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This is another in a series of occasional ASHA Executive Director updates. These updates are intended to provide ASHA members with a more in-depth view of various National Office units, their key member services and the names and roles of ASHA staff in those units. Information about recent staff changes and ASHA National Office recognitions/awards is also included.
Many thanks to those of you who have provided feedback regarding the previous updates (posted on the ASHA Web site) or suggestions for future ED updates.
This update focuses on the value of ASHA's credentialing programs—academic accreditation and clinical certification.
Credentialing is one of the core functions of the Association and one of the three adjectives used in describing it on the ASHA Web site —"ASHA is the professional, scientific, and credentialing association for more than 127,000 members and affiliates who are audiologists, speech-language pathologists, and speech, language, and hearing scientists"—yet some of us may not fully recognize the value of ASHA's credentialing programs to the membership, the discipline of communication sciences and disorders, and the professions of audiology and speech-language pathology.
In fact, ASHA's credentialing programs are a prime example of one of the key objectives of ASHA's strategic pathway; one discipline, two professions. The interrelationship of speech, language, and hearing and of the professions of audiology and speech-language pathology is a fundamental principle of ASHA.
Core Values of ASHA's Credentialing Programs
Survey data and informal feedback from certificate holders and CAA-accredited academic programs have identified the core elements associated with these credentials that are most valued by our constituents, academic programs and faculty, students, practitioners, employers, state licensure boards, state and federal regulatory agencies, related professional organizations, and consumers.
Academic Program Accreditation
- National Recognition
- The Council on Academic Accreditation in Audiology and Speech-Language Pathology (CAA) is the only nationally recognized accrediting agency that focuses on the discipline of communication sciences and disorders and the fundamental interrelationship of speech, language, and hearing and of the professions of audiology and speech-language pathology.
- The CAA is recognized by those who "accredit the accreditors." Recognition as an accrediting agency by the U.S. Secretary of Education makes accredited graduate programs in communications sciences and disorders and students eligible to apply for non-Title IV federal funding through programs such as IDEA and the Rehabilitation Act. Recognition by the Council for Higher Education Accreditation (CHEA), a non-governmental agency, provides additional credibility for CAA-accredited programs in the higher education community
- Graduates of CAA-accredited programs meet widely accepted requirements for state licensure and teacher certification, as well as ASHA's Certificate of Clinical Competence (CCC).
- Having accredited graduate programs in audiology and speech-language pathology for more than 40 years, the CAA and its predecessors have a well-established "track record" in implementing an accreditation program of integrity, rigor, and fairness consistent with nationally recognized best practices.
- Quality
- Graduates from CAA-accredited programs have completed a curriculum that covers the knowledge and skills required for independent professional practice in a variety of settings and with different client populations.
- CAA accreditation requirements include continuous program improvement, ensuring that students receive the most up-to-date information available from faculty with the appropriate qualifications.
- Seeking and maintaining accreditation is evidence of a program's commitment to preparing qualified personnel and advancing the professions.
- Voluntary
- Academic programs choose to go above and beyond the requirements of regional and other accrediting agencies by working to meet CAA accreditation standards that help ensure their graduates are prepared for independent practice in the professions of audiology and/or speech-language pathology.
- Earning CAA accreditation is an achievement that is recognized by the higher education community and the public for quality, value, and commitment to excellence.
- Standards Based
- CAA accreditation standards are developed and peer reviewed by members of the professions and academic community, which helps ensure that students receive the opportunity to acquire the appropriate knowledge and skills for "real world" audiology and SLP practice and to be eligible for the relevant credentials.
- Curriculum standards require a program to educate students across the scope of practice and with different clinical populations, giving their graduates a broad skill set and many career options.
- Although audiology and speech-language pathology are different professions, their common interest in the scientific principles of human communication are reflected in the accreditation standards, principles, and processes.
- Standards development, peer review, and periodic comprehensive review/revision of standards provide integrity of a process that ensures consistency in evaluating programs.
- Peer Review
- Individuals who participate in peer review of accreditation standards have a vested interest in the professional preparation of audiologists and SLPs. Over 2,000 professionals participated in the CAA's most recent standards review in 2005-2006.
- Programs seeking CAA accreditation are evaluated by site visit teams that include academics and practitioners in audiology and/or speech-language pathology, which provides the program with feedback from those who understand the higher education system and expectations, as well as those who have practical experience in the professions.
Certificates of Clinical Competence for Audiology (CCC-A) and Speech-Language Pathology (CCC-SLP)
- National/International Recognition
- ASHA initiated the development of national standards for our professions and has been certifying professionals for 55 years.
- Many states base their licensure requirements on the CCC and/or the standards associated with it, making it easier for individuals to obtain their license or meet other legal requirements for professional practice.
- Ten states and a growing number of school districts offer salary supplements to audiologists and speech-language pathologists who have the CCC, which helps them to attract qualified personnel and address shortages.
- Employers know that they will be reimbursed for services provided under federal programs that base their requirements on ASHA standards for clinical certification, providing greater employment opportunities for those having ASHA certification.
- Educational Testing Service (ETS) collaborates with ASHA in developing the national examinations for audiology and SLP.
- The mutual recognition agreement with the comparable membership and certification association of Canada for audiology and SLP and the Quadrilateral Mutual Recognition Agreement with Australia, United Kingdom, and Canada for SLP provide international recognition of ASHA's leadership in professional certification.
- Quality
- ASHA's certification standards are based on skills validation studies and practice analyses involving employers, leaders in the discipline of communication sciences and disorders, academic faculty, and practitioners of audiology and SLP.
- CCC represents an assessment of the knowledge and skills needed for entry into the independent practice of the professions, as well as a commitment to lifelong professional development.
- ASHA certification is evidence that the individual has earned a master's or doctoral degree from a CAA-accredited academic program, has successfully completed a clinical experience supervised by an ASHA-certified professional, has earned a passing score on the national examination, and participates in professional development activities throughout his/her career.
- ASHA certification enables individuals to mentor and supervise Clinical Fellows and student clinicians.
- Clients and their families are assured that ASHA-certified practitioners have the knowledge, skills, and experience needed to provide high quality clinical services.
- Voluntary
- Employers, regulatory bodies, third party payers, clients, and peers know that ASHA-certified individuals have chosen to go beyond the minimum legal requirements for practice (e.g., state licensure).
- ASHA certification is not contingent upon membership in any professional organization.
- The professions of audiology and SLP benefit from having a higher caliber of professionals who choose to meet national standards that are developed and regularly reviewed and updated by members of the professions.
- Standards Based
- Clinical certification standards identify the knowledge and skills needed to meet the current demands of treating individuals with a variety of communication disorders and clinical populations in different types of settings.
- Individuals who have the CCC have met a consistent set of knowledge and skills across the profession.
- The development of certification standards includes a rigorous, comprehensive process of establishing and validating standards by a cross-section of active, practicing professionals looking at the core knowledge and skills necessary to initiate independent practice.
- Mobility/Portability
- Having the CCC facilitates licensure and/or other credentialing processes for those who want or need to relocate to another state or to one of the signatory countries of the Quadrilateral Mutual Recognition Agreement.
- ASHA-certified individuals have met standards that required them to acquire skills and knowledge for providing services to a variety of client populations in a variety of settings, giving them greater flexibility when seeking employment.
- ASHA-certified individuals have an advantage over non-certified applicants for employment or advancement in practices that provide services under federal programs. For example, programs require service providers to meet ASHA certification standards in order to be eligible for reimbursement. Audiologists in the U.S. military are required to hold the ASHA CCC to be eligible for promotion.
The value of ASHA credentials was demonstrated in the aftermath of Hurricane Katrina, when many ASHA-certified audiologists and speech-language pathologists were forced to relocate. Because of the recognized quality of ASHA credentialing programs, nearby states agreed to accept the ASHA CCCs as the only requirement needed for state licensure. As a result, those certificate holders were immediately granted state licensure and quickly found new employment. ASHA expedited the process for providing verification of certification to those certificate holders whose documentation was destroyed, lost, or inaccessible after Katrina hit. And because their education in a CAA-accredited program ensured that they had acquired the necessary skills and knowledge required for independent clinical practice across the scopes of practice, ASHA certificate holders had the advantage of finding new employment, not just geographically, but also in a wide range of settings and with different client populations.
AACEI Teams
ASHA's credentialing programs are administered by staff of the Academic, Accreditation, Certification, and Ethical Issues (AACEI) Cluster.
Academic Affairs
Administration and Communications
Certification
Credentialing
Ethical Issues
Vic Gladstone, ASHA's Chief Staff Officer for Audiology serves as liaison to the AACEI Cluster.
National Office Staff Updates
The following individuals are new to the ASHA staff since July 2007:
- Holly Allison, Director of Corporate Partnerships and Assets
- Rend Al-Mondhiry, Director, State legislative and Regulatory Advocacy
- Janice Brannon, Director, State Special Initiatives
- Hilary Leech, Research Assistant
- Ann Mosher, Public Relations Manager
- Rayned Wiles, Certification Case Manager
- Kelli Zwillenberg, Account Manager, Membership and Sales
The following staff has changed positions within ASHA:
- Nellie (Chick) Dickens, Director, Meetings and Registration (formerly Director, Convention Special Projects)
- Julia Casselle, CE Registry Manager (formerly CE Administrative Assistant)
- Yacine Kane, CE Registry Manager (formerly Manager, CE Records)
The following individuals have left ASHA to pursue other opportunities:
- Susan Heflin, CE Registry Manager
- Cathy Petrella, CE Registry Manager
- Mary Lou Weller, (Retired) Director, Meetings and Registration
- Kathleen Whitmire, Director, School Services
Recent ASHA and ASHA National Office/Staff Awards:
- On Tuesday evening 9-25-07, ASHA received one of six 2007 Summit Awards from the American Society of Association Executives (ASAE) in recognition of ASHA’s Early Hearing Detection and Intervention (EHDI) campaign. The Summit Award is the highest honor for associations that implement innovative community-based programs. The EDHI campaign, a coalition of more than 30 national associations led by ASHA, has produced impressive results. Since it’s beginning in the late 1990s, the reported number of newborns screened at birth has increased from 22% in 1999 to roughly 95% today. In addition, the number of states that have laws or statewide voluntary programs for the early detection and intervention of hearing loss has more than quadrupled.
- Nancy Minghetti is the recipient of the ASHA Outstanding Service Award (See complete list of ASHA's 2007 Award Recipients)
- Charlie Diggs was honored posthumously by the National Stuttering Association for his dedication and advocacy in the field of communication sciences and disorders
The Next Executive Director Update: International Liaison Program
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