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Strategic Objective Highlights

March 2021 (updates posted biannually)

As a part of ASHA's Strategic Pathway, the ASHA Board of Directors established eight Strategic Objectives designed to dramatically change:

  • the way we practice and how we are paid for our services
  • the way others perceive and value the services we provide
  • the science underlying service delivery
  • what our membership looks like
  • our partners for addressing communication and related disorders here and around the world

For each of the Strategic Objectives included in ASHA's Strategic Pathway to Excellence, an owner was assigned, an objective outcome was developed, and work is underway toward those outcomes. Following are highlights of each Strategic Objective and contact information for the Objective Owner.

Strategic Objective #1: Expand data available for quality improvement and demonstration of value

Objective Owner
Rob Mullen, Director, National Center for Evidence-Based Practice in Communication Disorders (rmullen@asha.org)
Outcome
ASHA has advanced large-scale databases and outcomes measurement efforts to enable practice improvements, demonstrate value to external parties, and inform client choice.
Highlights
  • The new version of the SLP NOMS registry covering ages 3 years to adults has launched.
  • The first-ever Audiology NOMS registry is in beta-testing, with the official launch in the coming months.

Strategic Objective #2: Advance Interprofessional Education and Interprofessional Collaborative Practice (IPE/IPP)

Objective Owner
Loretta Nunez, MA, AuD, CCC-A/SLP, FNAP, Director, Academic Affairs & Research Education (lnunez@asha.org)
Outcome
Academic programs employ IPE approaches to personnel preparation and both students and ASHA members engage in interprofessional collaborative practice.
Highlights
  • ASHA is implementing a marketing/communication plan on high impact messaging and resources to advance IPE/IPP.
  • ASHA is offering a stipend program in 2021 to support ASHA members who attend the Interprofessional Education Collaborative (IPEC) Faculty Development Institutes as part of an interprofessional team or as individuals.
  • ASHA Faculty Development Institute (AFDI) will be offered again on October 1–3, 2021. The 2019 cohort is working on plans to implement curricular enhancements for evidence-based practice, interprofessional education and collaborative practice, cultural competence, and working at the top of one’s license.
  • Identifying and disseminating IPE/IPP scholarship resources (e.g., systematic reviews, research agendas, implementation science models, and funding opportunities) that support research in IPE/IPP conducted by members of the CSD discipline.
  • Information and resources about IPE/IPP, the competencies, and its value to clinical outcomes shared via meetings, presentations, exhibits, ASHA publications, ASHA Convention, and ASHA Connect.
  • IPE/IPP resources include ASHA webpages, IPP in Action! video, SIG eBook, 2-hour free webinar, brochure promoting the value of IP collaboration with SLPs and AUDs, case scenario rubrics, and patient/client perspective videos.
  • Collaborations with more than 20 related professional organizations and state associations to advance IPE/IPP.
  • Links to seminal reference documents, instructional videos, and IPE/IPP conferences are disseminated on an ongoing basis.
  • IPP competencies are incorporated into ASHA's Scope of Practice for Audiology, Scope of Practice for SLP, ASHA's Code of Ethics, CAA Accreditation standards, CFCC certification standards, and Academic Affairs Board recommendations for undergraduate education in CSD.

Strategic Objective #3: Enhance the generation, publication, knowledge translation, and implementation of clinical research

Objective Owner
Margaret Rogers, PhD, Chief Staff Officer for Science and Research (mrogers@asha.org)
Outcome
ASHA has enhanced the generation, publication, knowledge translation, and implementation of clinical research
Highlights

Generation

  • Pathways: Three years after the program, 87% of the 2017 participants who applied for research funding obtained intramural or extramural research funding.
  • Lessons for Success: Three years after the program, 81% of the 2017 cohort who applied for research funding obtained intramural or extramural research funding. 
  • Clinical Practice Research Institute (CPRI): Three years after the program, 100% of the nine participants form the 2016 and 2017 cohorts obtained federal research funding as the principal or co-principal investigator to conduct clinical practice research.
  • ASHA Faculty Development Institute (AFDI) will be offered for the second time October 1–3, 2021, and will be held virtually. The 63 CSD faculty in the 2019 cohort are now in the implementation phase of their plans to enhance academic preparation in 2 of 4 Strategic Pathway areas: evidence-based practice, interprofessional education, cultural competence, and enhanced service delivery. 

Publication and Knowledge Translation

  • Journals – Over 425 articles reporting on clinical practice research were published in 2019 and 2020 in the ASHA journals, which is ~25% of all articles.
  • ASHA Voices (the new podcast series produced by The ASHA Leader) has produced more than 48 podcasts since September 2019. Now totaling over 110,000 downloads from 118 countries, links to the ASHA Voices podcasts can be found on The Leader Live website at pubs.asha.org
  • Evidence-Based Clinical Practice Guidelines (CPGs) – Work continues to complete ASHA's first CPGs on the following topics:
    1. Value of aural rehabilitation for adults with hearing loss
    2. Value of SLP services for adults with acquired brain injury.

Implementation

Strategic Objective #4: Enhance service delivery across the continuum of care to increase value and access to services

Objective Owner
Lemmietta McNeilly, PhD, CCC-SLP, CAE, FNAP, ASHA Fellow, Chief Staff Officer for Speech-Language Pathology (lmcneilly@asha.org)
Outcome
Enhanced service delivery across the continuum of care to increase value and access to services
Highlights
  • Completed information and resources for members.
    • SLP Practices in collaboration with other staff across the office continues to provide information that advancing Top of the License Practice across the professions.
    • Service Delivery webpage includes access to resources on varied clinical practice issues, e.g., telepractice, functional goals using the ICF framework, and practice documentation.
    • Regular updates to service delivery information are posted to the ASHA website related to COVID-19 pandemic.
    • Updated resources on telepractice across the USA due to COVID-19.
    • ASHA Faculty Development Institute (AFDI) 2019 cohort is working on their implementation plans for curricular enhancements for evidence-based practice, interprofessional education and collaborative practice, cultural competence, and working at the top of one’s license. We provided extensions due to the pandemic. We are actively planning the 2021 virtual AFDI.
    • The ASHA certification program for assistants in audiology and speech-language pathology has awarded 113 assistant certifications. 160 additional applications have been completed sand will be processed. The online application is accessible and working well. North Carolina has adopted the ASHA certification standard as their requirement for SLPAs.

Strategic Objective #5: Increase influence and demonstrated value of audiology and speech-language pathology services

Objective Owner
Jeffrey P. Regan, MA, Director of Government Affairs and Public Policy (jregan@asha.org)
Outcome
ASHA members play an active role in reimbursement processes, effectively demonstrating the value of their services, and empowering and educating patients and clients to understand access and reimbursement
Highlights
  • The Audiology and Speech-Language Pathology Compact has been adopted in 6 states. At least 10 states are expected to adopt the Compact in 2021, which will operationalize the Compact.
  • Work has commenced to upgrade existing training modules on coding and reimbursement policy issues.
  • A survey will be launched in March 2021, asking ASHA members to share their understanding of advocacy, ASHA’s advocacy efforts, and recommendations on how ASHA can elevate its communications with members on ASHA advocacy efforts and opportunities
  • Phase I of the APM Member Education Campaign went live on March 5, 2021, with a new webpage, infographic, and interactive quiz.
  • As of March 1, 2021, 41 states have adopted a single license for audiology and 25 states have adopted a single license for speech-language pathology.
  • As of March 1, 2021, 2,645 advocates sent 8,375 messages on 6 topics since the beginning of the year.
  • As of March 1, 2021, 90 members have been enrolled as Envoys across 40 states.

Strategic Objective #6: Increase Diversity, Equity, and Inclusion (DEI) within the Association and the discipline

Objective Owner
Vicki Deal-Williams, MA, CCC-SLP, FASAE, CAE, Chief Staff Officer for Multicultural Affairs (vdealwilliams@asha.org)
Outcome
ASHA has implemented equitable practices and CSD is a more diverse and inclusive discipline.
  • ASHA’s standards and systems improve the quality of care for all populations and increase access to and inclusion in the discipline
  • ASHA offers tools and resources for enhancing professional interactions across race/ethnicity
  • ASHA’s membership is more diverse
Highlights
  • The Taking Action Against Microaggressions course series is now being offered by ASHA Professional Development. This series covers information on recognizing, experiencing, witnessing, and combatting microaggressions. The course content is available for free, but ASHA members who want to earn CE credit may do so by subscribing to the ASHA Learning Pass.
  • A CRT Collaborative comprised of representatives from ASHA’s Academic Affairs Board and SIGs 10, 11, and 14 is working to create a repository of available resources for academic and clinical educators on culturally responsive teaching.
  • CFCC conducted Peer Review to solicit member feedback on whether to include a requirement as a part of certification maintenance focused on diversity, equity, inclusion, cultural competence, cultural humility, or culturally responsive practice.
  • CAA solicited Peer Review feedback from members on preliminary standards changes and continues to review CAA standards to determine how best to incorporate diversity, equity, and inclusion more fully into CAA standards.
  • Compiled student/user feedback on potential enhancements to Hearing and Speech Career microsite to include promotion of the professions to individuals from under-represented racial/ethnic populations.
  • Initiated recruitment of early career professionals from under-represented racial/ethnic backgrounds to submit videos for inclusion in Representation Matters video.
  • David’s story, Your Career is Calling: Be an Audiologist, is being viewed in large numbers by college students expressing interest in CSD careers.
  • The pilot of an online language training program continues in collaboration with SO #6. The pilot provides opportunities for practice for up to 150 individuals to improve their ability to use additional languages. User feedback is being collected on the overall experience, utility, and impact of using this tool for preparing clinicians to use additional languages in service delivery.

Strategic Objective #7: Enhance international engagement

Objective Owner
Lily Waterston, MA, Director, International Programs (lwaterston@asha.org)
Outcome
ASHA is engaged internationally with service providers, educators, scientists and other groups to proliferate research, and improve professional preparation and service delivery
Highlights
  • Partnering with the Pan American Health Organization (PAHO), Regional Office for the Americas of the World Health Organization (WHO) to strengthen knowledge and build capacity of professionals and organizations that address communication disorders in selected countries. These are: Honduras, El Salvador, Guyana, Paraguay, Belize, Ecuador, and Bahamas. ASHA applied to PAHO to renew official status as a Non-State Actor (NSA) for 2021–2023. Ad hoc committee on Ecuador has finalized dates and times for 2021 virtual training sessions in selected regions of Ecuador.
  • Increasing the outreach and numbers of the International Affiliates (IAs): 543 IAs in 60 countries as of 12/31/20. Developing resources and regional strategies to better serve this audience, improve exchanges, and increase affiliation.
  • Collaborating with WHO and the International Communication Project (ICP) for public awareness campaigns. In partnership with the Hearing Loss Association of America, ASHA conducted a digital campaign to promote World Hearing Day (March 3) and the release of the World Report on Hearing. ASHA highlighted the ASHA-PAHO collaboration in its promotion of the release of the World Report on Hearing, and the press release in Spanish was disseminated in Latin America; it was picked up by 136 websites with a combined audience reach of 22 million. ASHA continued to contribute to ICP’s strategic meetings, publication of its newsletter, and to manage its website.
  • Partnering with international organizations for joint conferences in different regions of the world: In 2021, ASHA planned to partner with the European Speech and Language Therapy Association (ESLA), however, ESLA moved its conference to 2022 due to the pandemic.
  • Participating in WHO and PAHO high-level meetings: In 2020, ASHA was invited to these meetings: PAHO Executive Committee Virtual Meeting, PAHO Directing Council Virtual Meeting, and the Virtual General Assembly of the Global Rehabilitation Alliance. In 2021, ASHA promoted the launch of WHO Rehabilitation Competency Framework (3 webinars).
  • Increasing publications from authors outside the U.S.: As of 12/31/20, there are 645 international authors in ASHA journals. The ASHA Journals Academy includes information on translation services and resources for non-English speakers.

Strategic Objective #8: Increase members' cultural competence

Objective Owner
Karen Beverly-Ducker, MA, CCC-A, Director of Multicultural Practices (KBeverlyDucker@asha.org)
Outcome
ASHA members competently address cultural/linguistic influences on service delivery outcomes
Highlights
  • The ASHA Faculty Development Institute (AFDI) 2019 cohort continues its work on plans to implement curricular enhancements for evidence-based practice, interprofessional education and collaborative practice, cultural competence and working at the top of one’s license. Planning for a virtual October 1–3, 2021 offering of AFDI is in process in conjunction with SOs #2, 3, and 4.
  • There was a re-launch of the cultural competence engagement experience That's Unheard Of, which includes strategic dissemination of content designed to direct members to ASHA resources for addressing the influence of culture and language in service delivery.
  • Revised and revamped OMA resources and tools; addressing the influence of culture and language in all ASHA Practice Portal pages where relevant. In addition, contributed to the development of a new resource that focuses on service delivery to gender diverse populations.
  • The pilot of an online language training program continues in collaboration with SO #6. The pilot provides opportunities for practice for up to 150 individuals to improve their ability to use additional languages. User feedback is being collected on the overall experience, utility, and impact of using this tool for preparing clinicians to use additional languages in service delivery.
  • The Ad Hoc Committee on Bilingual Competence and Service Delivery was formed to ensure the level of services provided to bilingual populations is effective and equitable. The Committee will work throughout 2021 to complete its charge to: (a) determine proficiency needed across modalities for service delivery in languages other than spoken English, (b) confirm additional knowledge and skills needed to provide services to bilingual individuals, and (c) evaluate potential mechanisms and consequences of verifying language proficiency and additional knowledge and skills for bilingual service delivery.

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