American Speech-Language-Hearing Association

Guidelines

Education in Audiology Practice Management

Ad Hoc Committee on Practice Management in Audiology


About this Document

The Guidelines for Education in Practice Management were prepared by the American Speech-Language-Hearing Association (ASHA) Ad Hoc Committee on Practice Management in Audiology and approved by the ASHA Executive Board (EB 2-94) and 1994 Legislative Council (LC 8-94). Members of the committee who prepared the guidelines include Holly Hosford-Dunn, chair; Jane H. Baxter; Evelyn Cherow, ex officio; Alan L. Desmond; Gary Jacobson; Jean L. Johnson; and Patty F. Martin. Diane L. Eger, vice president for professional practices (1991–93), served as monitoring vice president. These guidelines are an official statement of ASHA. They provide guidance on the use of specific practice procedures but are not official standards of the Association.


Specific Competency Areas in Practice Management

These areas are directly related to practice management and are suggested for inclusion in a model curriculum for a graduate level course in practice management in audiology. They are considered the minimum requirements for providing an adequate base of knowledge for managing a practice. Students should be encouraged to take additional classes in cognate areas such as accounting and marketing. Persons managing or directing audiology services should demonstrate knowledge of, and skills in, the following areas:

  1. Basic Management, including:

    1. Preparation of feasibility studies, market surveys, business plans

    2. Account management, budgeting, billing & collections

    3. Knowledge of financial reports (balance sheet, income statement)

    4. Human resource management/staff recruiting

    5. Knowledge of health care models (e.g., PPO, HMO, fee for service, sliding scale)

    6. Marketing

    7. Contracts and negotiations

    8. Financial planning/retirement plans

  2. Service Planning

    1. Physical plant

      1. Site selection

      2. Equipment selection

      3. Leasing space and/or equipment

      4. Automation

    2. Service structure

      1. Record keeping

      2. Establishing referral networks

      3. Scheduling patients

      4. Fee setting

  3. Practice, Business, and Government Rules

    1. Americans with Disabilities Act (ADA) accessibility considerations

    2. Federal employment laws

    3. Accreditation requirements (e.g., Joint Commission on Accreditation of Healthcare Organizations [JCAHO], ASHA Professional Services Board [PSB], Commission on Accreditation of Rehabilitation Facilities [CARF])

    4. Antitrust regulations

    5. Business entities: tax implications and government reporting regulations

    6. Requirements for nonprofit status

    7. Ethical codes of practice

    8. Licensing requirements

  4. Computers and Office Automation

    1. Diagnostic applications

    2. Data storage/access

    3. Tracking patient outcomes and consumer satisfaction

    4. Professional correspondence

    5. Scheduling and billing

    6. Marketing applications

  5. Quality Improvement Issues

    1. Personnel/leadership training

    2. Client satisfaction/functional assessment

    3. Supervision

    4. Multicultural issues

    5. Professionalism (interactions with competitors, colleagues, associates, agencies)

  6. Risk Management and Professional Liability

    1. Insurance

    2. Best practice guidelines and preferred practice patterns

    3. Malpractice trends in the professions

    4. Infection control requirements

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Index terms: curriculum, practice management

Reference this material as: American Speech-Language-Hearing Association. (1995). Education in audiology practice management [Guidelines]. Available from www.asha.org/policy.

© Copyright 1995 American Speech-Language-Hearing Association. All rights reserved.

Disclaimer: The American Speech-Language-Hearing Association disclaims any liability to any party for the accuracy, completeness, or availability of these documents, or for any damages arising out of the use of the documents and any information they contain.

doi:10.1044/policy.GL1995-00009

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