Professional Development Requirements for the 2020 Audiology and Speech-Language Pathology Certification Standards
Effective: January 1, 2020
Ethics: Professional Development Requirements
Who? All individuals who hold the CCC-A and/or CCC-SLP.
What? Out of 30 required professional development hours for certification maintenance, at least 1 hour must be in the area of ethics.
When? Beginning with certificate holders in the January 1, 2020–December 31, 2022 certification maintenance interval.
How Often? Each 3-year maintenance interval.
Supervision: Professional Development Requirements
Who? All clinical supervisor and clinical fellowship (CF) mentors providing supervision/clinical instruction for students and/or Clinical Fellows for purposes of ASHA certification.
What? Complete a minimum of 2 hours of professional development in the area of supervision/clinical instruction
When? After being awarded the CCC-A or CCC-SLP.
How Often? One time.
Approved Course Content
The Council for Clinical Certification in Audiology and Speech-Language Pathology (CFCC) has created a list of approved professional development course topics/content that meets the new professional development requirements. The list of Approved Ethics and Supervision/Clinical Education course content will be reviewed regularly by the CFCC to ensure that all eligible courses/course content meeting the standard are listed below.
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 (HIPAA, etc.)
- 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
- Ethics related to technology platforms for client/patient records and security
- 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
Supervision of Staff/Clinical Education of Students/CF Mentors
- 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 clinical education and supervision, supervisor/staff and clinical instructor/student relationships
- Supervisory processes and clinical education including collaborative models of supervision and instruction, adult learning styles, teaching techniques, roles and responsibilities of clinical educator and student
- Research/evidence-based practice in clinical education Relationship development and communication skills related to working with staff and students including developing a supportive and trusting relationship between supervisor and supervisee or mentor and mentee
- Educating students and staff about management and clinical instruction processes 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 staff and students with disabilities
- Demonstrating the use of technology, when appropriate, for remote supervision and clinical instruction 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 clinical educator in the use of alternative clinical experiences, i.e. case simulations and standardized patients
- Establishment/implementation of goals including developing goals/objectives with the student that allow for growth in critical thinking and problem solving; setting personal goals to enhance teaching skills
- Observation techniques, collecting and interpreting session data with the supervisee or student
- Providing supervisee or student objective feedback to motivate and improve performance; adjusting supervisory and teaching style based on level and needs of supervisee or student
- Analysis and evaluation related to clinical instruction 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 student 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 and clinical education including but not limited to defining and demonstrating evidence of cultural competence and appropriate responses to different communication styles of the supervisee or student
- Interprofessional education and interprofessional practice related to supervision and clinical education, including but not limited to defining and demonstrating expectations for interpersonal and modes of communication
If you have any questions, or have additional topics/content that you feel should be added to the list, please e-mail Gretchen Ehret, ASHA’s associate director, certification for programs at