Subject Codes

CE courses offered for ASHA CEUs must fall within one or more of the following subject codes established by the Continuing Education Board. When registering a course for ASHA CEUs, ASHA Approved CE Providers select a subject code that best describes the course’s overall subject matter and scope. Keep in mind that the bullets are examples of content appropriate for the subject code, but the list is not exhaustive or all-inclusive.

One or more content areas are designated for each subject code.

1010 Fluency Disorders (e.g., stuttering, cluttering)

  • Prevention of fluency disorders
  • Theoretical models of fluency and fluency disorders
  • Development of fluency in individuals with and without disorders
  • Genetic, cognitive, psychological, linguistic, and cultural factors related to fluency and fluency disorders
  • Assessment and intervention issues related to fluency disorders, including computer-based and other instrumentation for assessment and treatment of fluency disorders
  • Physiological, neurological, acoustic, and perceptual components impacting fluency and fluency disorders, including speech motor control
  • Treatment/counseling approaches for individuals with fluency disorders and their families
  • Education and training issues specific to fluency
  • Effects of various communication disorders on speech fluency (i.e., concomitant factors)
  • Basic, translational, applied, or implementation research related to fluency development or disorders
  • Multicultural and/or cross-linguistic issues related to the prevention, assessment and treatment of fluency disorders
  • Interprofessional education and interprofessional practice in fluency disorders

Area: Professional

1020 Voice Disorders

  • Prevention of voice disorders
  • Assessment and intervention issues related to resonance and voice disorders
  • Assessment and intervention issues in disorders of resonance and voice resulting from structural (e.g., craniofacial anomalies, cleft palate), trauma, neurogenic disease (e.g., Parkinson’s disease), syndromes or functional deficits (e.g., velopharyngeal insufficiency, vocal abuse, persistent or chronic cough, laryngospasm, hypernasility, hyponasality, forward focus, and cul-de-sac resonance)
  • Voice problems of the professional voice user; assessment and intervention
  • Alaryngeal speech, laryngectomy, and laryngectomee rehabilitation including esophageal speech, tracheoesophageal puncture, and use of the artificial larynx
  • Communication needs and management of the patient who has a tracheostomy or is ventilator dependent
  • Assessment and treatment of voice and resonance disorders through the use of instrumentation and computer technology (acoustic, aerodynamic, endoscopic)
  • Assessment and intervention methods that incorporate body positioning, neuromuscular manipulation and sensory input to provide positional stability and functional mobility to support respiration and phonation
  • Voice and resonance disorders related to aging
  • Assessment and management of special populations (e.g.; singers, occupational voice, transgender/transsexual clients)
  • Assessment of laryngeal biomechanics in normal and abnormal phonation
  • Assessment and intervention related to activity/participation limitations or restrictions resulting from resonance or voice disorders (e.g., need to cancel speaking engagements due to chronic hoarseness; missing cheerleading practice because of concerns with vocal abuse, business communication)
  • Multicultural and/or cross-linguistic issues related to the prevention, assessment and/or treatment of resonance disorders, voice disorders and alaryngeal speech
  • Interprofessional education and interprofessional practice in voice disorders

Area: Professional

1030 Motor Disorders of Speech

  • Speech motor control impairments (genetic and acquired)
  • Assessment and intervention issues related to dysarthria and oral motor dysfunction
  • Assessment and intervention of childhood apraxia of speech or acquired apraxia of speech
  • Motor speech disorders associated with genetic, infectious, neurogenic, or rare conditions
  • Developmental disorders in motor speech control
  • Orofacial myofunctional disorders as related to motor speech control
  • Oral sensory difficulties, which affect saliva control, articulatory placement, speech production and intelligibility
  • Intervention methods, including body positioning, neuromuscular manipulation and sensory input to provide positional stability and functional mobility to support effective oral communication
  • Intervention methods, including the principles of motor learning and neuroplasticity
  • Assessment and intervention (including counseling) related to activity/participation limitations or restrictions resulting from motor speech impairment (e.g., quality of life, avoidance of social situations)
  • Instrumental/objective assessment of motor speech disorders
  • Prevention of and early intervention related to, education, or advocacy for motor speech disorders
  • Education about or advocacy related to motor speech disorders
  • Etiologies of motor speech disorders (genetics and syndromes)
  • Motor speech disorders and aging
  • Pharmacological, surgical or behavioral interventions in motor speech disorders
  • Multicultural and/or cross-linguistic issues related to prevention, assessment and treatment of motor speech disorders
  • Interprofessional education and interprofessional practice in motor speech disorders

Area: Professional

1040 Swallowing and Swallowing Disorders (Dysphagia)

  • Development of swallow skills and prevention of dysphagia
  • Assessment and intervention issues related to swallowing and swallowing disorders
  • Clinical instrumentation and application (e.g., fluoroscopic swallowing evaluation, FEES, endoscopy)
  • Normal/typical oral function for feeding, nutrition and swallowing across the life span
  • Orofacial myofunctional disorders as related to swallowing issues
  • Aerodigestive tract function disorders as related to swallowing issues
  • Swallowing disorders related to medical management (radiation, medications, surgery)
  • Development of oral motor feeding and swallowing skills including nutrition and management of sensory-based feeding disorders (e.g.; “picky eaters”)
  • Assessment and intervention of feeding disorders associated with neurological, motoric, cognitive or psychological factors
  • Swallowing issues related to special populations (tracheostomy, ventilator dependent)
  • Assessment and intervention (including counseling) related to activity/participation limitations or restrictions resulting from swallowing disorders (e.g., quality of life, avoidance of social situations)
  • Multicultural and/or cross-linguistic issues related to prevention, assessment and treatment of swallowing disorders
  • Interprofessional education and interprofessional practice in swallowing and swallowing disorders

Area: Professional

1050 Autism Spectrum Disorders (ASD)

  • Characterization of language, speech, and social-communication in ASD including deficits in self-regulation
  • Theoretical models of ASD
  • Etiologies of ASD and the association between ASD and related conditions (ADHD, sensory integration deficits)
  • Describing the autism phenotype
  • Prevalence of ASD
  • Neurobiology of ASD
  • Auditory, cognitive, and sensory processing issues in ASD
  • Screening, diagnosis and assessment issues in ASD
  • Treatment approaches for children and adults with ASD, including comparisons of treatment approaches, ABA approaches, AAC, social stories, animal-assisted therapy, music therapy, yoga, etc.
  • Assessment and treatment of reading and written language problems in children with ASD
  • Technological innovations for individuals with ASD
  • Efficacy and effectiveness of assessment and treatment of ASD
  • Syntheses of evidence for interventions used with individuals with ASD
  • Family issues in ASD including psychosocial impact; counseling approaches with families
  • Policy, regulatory and program administration issues specific to ASD
  • Personnel preparation and professional development for serving individuals with ASD
  • Supervision in ASD assessment and treatment
  • Public awareness of ASD
  • Developmental characteristics and trajectories of children with ASD
  • Adaptation and functioning across the lifespan in ASD
  • Transitioning from high school to post-secondary education for students with ASD
  • Transitioning from school to employment for individuals with ASD
  • Diagnosis and identification of ASD related to cultural differences
  • Multicultural and/or cross-linguistic issues in prevention, assessment and treatment of ASD including working with families from culturally and/or linguistically diverse backgrounds with children with ASD
  • Interprofessional education and interprofessional practice related to ASD

Area: Professional

1060 Traumatic Brain Injury (TBI)

Note: Subgroups of the population include but are not limited to individuals with post-concussion syndrome, mild TBI, moderate or severe TBI, chronic traumatic encephalopathy, veterans, military service personnel, elderly with TBI, pediatric TBI, etc.

  • Speech, language and cognitive-communication assessment and treatment that includes but is not limited to, cognitive-communication rehabilitation therapy, care-provider education and support, rehabilitation across the continuum of care (acute to community), interdisciplinary management, behavioral management, use of technology, etc.
  • Service delivery models, including school-based programs, intensive care unit services, inpatient and outpatient rehabilitation, community support groups, transitional programs, vocational programs, etc.
  • Differential diagnosis and management of individuals with TBI and comorbidities, e.g., balance and dizziness, mental health issues, PTSD, visual and hearing impairments, learning disabilities, sleep disorders, etc.
  • Reimbursement issues related to TBI
  • Management of swallowing disorders after TBI
  • Language, speech and hearing assessment, intervention, and support for children with traumatic brain injury
  • Multicultural and/or cross-linguistic issues in prevention, assessment and treatment of TBI
  • Interprofessional education and interprofessional practice related to TBI

Area: Professional

1070 Communication Sciences (Speech-Language and Hearing Sciences across the Lifespan)

  • Neuroscientific advances with implications for communicative impairment
  • Neural correlates of typical production and perception (e.g., speech motor control)
  • Neural plasticity related to speech, language, cognition, and hearing
  • Instrumentation for analysis of hearing, speech, respiration and swallowing including signal processing, neural imaging,
    modeling, ultrasound and biofeedback
  • Genetic basis of communication development and disorders (hearing, speech, language)
  • Theories and models of speech production and perception including animal models
  • Pedagogy in speech, language, and hearing science
  • Educational and professional issues associated with communication sciences
  • Interprofessional education and interprofessional practice related to communication sciences
  • Multicultural and/or cross-linguistic issues related to communication sciences

Hearing Science

  • Acoustics and psychophysics
  • Acoustic calibration and national/international standards
  • Animal models of hearing science
  • Vestibular/balance science
  • Assessment of vestibular function
  • Assessment of balance function
  • Speech perception and acoustics
  • Hearing conservation and prevention
  • Models of hearing development and use across the lifespan
  • Models of vestibular development across the lifespan

Speech/Language Science

  • Psycholinguistics of language in school-age children and adolescents
  • Cognitive-communication foundations of language development and use
  • Language, metalinguistic and/or cognitive-communication development of school-age children and adolescents
  • Comparisons of the behaviors of groups with and without speech, language and hearing disorders
  • Normal acquisition and study of speech/language processes: spoken, written and signed language
  • Theories and models of language and its disorders
  • Second language learning and use in adults and children: speech, language and hearing implications
  • Theoretical models of language development and use across the lifespan
  • Models of typical speech development through the lifespan (i.e., typical acquisition and age-related changes through senescence)

Area: Basic Communication Processes or Related

1080  Cleft Lip/Palate, Velopharyngeal Dysfunction, and Related Craniofacial Anomalies 

  • Translational, applied, or implementation research related to speech/resonance disorders in cleft lip/palate, velopharyngeal dysfunction (VPD), and related craniofacial anomalies
  • Evaluation and management of resonance and speech disorders related to cleft lip/palate, VPD, craniofacial anomalies, and related syndromes
  • Language disorders in populations with craniofacial anomalies
  • Early intervention for children with cleft lip/palate, craniofacial anomalies, and related syndromes
  • Feeding issues related to cleft lip/palate, craniofacial anomalies, and related syndromes
  • Treatment, efficacy, and speech outcomes for cleft palate, VPD, and related craniofacial syndromes
  • Role of technology for assessment and treatment of cleft-related speech and resonance disorders, including nasopharyngoscopic and videofluoroscopic evaluation of velopharyngeal function for speech
  • Administrative and regulatory issues related to cleft lip/palate, VPD, and craniofacial anomalies
  • Perceptual issues associated with the assessment of speech in populations with cleft lip/palate and VPD
  • Treatment of speech sound disorders and resonance disorders in children with cleft palate and velopharyngeal dysfunction
  • Implementation of evidence-based practice when selecting evaluation and management techniques for populations with cleft/lip palate, VPD, and/or craniofacial anomalies 
  • Psychosocial issues in cleft lip and palate and related craniofacial disorders
  • Multicultural and/or cross-linguistic issues related to the prevention, assessment and/or treatment of cleft lip/palate and other craniofacial anomalies
  • Interprofessional education and interprofessional practice in cleft lip/palate and other craniofacial anomalies

Area:  Professional

3010 Developmental Language Disorders 

  • Prevention, education, or advocacy in the area of language disorders including pre-, peri- and postnatal risk factors
  • Distinguishing language differences from disorders may include psychometric properties of instruments designed to measure language abilities or changes in spoken or written language to include standardized testing and/or screening measure and monitoring of progress
  • Diagnosis and treatment of comprehension and production deficits in the areas of language form, content and use
  • Intervention techniques and methodologies
  • Research related to processing disorders and etiologies of children's language disorders
  • Assessment and intervention issues related to the development of emerging literacy and literacy skills to support educational curriculum
  • Assessment and intervention of associated disorders of reading, writing, spelling, narrative discourse, and math literacy (semantics and syntax associated with mathematics) 
  • Language assessment and intervention for individuals with hearing disorders
  • Assessment and treatment issues related to auditory processing disorders (APD)
  • Assessment and treatment issues related to sensory integration disorders
  • Language intervention and assessment for individuals with developmental disabilities and/or for individuals with co-morbid disorders (psychiatric, genetic, maltreatment, attention deficit disorders (ADD), attention deficit hyperactivity disorders (ADHD), etc.)
  • Assessment and treatment of individuals who are bilingual or are English language learners and have a language disorder
  • Assessment and intervention related to activity/participation limitations or restrictions resulting from language disorders that negatively impact quality of life
  • Prevention, education, or advocacy in the area of language disorders
  • Etiologies of language disorders and language-learning disabilities
  • Transition planning for school-age children and adolescents with language disorders
  • Family centered practice for clients with language disorders
  • Counseling and intervention for families and care-givers of children with language disorders
  • Use of technology to support language learning in individuals with language disorders
  • Administrative and regulatory issues related to language and learning in school-age children and adolescents including but not limited to Response to Intervention and facilitating achievement of Common Core Standards
  • Assessment and treatment issues related to executive function skill deficits
  • Multicultural and/or cross-linguistic issues related to language development, and the prevention, assessment and intervention of language disorders
  • Interprofessional education and interprofessional practice issues related to developmental language disorders

Area: Professional

3015 Language Disorders in Infants and Toddlers (Early Intervention)

  • Developing language systems in oral and/or alternative modes by young children, including children from culturally and linguistically diverse backgrounds
  • Social and cognitive bases of communication and language acquisition in young children including prelinguistic milestones such as joint intention, joint action and intentionality
  • Comparisons of communication and language abilities of young children with typical and atypical language
  • Prevalence of developmental language disorders in infants and toddlers
  • Preventive services provided to infants and toddlers at risk for language disorders, and/or to families/caregivers
  • Screening, evaluation and/or treatment for developmental language disorders in infants and toddlers
  • Etiologies of children's language disorders (including hearing loss, genetics) and the association with related conditions
  • Issues regarding service delivery models for infants and toddlers
  • Issues related to family systems and natural environments for infants and toddlers
  • Personnel preparation issues specific to language in infants and toddlers
  • Supervision in language assessment and intervention
  • Psychological/psychosocial impact of early childhood language disorders on children and their families; counseling for families
  • Administrative and regulatory issues related to language disorders in infants and toddlers
  • Multicultural and/or cross-linguistic issues related to language development, and the prevention, assessment and intervention of language disorders in infants and toddlers
  • Interprofessional education and interprofessional practice related to infants and toddlers with language disorders

Area: Professional

3030 Aphasia and Other Acquired Neurogenic Disorders of Language and Cognition (excluding Traumatic Brain Injury)

  • Assessment and intervention issues related to aphasia and other acquired neurogenic disorders of language and cognition in adults (e.g., right hemisphere syndrome, prefrontal damage, dementia, aging, early Alzheimer’s disease, mild cognitive impairment, progressive neurological diseases and syndromes resulting in language and/or cognitive communicative disorders)
  • Instrumentation for assessment and treatment of neurogenic and cognitive-communicative disorders in adults including computer-based programs
  • Assessment and intervention issues related to executive function
  • Pharmacological, surgical, behavioral, environmental and other interventions related to treatment planning and implementation
  • Genetic, infectious, neurogenic, and rare conditions or diseases affecting language
  • Psychosocial impact of adult language disorders on clients and their families; counseling approaches to treatment for clients and their families
  • Multicultural and/or cross-linguistic issues related to the prevention, assessment and intervention of acquired language disorders
  • Interprofessional education and interprofessional practice related to aphasia and other acquired neurogenic disorders of language and cognition

Area: Professional

3040 Augmentative and Alternative Communication (AAC)

  • Assessment and intervention issues related to augmentative and alternative communication (AAC) across multiple environments for both developmental and acquired disabilities
  • Assessment and treatment issues related to communication system selection and development (i.e., symbol selection and vocabulary development), physical processes (motoric capabilities, physical access, plan for use) and related equipment (e.g., seating and mobility products, system mounting devices, access switches) that support the use of AAC across communication contexts
  • Methods regarding the development and use of assistive technology (e.g., communication boards, dedicated electronic AAC systems, computers and software to facilitate and enhance language skills among communication partners across environments); use of mobile technologies
  • Operational instruction pertaining to specific AAC devices and assistive technology equipment, which support the development and enhancement of communication skills in individuals with a variety of cognitive, motoric, language and speech disorders; comparisons of AAC devices
  • Assessment and intervention related to activity/participation limitations or restrictions resulting from severe speech and language disorders (e.g., using AAC systems in school but not at home; communicating with few communication partners, such as familiar adults but not peers)
  • Inclusion of AAC users in education, work, and community life; transition planning
  • Psychosocial impact/issues/treatment related to the need for AAC
  • Multicultural and/or cross-linguistic issues related to the development and use of augmentative and alternative communication modalities and technologies
  • Interprofessional education and interprofessional practice related to AAC

Area: Professional

3050 Phonology/Articulatory Disorders

  • Assessment and intervention issues related to phonological/articulatory disorders
  • Impact of auditory disorders on phonological/articulatory skills
  • Distinguishing developmental phonological processes and differences from disorders
  • Phonological and/or articulation disorders in special populations (e.g., individuals with craniofacial anomalies, individuals with Down syndrome, cerebral palsy, neurogenic disorders)
  • Assessment and treatment of phonological aspects of reading, spelling and writing disorders resulting from congenital and structural deficits (e.g., craniofacial anomalies) trauma, neurogenic disease, or functional impairments
  • Impact of phonological/articulatory disorders on children’s activity and participation
  • Prevention of phonology/articulatory disorders in children
  • Methods of service delivery for children with phonology/articulatory disorder
  • Instrumentation used to facilitate phonological and articulatory productions
  • Phonological awareness and literacy in relation to phonology/articulatory disorders in children
  • Multicultural and/or cross-linguistic issues related to prevention, assessment and treatment of phonology/articulatory disorders
  • Interprofessional education and interprofessional practice in the area of phonology/articulatory disorders

Area: Professional

5010 Audiologic Assessment

  • Prevalence of hearing impairment and auditory dysfunction
  • Standardization of clinical test procedures
  • Clinical diagnosis including:
    • Hearing impairment
    • Vestibular impairment
    • Auditory processing impairment
  • All diagnostic testing procedures
  • Calibration in clinical procedures
  • Interoperative monitoring
  • Applied studies in:
    • Electronystagmography
    • Electroneurography
    • Posturography
    • Auditory evoked potentials
    • Otoacoustic emissions
    • Electrocochleography
  • Medical considerations related to audiologic assessment
  • Screening, identification and prevention of hearing loss protocols and procedures
  • Multicultural and/or cross-linguistic issues related to audiologic assessment
  • Interprofessional education and interprofessional practice related to audiologic assessment

Area: Professional

5020 Audiologic Habilitation/Rehabilitation

  • Communication issues in individuals with hearing disorders including auditory processing disorders
  • Habilitation/rehabilitation strategies for individuals with hearing disorders including auditory processing disorders
  • Educational issues related to children with hearing disorders including auditory processing disorders
  • Habilitation/rehabilitation techniques for individuals using:
    • Hearing aids
    • Tactile aids
    • Implantable devices
    • Cochlear implants
    • Auditory trainers
    • Assistive listening devices
  • Vestibular rehabilitation
  • Tinnitus treatment
  • Cerumen management
  • Medical considerations related to audiologic rehabilitation, impact of hearing loss, tinnitus, balance disorders on psychosocial, vocational and family functioning
  • Communication options including manual communication and cued speech
  • Counseling strategies and goals with families
  • Advocacy issues for clients and families
  • Multicultural and/or cross-linguistic issues related to aural habilitation and rehabilitation
  • Interprofessional education and interprofessional practice related to intervention programming and goals

Area: Professional

5030 Hearing Assistive Technology

  • Selection, evaluation, orientation and follow-up, electroacoustic measurements, programming and maintenance with:
    • Hearing aids
    • Cochlear implants
    • Bone anchored hearing aids
    • Implantable devices
    • Auditory trainers
    • Assistive listening devices
    • Signaling devices
    • Classroom systems
  • Determination of candidacy, selection, verification, validation, orientation and follow-up related to electroacoustic assessments
  • Multicultural and/or cross-linguistic issues related to hearing assistive technology
  • Interprofessional education and interprofessional practice related to hearing assistive technology

Area: Professional

5040 Industrial Audiology/Hearing Conservation

  • All components of industrial audiology conservation programs
  • All components of hearing conservation and/or prevention programs
  • Noise measurement and control techniques
  • Current and proposed standards
  • Multicultural and/or cross-linguistic issues related to industrial audiology and hearing conservation
  • Interprofessional education and interprofessional practice related to industrial audiology/hearing conservation

Area: Professional

7010 Service Delivery Associated with Speech/Language/Swallowing/Hearing

  • Issues related to:
    • Establishing prevention or screening programs for speech, language, swallowing and hearing disorders
    • Inclusive practices (e.g., school, work, and community settings, as well as service delivery models appropriate for private practices, university clinics, hospitals, SNFs, corporate management and schools)
    • Effects of pharmacology on service delivery (not covered under a specific communication disorder)
    • Telepractice/telemedicine as a practice mode
    • Caseload or workload management
    • Effect of managed care on quality of patient care
    • Counseling techniques and application
    • End-of-life issues
  • Speech/language/swallowing/hearing services related to total patient/student care
  • Patient/student-centered, family-centered service delivery
  • Incorporation of accommodations/adaptations for delivery of services
  • Research projects related to efficacy of service delivery methods including issues related to outcome measures; these can be, but are not relegated to studies comparing models of service delivery
  • Multicultural and/or cross-linguistic issues related to service delivery
  • Interprofessional practice and interprofessional education methods and issues related to service delivery

Area: Professional or Related

7015 Preprofessional Preparation Associated with Speech/Language/Swallowing and Hearing

  • Pedagogy, andragogy and adult learning strategies
  • Educational models of learning, assessment and instruction
  • Course design and development—theory and strategies
  • Skills related to planning, conducting and interpreting clinical research activities
  • Skill development in effective presentation of information to clients, families, professionals in related fields and colleagues
  • Education in the principles and implementation of evidence-based practice
  • Professional, ethical and legal issues
  • Education in locating and applying for sources of funding and grants
  • Evidence/outcome measures of student learning and documentation of acquisition of CFCC competencies and state/regional credentialing requirements
  • Assessment of academic and clinical teaching
  • Multicultural and/or cross-linguistic issues related to preprofessional preparation/education
  • Interprofessional education and interprofessional practice issues related to preprofessional preparation/education

Area: Professional or Related

7020 Education and Training Issues Associated with Speech/Language/Swallowing and Hearing

  • Clinical instruction and education
  • Recruitment and retention of professionals into the fields of speech-language pathology and audiology
  • Education for expert witnesses in speech/language/swallowing/hearing
  • Skill development in effective presentation of information to clients, students, families, caregivers
  • Continuing education, continuing competency issues
  • Grant writing specific to speech/language/swallowing/hearing
  • Business practices and marketing issues directly related to clinical service delivery
  • Skills related to planning, conducting and interpreting research activities
  • Education in the principles and implementation of evidence-based practices
  • Use of simulation labs, standardized and virtual patients
  • Curricular development
  • Accreditation and reaccreditation standards
  • Distance learning/on-line education
  • Multicultural and/or cross-linguistic issues related to education and training issues
  • Interprofessional education and interprofessional practice issues related to education and training

Area: Professional or Related

7025 Regulatory Issues Associated with Speech/Language/Swallowing and Hearing

  • Governmental and regulatory issues associated with patient care
  • Implementation and compliance issues related to patient and student privacy rights
  • Governmental and regulatory issues associated with the practice of audiology and speech-language pathology
  • Issues related to licensing and credentialing 
  • Regulatory and reimbursement issues including documentation, coding, billing, and reimbursement for all service delivery methods
  • Implementation and compliance issues related to legislation (e.g., universal newborn hearing screening, individualized education plans, Common Core, etc.)
  • Skill development in advocacy related to speech/language/swallowing/hearing regulatory issues
  • Program evaluation and management issues related to healthcare industry accreditation
  • Multicultural and/or cross-linguistic issues related to regulatory issues
  • Interprofessional education and interprofessional practice issues regulatory issues

Area: Professional or Related

7030 Cultural and Linguistic Diversity in Education, Training, Service Delivery, and Public Policy Associated with Speech/Language/Swallowing and Hearing

  • Bilingual and bi-dialectal assessment and treatment issues
  • Issues in second-language or second dialect acquisition
  • Determination of communication differences versus communication disorders
  • Development and assessment of non-biased assessment tools and treatment programs
  • Professional issues in clinical service delivery in speech, language and/or hearing to culturally and linguistically diverse populations and their families (for both children and adults) including internationally adopted children and individuals with ability- diverse differences
  • Understanding the potential impact on service delivery of cultural differences in terms of race, ethnicity, age, socioeconomic status, sexual orientation, religion, gender, etc.
  • General communication issues associated with gay, lesbian, transgender and bisexual populations
  • Use of cultural mediators, translators and interpreters in assessment and treatment of speech-language, swallowing and hearing disorders
  • Cultural and/or linguistic competence of professionals (pre-service and in-service) providing professional services with diverse groups
  • Administrative and regulatory issues and considerations related to multicultural/cross-linguistic and diversity issues
  • Issues in education of diverse professionals
  • Recruitment, retention, graduation and career placement of diverse faculty and students in the professions of speech-language pathology and audiology.
  • General professional issues related to cultural and linguistic diversity in speech/language/swallowing/hearing
  • Interprofessional education and interprofessional practice related to issues of cultural and linguistic diversity

Area: Professional or Related

7040 Psycho-social Issues Associated with Speech/Language/Swallowing/Hearing Assessment and Intervention

  • Interrelationships between communication and socio-emotional development and disorders
  • Socio-emotional functioning related to communication contexts
  • Co-occurrence of communication and emotional-behavioral disorders (including but not limited to selective or elective mutism, obsessive compulsive disorder, Tourette’s Syndrome, oppositional disorder)
  • Communication disorders as they relate to secondary emotional, behavioral and learning problems
  • Service delivery models for prevention or treatment of communication and socio-emotional difficulties
  • Behavioral management programs implemented prior to or along with speech, language, swallowing and/or hearing services including but not limited to psychopharmacology and neuropharmacology, specific to communication and socio-emotional problems
  • Behavior management programs implemented with individuals in the absence of communication disorders
  • Treatments that focus on “picky” or “problem” eaters when there is an absence of signs of dysphagia, oral-motor, or planning (“apraxia”) disorders.
  • Services/treatments to foster healthy communication, social and emotional development within varied environments
  • Speech-language-hearing treatment and enhancement activities that foster socio emotional growth, learning strengths, learning and learning styles within varied environments
  • Emotional-psychological, psychosocial issues of caregivers of persons with communication disorders and associated disorders
  • Multicultural and/or cross-linguistic issues related to psychosocial issues and communication skills
  • Interprofessional education and interprofessional practice related to prevention, assessment and treatment of psycho-social issues associated with communication disorders

Area: Professional or Related

7050 Leadership and Management in Professional Practice Settings and Preprofessional Training Programs

  • Organizational structure and communication systems within a speech-language pathology and/or audiology setting
  • Models of management and leadership development and their application to a speech-language pathology and/or audiology setting
  • Identifying leadership and management styles in personnel and alignment in job/task assignment/performance
  • Role transition from an employee to a manager within a speech-language pathology and/or audiology setting
  • Integrating mission statements, vision statements, scope of practice issues, and daily management activities in a speech-language pathology and/or audiology setting
  • The integration of professional ethics, business ethics, and the ASHA Code of Ethics
  • Issues related to personnel management such as interviewing, hiring, retention, employee performance documentation, conducting employee performance reviews and termination in a speech-language or audiology setting
  • Issues related to budget development and management
  • Measuring competencies and alignment of job responsibilities in the speech-language pathology and/or audiology setting
  • Acquisition of skills related to marketing and promotional techniques
  • Adherence to employment law (i.e., sexual harassment, HIPAA, OSHA, ADA, etc.)
  • Leading and managing in an interprofessional practice environment
  • Multicultural and/or cross-linguistic issues related to leadership and management
  • Interprofessional education and interprofessional practice related leadership and management

Area: Professional or Related

7060 Patient/Client Safety and Prevention of Medical Errors

  • Understanding, preventing, reporting medical errors
  • Preventing, identifying, understanding, and reporting human trafficking
  • Preventing, identifying, understanding, and reporting domestic violence
  • Preventing, identifying, understanding, and reporting patient abuse and/or neglect (sexual, emotional, physical abuse, or neglect)
  • Preventing, identifying, understanding, and reporting mental health concerns of client/patients (i.e., drug/alcohol abuse, eating disorders, anxiety, depression, etc.)
  • Error reduction and prevention strategies
  • Documentation related to intake, progress notes and discharges
  • Risk management
  • OSHA compliance in the therapy setting
  • Pharmacological side effects pertinent to assessment and intervention
  • Universal precautions, infection control
  • Training in instrumentation use (endoscopy), CPR, Basic Life Support certification 
  • Communication strategies to improve patient compliance
  • Communication with medical caregivers (resulting in improved patient compliance)
  • Health care literacy
  • Multicultural and/or cross-linguistic issues related to patient safety and prevention of medical errors
  • Interprofessional education and interprofessional practice related patient safety and prevention of medical errors

Area: Professional or Related

7070 Ethics and Ethical Decision-Making

  • Ethical/moral development
  • Ethical theories and models
  • Values, character, morals and ethics
  • Professionalism, Interprofessional professionalism
  • Interprofessional collaboration and ethics
  • Codes of ethics, interpretation, application
  • Understanding codes of ethics; preventing ethical violations; reporting violations, whistle-blowing
  • Ethical decision-making; models and methods of ethical decision-making
  • Reflection and ethical decision-making
  • Ethics and patient/student care
  • Ethics and relationships with patients/students and family members
  • Ethics and research, human subjects
  • Managing your practice in an ethical way; ethics and practice management
  • Ethics related to multicultural issues, cultural competence, diversity
  • Ethical issues related to business, administration, leadership, supervision, student/faculty relationships
  • Representation of services, competency
  • Confidentiality, conflicts of interest, competition, competence, boundary issues
  • Ethics related to advertising; marketing; social media
  • Ethical considerations and decision-making as it applies to a specific disorder or treatment
  • The integration of professional ethics, business ethics, and the ASHA Code of Ethics in professional practice settings
  • Multicultural and/or cross-linguistic issues related to ethics and ethical decision making
  • Interprofessional education and interprofessional practice related ethics and ethical decision making

Area: Professional or Related

7080  Supervision and Clinical Education

  • Knowledge and skills specific to clinical educators of undergraduates, graduate students, preceptors of audiology externs, mentors of clinical fellow in speech-language pathology, supervisors of support personnel, and supervisors of individuals transitioning to a new area of practice or reentering the profession
  • Ethical issues related to supervision, supervisor/supervisee relationships
  • Supervisory processes and clinical education including collaborative models of supervision, adult learning styles, teaching techniques, roles and responsibilities of supervisor and supervisee
  • Research/evidence-based practice in supervision and conveying that information/analysis to the supervisee
  • Relationship development and communication skills related to supervision including developing a supportive and trusting relationship between supervisor and supervisee or mentor and mentee
  • Educating the supervisee about the supervisory process including defining expectations, goal setting, and requirements of the relationship including ways to respond to legal and ethical issues
  • Use of techniques to demonstrate recognition of and access to appropriate accommodations for supervisees or mentees with disabilities
  • Demonstrating the use of technology, when appropriate, for remote supervision and mentorship and the use of case simulations
  • Demonstrating the use of technology, when appropriate, for supervision of remote service provision, i.e., telepractice
  • The role of the supervisor in the use of alternative clinical education experiences, i.e. case simulations and standardized patients
  • Establishment/implementation of goals including developing goals/objectives with the supervisee that allow for growth in critical thinking and problem solving; setting personal goals to enhance supervisory skills
  • Observation techniques, collecting and interpreting session data with the supervisee or mentee 
  • Providing supervisee or mentee objective feedback to motivate and improve performance; adjusting supervisory style based on level and needs of supervisee
  • Analysis and evaluation related to supervision including how to examine collected data and observation notes to identify patterns of behavior and targets for improvement
  • Clinical and performance decisions including how to model/guide the supervisee or mentee to respond to ethical dilemmas, apply regulatory guidance in service delivery, access payment/reimbursement for services, and use reflective practice techniques to modify performance
  • Creating and implementing plans for improvement
  • Multicultural and/or cross-linguistic issues related to supervision including but not limited to defining and demonstrating evidence of cultural competence and appropriate responses to different communication styles of the supervisee
  • Interprofessional education and interprofessional practice related to supervision, including but not limited to defining and demonstrating expectations for interpersonal and modes of communication

Area: Professional and Related

8010 Computer and Technology Applications

  • Uses of computers, apps, and assistive technology devices in assessment and treatment of speech, language, swallowing, and auditory/vestibular disorders
  • Practice management applications in the areas of speech, language swallowing and auditory/vestibular disorders
  • Instruction in use of portals or platforms for instructional design and delivery
  • Software and hardware design and evaluation and management of communication disorders
  • Training in use of software and hardware applications
  • Funding sources for computer and assistive technology
  • Electronic data management (e.g.; electronic health records)
  • Multicultural and/or cross-linguistic issues related to computer and technology application
  • Interprofessional education and interprofessional practice related computer and technology application

Area: Professional or Related

9010 Speech-Language Pathology Conferences and Conventions with Multiple Sessions

  • Conference or convention offering multiple sessions with different speech-language pathology topics
  • If the majority of sessions in a conference or convention fall into one subject code, use that code rather than this code.
  • This code cannot be used for courses that last longer than 14 consecutive days.

Area: Professional, Basic Communication Processes, or Related

9015 Speech-Language Pathology Self-Study Courses or Journals Covering Multiple Topics

  • Self-study products or journals that include a variety of speech-language pathology topics.
  • If more than 50% of the information falls into one topic area, use the subject code for that topic rather than this code.

Area: Professional, Basic Communication Processes, or Related

9020 Audiology Conferences and Conventions with Multiple Sessions

  • Conference or convention offering multiple sessions with different audiology topics
  • If the majority of sessions in a conference or convention fall into one subject code, use that code rather than this code
  • This code cannot be used for courses that last longer than 14 consecutive days

Area: Professional, Basic Communication Processes, or Related

9025 Audiology Self-Study Courses or Journals Covering Multiple Topics

  • Self-study products or journals that include a variety of audiology topics.
  • If more than 50% of the information falls into one topic area, use the subject code for that topic rather than this code.

Area: Professional, Basic Communication Processes, or Related

9030 Audiology and Speech-Language Pathology Conferences and Conventions with Multiple Sessions

  • Conference or convention offering multiple session with different speech-language pathology and audiology topics
  • If the majority of sessions in a conference or convention fall into one subject code, use that code rather than this code
  • This code cannot be used for courses that last longer than 14 consecutive days

Area: Professional, Basic Communication Processes, or Related

9035 Audiology and Speech-Language Pathology Self-Study Courses or Journals Covering Multiple Topics

  • Self-study products or journals that include a variety of audiology and speech-language pathology topics.
  • If more than 50% of the information falls into one topic area, use the subject code for that topic rather than this code.

Area: Professional, Basic Communication Processes, or Related

9040 Review Courses for the Praxis Examinations in Speech-Language Pathology and Audiology

  • Use this subject code for continuing education offerings designed specifically to provide a review of a broad range of audiology and/or speech-language pathology topics in preparation for the Praxis examination in speech-language pathology and/or the Praxis examination in audiology

Area: Professional

Subject Codes no longer in use as of September 1, 2015

2010 Speech Science

  • Speech anatomy, neuroanatomy and physiology
  • Normal speech motor control
  • Speech perception; psycholinguistic aspects
  • Descriptive and/or comparative studies of culturally distinctive ways of speaking
  • Normal fluency
  • Instrumentation in speech research
  • Neural science
  • Genetics
  • Multicultural issues in speech science
  • Normal oral motor development and function in speech production

Area: Basic Communication Processes

4010 Language Science

  • Acquisition and study of language systems (spoken, written, and/or sign)
  • Cognitive processes related to language learning or use
  • Comparisons of the language behaviors of groups with and without disorders
  • Second language acquisition
  • Language and cognitive development in individuals with hearing loss
  • Multicultural issues related to language acquisition and use
  • Linguistic aspects of literacy including reading, writing, spelling, and sign language acquisition and performance in bilingual individuals

Area: Basic Communication Processes

6010 Hearing Science

  • Acoustics and psychoacoustics
  • Anatomy and physiology of the ear across the life span
  • Genetics
  • Signal processing
  • Speech perception: psychophysical aspects
  • Models of the ear and hearing
  • New methods in hearing research
  • Multicultural issues related to hearing science

Area: Basic Communication Processes

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