Understanding Continuing Education (CE) Terminology
The definitions and explanations on this page will help you understand terms found on ASHA CE Transcripts and ASHA CEFind.
Disclaimer: ASHA approves CE Providers. This approval does not imply endorsement of course content, specific products, or clinical procedures. Every attempt is made to ensure the accuracy of information in ASHA CEFind and on ASHA CE Transcripts. ASHA does not accept responsibility for any inaccurate information listed in ASHA CEFind.
CE courses offered for ASHA CEUs must fall within one of the two content areas described below. Some states require more of one type than another/others for licensure renewal. Check with your state regulatory agency directly for its specific requirements.
Information pertaining to disorders of speech, language, swallowing, and hearing:
- Various types of disorders of communication and their manifestations, classifications, and causes
- Evaluation skills, including procedures, techniques, and instrumentation for assessment
- Management procedures and principles in habilitation and rehabilitation
Information pertaining to the understanding of normal and abnormal human behavior—as well as services available from related professions—that apply to the contemporary practices of speech-language pathology and/or audiology:
- Theories of learning and behavior
- Services available from related professions that also deal with persons who have disorders of communication
- Information from these professions about the sensory, physical, emotional, social, and/or intellectual status of a child or adult
- Other areas of program management, economics of professional practice, legislative issues, professional ethics, clinical supervision, counseling and interviewing, application of computers, and modern technology and statistics
Group Learning (Synchronous)
Participants engage as a group in real time and interact with each other, the instructor, and the material. Courses may include formats like workshops, seminars, conferences, forums, telephone seminars, videoconferences, technical and poster sessions, roundtable discussions, and traditional academic courses.
Participants engage individually, with no interaction with other learners, using the same material. Self-Study courses may include journals, newsletters, video recordings or online modules.
Participants engage using elements of both Group and Self-Study formats. These courses may be provided in Online/Distance Learning or In-Person settings and may have prerequisite reading and/or video/case-study viewing required prior to, during, or after the In-Person portion.
Instruction at the Introductory Level of difficulty is generally intended for professionals with novice experience in the content area. Material presented is based on fundamental principles or concepts that are fairly well known and regularly applied. Often, this level of training is intended to be a prerequisite to successive, more difficult topics offered at the Intermediate Level. At times, experienced professionals might be advised to take this training for review or in preparation for more advanced level training. Introductory Level can also be used to describe course content related to new or emerging areas of practice.
Instruction at the Intermediate Level assumes some familiarity with the basic literature as well as some experience in professional practice within the area covered and is targeted for more experienced professionals. The pace of the training and difficulty of concepts presented require more advanced knowledge and skills than those required at the Introductory Level. Examples used at this level are often based on recent research and case studies that are complex in nature.
Instruction at the Advanced Level assumes the participant already has established experience, knowledge, and skill within the area covered. The focus of courses at this level is on comprehension of findings in the current literature and the synthesis and application of information presented to
advance current clinical and research practices. The pace of instruction and level of difficulty of the material presented are commensurate with the needs of a professional with comprehensive knowledge, ability, and experience in the content area.
This classification indicates that a single level cannot be determined. It is intended primarily for courses that offer multiple sessions for which the instructional level may vary from session.
Online/Distance Learning courses may be completed remotely and sometimes at the CE participant’s individual pace. These courses may include online work, DVDs, journals, and/or readings. The
format may be Group Learning (Synchronous), Self-Study (Asynchronous), or Blended.
In-Person courses require the participant to be on-site at a physical location on a certain date, during a specific period of time. These courses may include classes, conventions, events, etc. The
format may be Group Learning (Synchronous) or Blended.
CE Programs offered by
ASHA Approved CE Providers and documented with the
ASHA CE Registry are recognized by all state regulatory agencies that mandate CE for renewal of licensure.
Check the state regulatory agency directly for its specific requirements.
Subject Codes represent a course's specific subject area related to the science and practice of speech-language pathology and audiology. Subject Codes are chosen to represent the majority of the course's content.