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Strategic Objective Highlights

April 2022 (updates posted biannually)

As a part of ASHA's Strategic Pathway, the ASHA Board of Directors established nine 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 (
ASHA has advanced large-scale databases and outcomes measurement efforts to enable practice improvements, demonstrate value to external parties, and inform client choice.
  • The new version of the SLP NOMS registry covering ages 3 years to adults has launched.
  • The first-ever Audiology NOMS registry has also been launched.

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 (
Academic programs employ IPE approaches to personnel preparation and both students and ASHA members engage in interprofessional collaborative practice.
  • Published expanded and revised IPE/IPP web-based "hub" that feature practical how to resources, case studies, and the benefits of IPE/IPP. IPE/IPP evidence and research resources were added in March 2022..
  • ASHA is implementing a marketing/communication plan on high impact messaging and resources to advance IPE/IPP.
  • ASHA is offering a stipend program to support ASHA members who attend the Interprofessional Education Collaborative (IPEC) Faculty Development Institutes.
  • ASHA is supporting Faculty Development Institute (AFDI) cohorts (2021, 2019) in their efforts toward curricular enhancements for evidence-based practice, interprofessional education and collaborative practice, cultural competence, and working at the top of one’s license. AFDI will be offered again in 2023.
  • Identifying and disseminating IPE/IPP evidence and research 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, ASHA Health Care Summit, and ASHA Schools Connect.
  • Collaborations with 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 (
ASHA has enhanced the generation, publication, knowledge translation, and implementation of clinical research


  • ASHA’s Teaching Symposium on Foundation CSD Science Courses was held virtually in May 2021. More than 800 participated including doctoral students and faculty at all ranks. Follow-up webinars have been held throughout the year and more than 90% of participants rated it be highly valuable.
  • ASHA Faculty Development Institute (AFDI) was offered for the second time October 1–3, 2021. The 31 faculty who participated virtually will provide ASHA with their 2 implementation plans in December 2021. The 63 CSD faculty who participated in 2019 have submitted their final report to ASHA and have completed their initial implementation plans to enhance academic preparation in 2 of 4 Strategic Pathway areas: evidence-based practice, interprofessional education, cultural competence, and enhanced service delivery.
  • All research mentoring and education programs were successfully delivered using a virtual format in 2021 (e.g., Pathways, Lessons for Success, Grant Review & Reviewer Training, Teaching Symposium on Foundational CSD Science Courses, and more).

Participant Outcomes

  • Across 8 ASHA research mentoring programs, most participants remain in the academic-research pipeline—97% after 3 years and 94% after 6 years from the date of their participation.
  • Pathways: Three years after the program, 82% of participants who applied for research funding obtained intramural or extramural research funding.
  • Lessons for Success: Three years after the program, 90% of those 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 from the 2017 and 2018 cohorts obtained federal research funding as the principal or co-principal investigator to conduct clinical practice research. The 2019, 2020, and 2021 participants have submitted grants or are working on a grant submission. Outcomes data will be collected in 2022 for these cohorts.
  • Across 6 ASHA research mentoring programs related to grants, 73% at 3 years and 82% at 6 years post-participation were successful in securing funding to conduct clinical practice research.

Publication and Knowledge Translation of Clinical Practice Research

  • There were 910 articles published in 2021, which is an 92% increase from the 475 published in the baseline year 2015.
  • There were 2,581,113 full-text views of journal articles in 2021, which is a 126% increase from the baseline year 2015.
  • There were 326 articles published in 2021 that reported on clinical practice research in the ASHA journals, which is >30% of articles published.
  • Two Evidence-Based Clinical Practice Guidelines (CPGs) have gone through widespread peer-review, select peer-review, and the manuscripts have been reviewed for publication and are now "in press" in AJA and AJSLP, respectively, on these topics:
    1. Value of aural rehabilitation for adults with hearing loss
    2. Value of cognitive rehabilitation for adults with acquired brain injury
  • There was a 39% increase in the number of annual visits to ASHA’s Practice Portal and Evidence Maps since 2015 (1,686,611) with 2,347,447 visits in 2021, (113,747 to the Evidence Maps and 2,233,700 to the Practice Portal).

Implementation of Clinical Research and Implementation Science

  • The Clinical Research, Implementation Science, and evidence-based Practice (CRISP) committee completed a seven-part series on how researchers can enhance the reach and impact of clinical practice research through social media. These videos can be accessed in the Clinical Research Education Library (CREd). They also prepared a virtual presentation on this topic for the 2021 Convention.
  • Dissemination and Implementation Travel Award (DISTAnce) is a research mentoring program that supports CSD scientists to incorporate implementation science into their next federal research grant proposal. The travel award provides funds to support awardees to attend the annual AcademyHealth Conference on the Science of Dissemination and Implementation in Health with a mentor who has expertise in implementation science and commits to consulting as the awardee prepares a research grant proposal. Eighteen awardees have been supported over the past two years. Thus far, 100% of 2019 and 2020 participants completed a timeline of grant preparation milestones leading to their submission of a grant incorporating implementation science in 2020–2021.

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, FASAE, CAE, FNAP, ASHA Fellow, Chief Staff Officer for Speech-Language Pathology (
Enhanced service delivery across the continuum of care to increase value and access to services
  • Completed information and resources for members.
    • SLP Practices in collaboration with other staff across the office continues to provide information about 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. We also note the changes in telepractice legislation at the state level on the ASHA website.
    • ASHA Faculty Development Institute (AFDI) 2021 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.
    • The ASHA certification program for assistants in audiology and speech-language pathology is doing well. 450 C-SLP certifications have been awarded and 113 submitted applications (in review/approved to take the exam). 36 C-AA certifications awarded and 18 submitted apps (in review/approved to take the exam). States that have recognized as eligibility for licensure or meeting partial state requirements: Arizona, Maryland, North Carolina, South Carolina, and Tennessee. Proposed states include Arkansas, Idaho, and Kansas.

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

Objective Owner
Jeffrey P. Regan, MA, Chief Advocacy Officer (
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
  • The Audiology and Speech-Language Pathology Compact has been adopted in 19 states. The process to operationalize the compact in 2023 has commenced.
  • Work continues to upgrade existing training modules on coding and reimbursement policy issues.
  • An advocacy communications plan has been put into effect on February 1, 2022. The new plan features enhanced communications with members on advocacy efforts, including the new ASHA Advocate, and the development of new modules on the effectiveness of ASHA advocacy and the role of members in partnering with ASHA on advocacy efforts.
  • As of March 1, 2022, 43 states have adopted a single license for audiology and 25 states have adopted a single license for speech-language pathology.
  • As of March 1, 2022, 133 members have been enrolled as Envoys across 45 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 Executive Officer (
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
  • The Taking Action Against Microaggressions course series is available. This series covers information on recognizing, experiencing, witnessing, and combatting microaggressions. The course content is available for free on the ASHA website, and 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 has approved 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.
  • Multicultural Issues Board (MIB) is reviewing materials and processes for CAA site visitors, CAA’s nominating committee, and CAA members to ensure that the CAA is aligned with ASHA’s best practices and responsive to the ongoing efforts to minimize bias and support the organizational commitment to DEI.
  • The Hearing and Speech Career microsite has been re-launched. The site promotes the professions to individuals from under-represented racial/ethnic populations, males, and bilingual service providers and provides information about careers in CSD while focusing on diverse representation in the discipline.
  • DEI has been integrated into ASHA’s LDP and a module developed for the Leadership Academy that addresses DEI has been developed.
  • Project launched to update demographic categories used to collect data from ASHA members.
  • ASHA continues to collaborate with AAA, APTA, and AOTA to champion the Allied Health Workforce Diversity Act. The legislation would provide grants to increase opportunities for individuals who are from underrepresented backgrounds, including students who are from racial/ethnic minority groups, in the professions of audiology, occupational therapy, physical therapy, respiratory therapy, and speech-language pathology.

Strategic Objective #7: Enhance international engagement

Objective Owner
Lily Waterston, MA, Director, International Programs (
ASHA is engaged internationally with service providers, educators, scientists and other groups to proliferate research, and improve professional preparation and service delivery
  • 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, and Ecuador. PAHO approved renewal application from ASHA to continue official status as a Non-State Actor (NSA) for 2021–2023. Ad hoc committee on Ecuador conducted virtual training sessions on 5 different topics in 2021. Two-year work plan has been completed. 25% of the country’s workforce was trained.
  • Increasing the outreach and numbers of the International Affiliates (IAs): 541 IAs in 61 countries as of 12/31/21. Developing resources and regional strategies to better serve this audience, improve exchanges, and increase affiliation. A new online application for IAs was implemented.
  • 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). ASHA continued to contribute to ICP’s strategic meetings, publication of its newsletter, and to manage its website. ASHA conducted a digital campaign to promote International Day of Persons with Disabilities (December 3).
  • Partnering with international organizations for joint conferences in different regions of the world: In 2022, ASHA is partnering with the European Speech and Language Therapy Association (ESLA) to participate in its May conference.
  • Participating in WHO and PAHO high-level meetings: In 2021, ASHA was invited to these meetings: PAHO Executive Committee Virtual Meeting, PAHO Directing Council Virtual Meeting, World Hearing Forum Members Virtual Meeting, Global Rehabilitation Alliance, advocacy group meetings. ASHA promoted the launch of WHO Rehabilitation Competency Framework. In 2022, ASHA participated in the Global Disability Summit (virtual).
  • Increasing publications from authors outside the U.S.: As of 12/31/21, there are 881 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, CAE, Senior Director of Multicultural Practices (
ASHA members competently address cultural/linguistic influences on service delivery outcomes
  • Members of the Ad Hoc Committee on Bilingual Language Competence and Service Delivery have been appointed and work has begun. The committee is charged with (a) determining proficiency needed across modalities for service delivery in languages other than spoken English, (b) confirming additional knowledge and skills needed to provide services to bilingual individuals, and (c) evaluating potential mechanisms and consequences of verifying language proficiency and additional knowledge and skills for bilingual service delivery.
  • All ASHA Practice Portal pages include review by and input from a DEI perspective. Recently completed reviews include Written Language Disorders, Accent Modification, Telepractice, and Hearing Aids for Children. Pages currently under review include Documentation in Healthcare, Documentation in Schools, Adult Hearing Screening, and Hearing Loss in Children.
  • The 2022 Grant Program for Projects on Multicultural Activities has opened. All proposals must be submitted by May 2. The objective of this grant program is to provide support for the infusion of multiculturalism into our clinical, educational, and professional programs; and the activities of allied/related associations and organizations.
  • There are continuing updates and revisions to That's Unheard Of: Build Your Cultural Competence (, a resource designed to provide bite-sized information, resources, and tools to deliver culturally and linguistically appropriate services.
  • The MENA (Middle East and North Africa) Caucus is the newest addition to the Multicultural Constituency Groups. This recently formed professional community strives “to develop a safe space and be a resource for persons of Middle Eastern and North African origin—including researchers, current and future professionals, and students interested in learning about and providing services to this population.”
  • The detailed review of the processes and documents related to CAA Site Visitors has been completed and the CAA is reviewing recommendations.

Strategic Objective #9: Transform learning across the discipline

Objective Owner
Donna Fisher Smiley, PhD, CCC-A, Chief Staff Officer for Audiology (
ASHA has created and advanced a learning ecosystem that supports members’ ability to proactively navigate change and thrive professionally through life-long learning
  • This objective is new in 2021 to ASHA’s Strategic Pathway. In Q3 and Q4 in 2021 the SO#9 internal work team was established, and a short and long-term work plan were created, including identifying transformational initiatives. In Q1 of 2022, work has focused on transformational initiative #1 (listed below).
  • Performance Measures
    • Number of personalized learning opportunities created/offered
      • Baseline 0 (2021); Target: TBD (2025)
    • Number of members who participate in personalized learning opportunities
      • Baseline 0 (2021); Target: TBD (2025)
    • Number of members who report learning new knowledge and skills
      • Baseline 0 (2021); Target: TBD (2025)
    • Learning opportunities offered for different career stages
      • Baseline ? (2021); Target: TBD (2025)
  • Transformational Initiatives:
    • Develop and implement a competency framework for the professions
    • Define what a personalized/customized learning experience means for ASHA members
    • Develop and deploy a campaign to shift members’ learning mindset from compliance to competency
    • Identify and implement the technology needed for customization and personalization
  • Plan for TI #1: Develop and implement a competency framework for the professions
    • Discovery: Review/research/information gathering: "Meaning of competency"
    • Internal and External benchmarking: Assess other models and approaches used in healthcare organizations and how they are used
    • Refine entry-level competencies (via Cert Practice Analysis in 2022)
    • Identify additional competencies gained over time/job task analysis
    • Promote the value and importance of competency-based approach to all stakeholders
    • Continue to refine entry-level competencies and identify competencies acquired at later stages of practitioners' career (entry/intermediate/advanced)

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