2005 Standards and Implementation Procedures for the
Certificate of Clinical Competence in Speech-Language
Pathology
Revised March 2009
The 2005 Standards and Implementation Procedures for the
Certificate of Clinical Competence in Speech-Language Pathology
went into effect for all speech-language pathology applicants
whose applications for certification were received beginning
January 1, 2006.
Current Revisions
The Council For Clinical Certification (CFCC) made revisions
to implementation language only during its March 2009 meeting.
You can read the
full list of
revisions
or view the sections that have been updated:
Standard I: Degree
Standard II: Institution of Higher
Learning
Standard III: Program of Study - Knowledge
Outcomes
Standard IV: Program of Study - Skills
Outcomes
Standard V: Assessment
Standard VI: Speech-Language Pathology
Clinical Fellowship
Standard VII: Maintenance of
Certification
|
The Standards for the Certificate of
Clinical Competence
in Speech-Language Pathology are shown in bold.
The Council For Clinical Certification implementation
procedures follow each standard.
|
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.
Implementation:
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, or the official designee, 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 show 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 initiated and completed in a
CAA-accredited program and if the program director or official
designee 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 in the National Office no more than three years after
the degree is awarded. Applicants eligible for automatic approval
must submit an official graduate transcript that verifies the
date the graduate degree was awarded.
Evaluation Required.
The following categories of applicants must submit a completed
application for certification that includes the Knowledge and
Skills Acquisition (KASA) summary form for evaluation by the
Council For Clinical Certification (CFCC):
- those who apply more than three years after the completion
of the graduate degree from a CAA-accredited program;
- those who were graduate students and were continuously
enrolled in a CAA program that had its accreditation withdrawn
during the applicant's enrollment;
- 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;
- 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
was not accredited at the time the individual was enrolled, but
which became accredited at a later date;
- those who satisfactorily completed graduate course work,
clinical practicum, and knowledge and skills requirements in
speech-language pathology in a CAA 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.
Applicants requiring evaluation must submit both graduate and
undergraduate transcripts for all courses being submitted for
certification purposes.
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Standard II: Institution of Higher Education
The graduate degree must be granted by a regionally
accredited institution of higher education.
Implementation:
The institution of higher education must be accredited by one
of the following: Commission of 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 of Schools and Colleges;
Commission on Colleges, Southern Association of Colleges and
Schools; or 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.
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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.
Implementation:
The program of study must address the knowledge and skills
pertinent to the field of speech-language pathology. The
applicant must maintain documentation of course work at both
undergraduate and graduate levels demonstrating that the
requirements in this standard have been met. The minimum 75
semester credit hours may include credit earned for course work,
clinical practicum, research, or thesis/dissertation. The minimum
of 36 hours of course work at the graduate level must be in
speech-language pathology. Verification is accomplished by
submitting an official transcript showing that the minimum credit
hours have been completed.
Standard III-A: The applicant must have prerequisite knowledge
of the biological sciences, physical sciences, mathematics, and
the social/behavioral sciences.
Implementation:
The applicant must demonstrate through transcript credit
(which could include course work, advanced placement, CLEP, or
examination of equivalency) for each of the following areas:
biological sciences, physical sciences, mathematics, and the
social/behavioral sciences. Appropriate course work in biological
sciences could include, among others, biology, general anatomy
and physiology, neuroanatomy and neurophysiology, and genetics.
Course work in physical sciences could include, among others,
physics and chemistry. Course work in behavioral sciences could
include, among others, psychology, sociology, and cultural
anthropology. Course work in math could include, among others,
statistics and non-remedial mathematics. The intent of this
standard is to require students to have a broad liberal arts and
science background. Courses in biological and physical sciences
specifically related to communication sciences and disorders
(CSD) cannot be applied for certification purposes in this
category. Methodology courses, such as methods of teaching
mathematics, may not be used to satisfy the mathematics
requirement. 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.
Implementation:
This standard emphasizes the basic human communication
processes. The applicant must demonstrate the ability to
integrate 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:
-
articulation
-
fluency
-
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 alternative communication techniques and
assistive technologies)
Implementation:
The applicant must demonstrate the ability to integrate
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.
Implementation:
The applicant must demonstrate the ability to integrate
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.
Implementation:
The applicant must demonstrate knowledge of, appreciation for,
and ability to interpret the ASHA Code of Ethics. Program
documentation must reflect course work, 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.
Implementation:
The applicant must demonstrate 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.
Implementation:
The applicant must demonstrate 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.
Implementation:
The applicant must demonstrate 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.
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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 IV-G.
Implementation:
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.
Implementation:
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
Professionals (ICHP) in order to meet this standard.
Standard IV-C: The applicant for certification in
speech-language pathology must complete a minimum for 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.
Implementation:
Observation hours general precede direct contact with
clients/patients. However, completion of all 25 observation hours
is not a prerequisite to begin direct client/patient contact. For
certification purposes, the observation and direct client/patient
contact hours must be within the scope of practice of
speech-language pathology.
For certification purposes, 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 sufficient knowledge bases 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
team to 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 respectively, 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.
Implementation:
A minimum of 325 clock 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.
Implementation:
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 and 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.
Implementation:
The applicant must demonstrate 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:
1. Evaluation
- Conduct screening and prevention procedures (including
prevention activities).
- Collect case history information and integrate information
from clients/patients, family, caregivers, teachers, relevant
others, and other professionals.
- Select and administer appropriate evaluation procedures,
such as behavioral observations, non-standardized and
standardized tests, and instrumental procedures.
- Adapt evaluation procedures to meet client/patient
needs.
- Interpret, integrate, and synthesize all information to
develop diagnoses and make appropriate recommendations for
intervention.
- Complete administrative and reporting functions necessary
to support evaluation.
- Refer clients/patients for appropriate services.
2. Intervention
- Develop setting-appropriate intervention plans with
measurable and achievable goals that meet
clients'/patients' needs. Collaborate with
clients/patients and relevant others in the planning
process.
- Implement intervention plans (involve clients/patients and
relevant others in the intervention process).
- Select or develop and use appropriate materials and
instrumentation for prevention and intervention.
- Measure and evaluate clients'/patients' performance
and progress.
- Modify intervention plans, strategies, materials, or
instrumentation as appropriate to meet the needs of
clients/patients.
- Complete administrative and reporting functions necessary
to support intervention.
- Identify and refer clients/patients for services as
appropriate.
3. Interaction and Personal Qualities
- Communicate effectively, recognizing the needs, values,
preferred mode of communication, and cultural/linguistic
background of the client/patient, family, caregivers, and
relevant others.
- Collaborate with other professionals in case
management.
- Provide counseling regarding communication and swallowing
disorders to clients/patients, family, caregivers, and relevant
others.
- Adhere to the ASHA Code of Ethics and behave
professionally.
Implementation:
The applicant must document the acquisition of the skills
referred to in this Standard applicable across the nine major
areas listed in Standard III-C. Clinical skills may be developed
and demonstrated by means other than direct client/patient
contact in clinical practicum experiences, such as academic
course work, labs, simulations, examinations, and completion of
independent projects. This documentation must be maintained and
verified by the program director of official designee.
For certification purposes, only direct client/patient contact
may be applied toward the required minimum of 375 clock hours of
supervised clinical experience.
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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
on-going formative assessment of knowledge and skills.
Implementation:
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 on-going 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
on-going formative assessment. The applicant shall make these
records available to the Council for Clinical Certification upon
its request. Documentation of formative assessment may take a
variety of forms, such as checklists of skills records of
progress in clinical skill development, portfolios, and
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.
Implementation:
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 to the
National Office by the testing agency administering the
examination. Acceptable exam results are those submitted for
initial certification in speech-language pathology that have been
obtained no more than 5 years prior to the submission of the
certification application.
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After completion of academic course work and practicum
(Standard IV), the applicant then must successfully complete a
Speech-Language Pathology Clinical Fellowship (SLPCF).
Implementation:
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 speech-language pathology consistent with ASHA's
current Scope of Practice. At least 80% of the Clinical
Fellow's major responsibilities during the CF experience must
be in direct client/patient contact, consultations, record
keeping, and administrative duties. For example, in a 5-hour work
week, at least 4 hours must consist of direct clinical
activities; in a 15-hour work week, at least 12 hours must
consist of direct clinical activities; in a 35-hour work week, at
least 28 hours must consist of direct clinical activities.
The SLPCF may not be initiated until completion of the
graduate course work and graduate clinical practicum required for
ASHA certification. Fellowships that are completed more than 5
years prior to submission of the application for certification
are not acceptable.
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
to provide the requisite on-site and other monitoring activities
mandated during the SLPCF experience. Before beginning the SLPCF,
the Clinical Fellow must contact the ASHA National office to
verify the mentoring SLP's certification status. The
mentoring SLP must hold ASHA certification throughout the SLPCF
period. Should the certification status of the mentoring SLP
change during the experience, the Clinical Fellow will be awarded
credit only for that portion of time during which the mentoring
SLP held certification. It is, therefore, incumbent on the Fellow
to verify the mentoring SLP's status not only at the
beginning of the experience but also at the beginning of each new
year.
A family member or individual related in any way to the
clinical fellow may not serve as a mentoring SLP.
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.
Implementation:
The Clinical Fellow and mentoring SLP will determine outcomes
and performance levels in a goal-setting conference within four
weeks of initiating the SLPCF. It is the Clinical Fellow's
and the mentoring SLP's responsibility to each retain
documentation of agreed-upon outcomes and performance levels. The
mentoring SLP's guidance should be adequate throughout the
SLPCF to permit the CF to achieve the stated outcomes, and to
ensure that the Clinical Fellow can function independently by the
completion of the SLPCF. At the conclusion of the experience, the
Clinical Fellow will submit the Clinical Fellowship Report and
Rating Form to the Council For Clinical Certification (CFCC).
Prior to submitting documentation to the CFCC, the Clinical
Fellow and mentoring SLP should make copies of all forms for
their files.
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.
Implementation:
Assessment of performance may be 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 Clinical Fellowship Report and
Rating Form.
The mentoring SLP must engage in no fewer than 36 supervisory
activities during the clinical fellowship experience. This
supervision must include 18 on-site observations of direct client
contact at the clinical fellow's work site (1 hour = 1
on-site observation; a maximum of 6 on-site observations may be
accrued in one day). At least 6 on-site observations must be
conducted during each third of the CF experience. On-site
observations must consist of the clinical fellow engaged in
screening, evaluation, assessment, and/or
habilitation/rehabilitation activities. Use of real-time,
interactive video and audio conferencing technology is permitted
as a form of on-site observation.
Additionally, supervision must also include 18 other
monitoring activities. At least six other monitoring activities
must be conducted during each third of the CF experience. Other
monitoring activities are defined as evaluation of reports
written by the Clinical Fellow, conferences between the mentoring
SLP and the Clinical Fellow, discussions with professional
colleagues of the Fellow, etc., and may be executed by
correspondence, telephone, or reviewing of video and/or audio
tapes.
On very rare occasions
the CFCC may allow the supervisory process to be conducted in
other ways. However, a request for other supervisory mechanisms
must be submitted in written form to the CFCC
before
the CF is initiated. The request must include the reason for the
alternative supervision and a description of the supervision that
would be provided. At a minimum, such a request must outline the
type, length, and frequency of the supervision that would be
provided.
Standard VI-C: The Speech-Language Pathology Clinical
Fellowship (SLPCF) will consist of the equivalent of 36 weeks
of full-time clinical practice.
Implementation:
Full-time clinical practice is defined as a minimum of 35
hours per week in direct client/patient contact, consultations,
record keeping, and administrative duties relevant to a bona fide
program of clinical work. The Clinical Fellowship experience must
total no less than 1,260 hours, accumulated within 48 months of
the beginning date of the experience.
Professional experience of less than 5 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.
NOTE: Clinical Fellows are strongly urged to contact their
state regulatory agency/state licensing board to determine
licensure requirements for the Clinical Fellowship. State
licensure requirements may differ from those for ASHA
certification. Failure to comply with state requirements may lead
to fellowship experience that is considered invalid for
licensure.
Once initiated, the Clinical Fellowship experience must be
completed within 4 years (48 months). Clinical Fellows working
less than full-time should be aware that they will need to extend
their experience for a longer period of time to meet the CF
requirement of 1,260 hours. If the CF is not completed within 48
months of initiation, the Clinical Fellow will be required to
reapply for certification and must meet the standards in effect
at the time of reapplication.
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.
Implementation:
Once the Clinical Fellow has accumulated the requisite 1,260
hours, the
SLPCF Report
and Rating Form
[PDF], which includes the Clinical Fellowship Skills Inventory
(CFSI), must be submitted. This report must be completed by both
the Clinical Fellow and mentoring speech-language
pathologist.
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Standard VII: Maintenance of Certification
Demonstration of continued professional development is
mandated for maintenance of the Certificate of Clinical
Competence in Speech-Language Pathology. The renewal period
will be three years. This standard will apply to all
certificate holders, regardless of the date of initial
certification.
Implementation:
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. Individuals will be subject to a random
review of their professional development activities.
If renewal of certification is not accomplished within the
3-year period, certification will lapse. Reinstatement of
certification will be required, and certification standards in
effect at the time of submission of the reinstatement application
must be met.
In preparation, accrual and submission of the professional
development activities during the certification maintenance
interval, all activities must be guided by adherence to the ASHA
Code of Ethics.
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
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 credit 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.
The ASHA Clinical Certification Standards define professional
development as an instructional activity
- where the certificate holder is the learner;
- that is related to the science or contemporary practice of
speech-language pathology, audiology, and/or the
speech/language/hearing sciences;
- that results in the acquisition of new knowledge and skills
or the enhancement of current knowledge and skills necessary
for independent practice in any practice setting and area of
practice;
- where the certificate holder is responsible for determining
that the professional development activity is appropriate,
relevant and meaningful to any practice setting and area of
practice;
- in which the certificate holder's attendance can be
documented by a third party such as an employer, educational
institution, or sponsoring organization.
|
If you were initially certified (or reinstated):
|
You'll need 30 hours of professional
development between:
|
| After January 1, 2005 |
January 1 (of the year following your certification
effective date)
and December 31 (three years from that date) |
Example:
Certified anytime in 2009
Certified anytime in 2010
|
Example:
First maintenance interval will be between
January 1, 2010 and December 31, 2012.
Next interval begins January 1, 2013.*
First maintenance interval will be between
January 1, 2011 and December 31, 2013.
Next interval begins January 1, 2014.* |
* Certification maintenance is an ongoing process; once you
successfully complete your current maintenance interval, another
will be assigned for you in which you'll repeat the same
certification maintenance requirements until, for example, you
retire and become inactive or no longer desire to remain
certified. Your next maintenance interval is determined by
several key factors: 1) timely completion of your professional
development hours, 2) timely completion of your certification
maintenance form, 3) keeping current on your dues every year, and
4) the possibility that you may request a one-time change of your
maintenance interval (causing your next interval to begin sooner
than previously scheduled).
Please note:
If certification is not maintained through payment of annual
dues/fees and timely completion of professional development
hours, certification will lapse and, should certification be
reinstated, a new interval would be assigned.