-Language Pathology (SLP), Audiology (AUD), and Office of Multicultural Affairs (OMA] will have subscribed to professional journals from international organizations related to the practice of speech-language pathology and audiology.
2. By December 31, 2006, the Special Interest Division and International Liaison unit will have contacted IALP member organizations and other international organizations to obtain their scopes of practice and information related to use of telehealth/telepractice.
3. By December 31, 2006, selected members of the Professional Practices Clusters [Speech-Language Pathology (SLP), Audiology (AUD), and Office of Multicultural Affairs (OMA] will have participated in international meetings related to speech-language pathology held in the United States.
4. By December 31, 2006, selected members of the Professional Practices Clusters [Speech-Language Pathology (SLP), Audiology (AUD), and Office of Multicultural Affairs (OMA] will have participated on international committees of other organizations and non-governmental organizations related to communication sciences and disorders.

Issue D: Facilitating Team Leaders, Vicki Deal-Williams and Vic Gladstone

Issue D—Rapid increase in the knowledge and skill sets needed to provide quality professional services in a culturally competent manner across various practice settings will lead to specialization areas of clinical practice related to communication sciences and disorders.

Outcome 1: Increased awareness and knowledge by ASHA members of how linguistic and cultural differences (e.g., religion, disability, sexual orientation, age, second language learners) impact on research, service delivery, administration, and professional education in the United States.

Strategies

1. By July 15, 2006, the School Services unit will have included the following at the schools conference: a concurrent session on school-based services for culturally and linguistically diverse students, infusion of cultural issues throughout concurrent sessions, and a session or event highlighting cultural diversity.
2. By December 31, 2006, the Office of Multicultural Affairs and the ASHA Professional Development unit will have ensured that information related to how linguistic and cultural differences impact on research, service delivery, administration, and professional education is included as part of professional education conferences and workshops planned for 2006 and 2007.
3. By December 31, 2006, all staff developing ASHA guideline documents will consider how to address diversity, as appropriate, as related to the specific area covered by the guideline.
4. By December 31, 2006, the Academic Affairs unit and the Office of Multicultural Affairs will have developed and disseminated curriculum resource packets for use in academic programs related to how linguistic and cultural differences impact on research, service delivery, administration, and professional education.

Outcome 2: Increased number of knowledge and skill sets in the major component areas of communication sciences and disorders.

Strategies

1. By June 30, 2006, the Surveys and Information Team will have reviewed extant data and information (e.g., SPENSE data) to determine areas in which respondents indicated they were and were not competent in the practice of speech-language pathology and audiology and will have prepared a report.
2. By December 31, 2006, the Professional Practices Clusters [Speech-Language Pathology (SLP), Audiology (AUD), and Office of Multicultural Affairs (OMA] will have identified current ASHA knowledge and skill sets available and will have recommended new areas of practice where knowledge and skill sets are needed.
3. By December 31, 2006, the Professional Practices Clusters [Speech-Language Pathology (SLP), Audiology (AUD), and Office of Multicultural Affairs (OMA] will continue to promote in ASHA communication vehicles as well as existing knowledge and skill sets available for use by members and personnel preparation programs.
4. By December 31, 2006, the Surveys and Information Team in collaboration with the Professional Practices Clusters [Speech-Language Pathology (SLP), Audiology (AUD), and Office of Multicultural Affairs (OMA] will have conducted a survey regarding member competencies in various areas of practice.

Outcome 3: Identification of the specialization areas in communication sciences and disorders.

Strategies

1. By December 31, 2006, the Academic Affairs unit will have identified through the Higher Education Data System academic programs that offer tracks for specialization (e.g., bilingualism, pervasive developmental disabilities, literacy, pediatric, adults, among others).
2. By December 31, 2006 the Academic Affairs unit in collaboration with Professional Practices Clusters [Speech-Language Pathology (SLP), Audiology (AUD), and Office of Multicultural Affairs (OMA] will have identified new areas for specialization (e.g., NICU, autism, among others as appropriate).

Outcome 4: Increased number of opportunities for clinical specialization in communication sciences and disorders.

Strategy

• By December 31, 2006, the Council for Clinical Specialty Recognition (CCSR) will have considered the need to change the Clinical Specialty Recognition program from being a grassroots driven program to one where specialty areas are determined by ASHA/special interest divisions.

Outcome 5: Increased awareness of the knowledge and skill sets related to communication sciences and disorders used in other countries to determine how their identified and verified practice patterns and skill sets can be used to enhance the ASHA knowledge base and skill sets to improve services to members and consumers.

Strategy

• By December 31, 2006, the Special Interest Division International Liaison unit will have contacted international speech-language-hearing associations to obtain information on their knowledge and skills sets for specific areas of practice. 
   

Issue E: Facilitating Team Leaders, Lemmie McNeilly and Brenda Lonsbury-Martin

Issue E—Increased international exchange of professional knowledge, information, and education related to ethics, clinical practice, and supervision/clinical education in communication sciences and disorders will require a variety of dissemination, communication, educational, and professional practice delivery systems.

Outcome 1:  Increased exchange of information between ASHA members and their international counterparts on the services and resources available for assisting them in serving clients with the aim of helping our member's better treat culturally and ethnically diverse patient and client populations.

Strategies

1. By December 31, 2006, the Audiology and Speech-Language Pathology Clusters will continue to promote and disseminate descriptions of ASHA programs, services and resources to members and to external audiences including our international members via web material, journal publications, media interviews, Access Audiology, Access SLP Health Care, Access Schools, The ASHA Leader articles, presentations, etc.
2. By December 31, 2006, the Audiology and Speech-Language Pathology Clusters will have hosted the Audiology Conference 2006, the Schools Conference, the Health Care conference, and other professional-development events to disseminate information important to the services and resources that are available to our members for treating patients and clients from international origins.
3. By December 31, 2006, the Special Interest Divisions and International Liaison unit will have worked with the Special Interest Divisions to promote the value-added benefit of belonging to the Special Interest Divisions to both ASHA members, who are not Division affiliates, as well as our International Affiliate members.

Outcome 2:  Increased use and further technological development of telehealth/telepractices to provide clinical services within the United States by exchanging relevant information with our international counterparts.

Strategies

1. By December 31, 2006, the Professional Practice Clusters (SLP, AUD, OMA) will have assisted in the development of practice-policy documents, professional-development programs, and advocacy with other national agencies to promote recognition and reimbursement of telepractice.
2. By December 31, 2006, the State Advocacy unit will have monitored opportunities to promote access to audiology and speech-language pathology by means of telepractice to remote-site health and education settings in state legislation and regulation.
3. By December 31, 2006, a staff member from both the Audiology and SLP Clusters will attend the 2006 Telehealth Leadership Conference.
4. By December 31, 2006, the National Center for Evidence-Based Practice (N-CEP) will consult with national or other large SLP associations in other countries that are interested in establishing data-collection systems similar to ASHA's National Outcomes Measurement System (NOMS).
5. By December 31, 2006, the Publications unit will continue coverage of international experiences of ASHA members and any news relevant to the quadrilateral international agreement in The ASHA Leader, as well as highlight a selection of our international affiliate members with respect to how they use their services and resources the treat patients/clients.

Outcome 3:  Increased interchange of professional knowledge and information among communication sciences and disorders professionals from different nations with respect to topics relevant to our field.

Strategies

1. By March 1, 2006, the Special Interest Division and International Liaison unit and the Professional Practice Clusters (SLP, AUD, OMA) will have prepared and posted on the website a list of international meetings related to communication sciences and disorders and related areas will be held in North America.
2. By June 1, 2006, the Publications Team in collaboration with the Publications Board will have invited an international author for each of the four scholarly journals to write a review of 'science' in that field from an international perspective.
3. By September 1, 2006, the N-CEP staff will have worked with the Web Team to establish a special international site on the ASHA Web site.
4. By September 1, 2006, the Publications Team will have identified several international journals with which they can partner in order to co-publish each other's Tables of Contents (TOCs).
5. By November 15, 2006, the Director, Convention and Meetings will have promoted the 2006 ASHA Convention to the international community including Mexico, Central and South America, and Asia.
6. By December 2006, the Chief Staff Office for Speech-Language Pathology will have communicated with professionals from at least three different nations regarding professional information in communication sciences and disorders.
7. By December 31, 2006, the Professional Practice Clusters (SLP, AUD, OMA) will have contributed to conferences (e.g., 2006 Audiology Conference, Health Care Conference, Schools Conference) and professional development programs and resources that are accessible to international audiences.
8. By December 31, 2006, the Audiology Professional Practice Cluster will contribute content for the 2006 International Society of Audiology meeting.
9. By December 31, 2006, the Special Interest Division and International Liaison unit will have worked with Special Interest Divisions to conduct and/or contribute to conferences and professional development programs and resources that are accessible to international audiences.
10. By December 31, 2006, Membership unit will have worked with other NO teams and ASHA leadership to identify strategies aimed at restructuring the 'international membership category to include more regular membership benefits to our international colleagues.
11. By December 31, 2006, the Membership Unit will have worked with other NO teams and ASHA leadership to develop a revamped 'international membership' category.
12. By December 31, 2006, N-CEP staff will have initially worked with the Quadrilateral Agreement nations and then expand to other countries to develop a program with systematic reviews on evidence-based practice can be shared.
13. December 31, 2006, N-CEP staff will have continued to expand their expertise on international evidence-based practice by attending the annual meetings of both the Campbell and Cochrane collaborations.

Outcome 4:  Increased knowledge of the systems available to provide education, clinical practices, and supervision related to communication sciences and disorders worldwide.

Strategies

1. By September 1, 2006, Chief Staff Office for Speech-Language Pathology in collaboration with the International Issues Committee will have developed a plan for reviewing information related to CSD worldwide.
2. By December 31, 2006, Chief Staff Office for Speech-Language Pathology representing ASHA as a member of the international governance on terminology group will have developed a recommended strategic plan for discussion with the EB.
3. By December 31, 2006, the OMA and Special International Divisions and International Liaisons unit will update and maintain resources to provide technical assistance re: international service delivery, opportunities in other countries, etc.
4. By December 31, 2006, the Director of Brand Management-Marketing will have determined the feasibility of marketing ASHA on-line professional seminars and other CE products to the International community.
5. By December 31, 2006, the Special Interest Divisions and International Liaison, Convention and Meetings, Academic Affairs and the Scientific and Research Development unit will plan special activities for the 2005 ASHA Convention related to international issues and for convention participants from other countries including special sessions and a scholar exchange program.
6. By December 31, 2006, the National Center for Evidence-Based Practice will look into possibilities to expand ASHA's National Outcomes Measurement System to participation from outside of the United States.

Outcome 5:  Determined the feasibility of holding an ASHA initiated joint international conference on communication sciences and disorders outside of the United States.

Strategy

• By December 2006, the Chief Staff Office for Speech-Language Pathology in collaboration with the International Issues Committee will have developed recommendations for joint international conferences.

Issue F: Facilitating Team Leader, Vic Gladstone

Issue F—The expectation that people of all nations worldwide will have access to quality, culturally competent speech-language pathology and audiology programs and services to achieve optimum communication abilities across their lifespan, requires encouraging mutual international collaboration efforts to set standards for registration/credentialing for experts in communication sciences and disorders worldwide while respecting each nation's models of education and professional practice.

Outcome 1: Increased recognition and adoption of ASHA certification and accreditation standards within the United States.

Strategies

1. By October 15, 2006, the State Advocacy unit will have disseminated information on states that have licensure/certification reciprocity for holders of ASHA's Certificates of Clinical Competence.
2. By November 15, 2006, the State Advocacy unit will have disseminated a list of state and federal programs and agencies that recognize or use the ASHA Certificates of Clinical Competence and/or accreditation by the Council on Academic Accreditation in Audiology and Speech-Language Pathology (CAA) within the program or agency.
3. By December 31, 2006, the State Advocacy unit will have promoted use of salary supplements for speech-language pathologists and audiologists who have the ASHA Certificate of Clinical Competence.
4. By December 31, 2006 the Academic, Accreditation, Certification, and Ethical Issues Unit (AACEIU) in collaboration with other National Office units will have promoted the ASHA credentials to external audiences (e.g., U.S. Department of Education, Centers for Medicare and Medicaid Services, state education agencies).

Outcome 2: Increased understanding of registration/credential standards and their recognition among the United States/United Kingdom/Australia/Canada.

Strategies 2006

1. By March 1, 2006, the Certification Administration Team will have developed and provided information on implementation of the quadrilateral mutual recognition agreement including the processes for meeting ASHA standards under the agreement.
2. By June 1, 2006, the Certification Administration Team will have disseminated information to promote the quadrilateral mutual recognition agreement among ASHA members.

Outcome 3: Increased knowledge of the educational and registration/credential standards in other countries.

Strategies

1. By December 31, 2006, the Credentialing unit will have collected from countries that request to participate in a recognition agreement related to registration/credentialing of professionals detailed information on the educational requirements, registration/credential standards, and related processes to determine the feasibility of establishing such an agreement.
2. By December 31, 2006, the Special Interest Division and International Liaison unit will have contacted selected countries with high standards to obtain information on their educational requirements and credential/registration standards and prepared a profile for each country that provides information.

Issue G: Facilitating Team Leader, Arlene Pietranton

Issue G—Understanding and recognition of cultural, linguistic, and political differences worldwide will facilitate ASHA's ability to work collaboratively with other international associations.

Outcome 1: Increased awareness of the cultural, linguistic, and political differences that impact on the delivery of services for those with communication disorders worldwide.

Strategies

1. By December 31, 2006, the Special Interest Divisions and International Liaison unit in collaboration of the Office of Minority Affairs will have contacted selected associations related to communication sciences and disorders in other countries to identify the cultural, linguistic, and political differences that impact on the delivery of services to individuals with communication disorders.
2. By December 31, 2006, the Special Interest Divisions and International Liaison unit in collaboration of the Office of Minority Affairs will have contacted ASHA members who have established collaborative projects or volunteer to provide services in other countries to obtain information on the impact cultural, linguistic, and political differences have on the delivery of services to individuals with communication disorders.
3. By December 31, 2006, the Special Interest Divisions and International Liaison unit in collaboration of the Office of Minority Affairs will have prepared a report on the cultural, linguistic, and political differences and the impact on delivery of services from information provided by each country and ASHA members contacted.

Outcome 2: Increased understanding of the impact that languages and culture (religion, customs, mores, different educational systems) of other countries have on international collaboration efforts.

Strategies

1. By December 31, 2006, the Special Interest Divisions and International Liaison unit in collaboration of the Office of Minority Affairs will have contacted selected associations related to communication sciences and disorders in other countries to identify the language and cultural barriers within the country that may have an impact on ASHA's ability to initiate or participate in collaborative projects.
2. By December 31, 2006, the Special Interest Divisions and International Liaison unit in collaboration of the Office of Minority Affairs will have prepared a report on the language and culture barriers within the country that may have an impact on ASHA's ability to initiate or participate in collaborative projects.