2027 Standards and Implementation Procedures for the Certificate of Clinical Competence in Speech-Language Pathology (CCC-SLP)

Effective Date: August 1, 2027

Introduction

The Council for Clinical Certification in Audiology and Speech-Language Pathology (CFCC) is a semi-autonomous credentialing body of the American Speech-Language-Hearing Association (ASHA). Composed of your peers in audiology and speech-language pathology, the CFCC is responsible for defining and enforcing the Certificate of Clinical Competence (CCC) and administering the certification maintenance program.

In 2024, ASHA conducted a Curriculum and Practice Analysis (CAPA) of the Profession of Speech-Language Pathology. The CFCC reviewed the survey results and developed the following standards to better fit current clinical practices.

The standards that a speech-language pathologist (SLP) must meet to receive the CCC-SLP are shown in bold. All applicants must meet the standards as written—without exception.

The CFCC implementation procedures provide guidance to meet the standards as written. All references to academic coursework, clinical practicum, and clinical fellowship (CF) skills relate to ASHA’s Scope of Practice in Speech-Language Pathology.

A 2020 to 2027 speech-language pathology standards crosswalk [PDF] is available to document changes and updates to the standards. Contact certification@asha.org with general questions about certification standards or certification maintenance.

For a sample citation and glossary of terms used throughout, please see the “Terminology” section following the certification standards.

• Standard I – Qualifying Degree
• Standard II – Speech-Language Pathology Graduate Education Program
• Standard III – Program of Study
• Standard IV – Knowledge Outcomes
• Standard V – Skills Outcomes
• Standard VI – Assessment
• Standard VII – Speech-Language Pathology Clinical Fellowship
• Standard VIII – Certification Maintenance
• Citation
• Terminology

Standard I: Qualifying Degree

The applicant for certification (hereafter, “applicant”) must have a master’s or a doctoral degree.

Standard II: Speech-Language Pathology Graduate Education Program

All required speech-language pathology graduate coursework and graduate clinical practicum experience must have been initiated and completed in a CAA-accredited program, a program with CAA candidacy status, or an internationally equivalent program.

Implementation:

• The applicant’s program director or official designee must complete and submit a Program Director Verification Form.
• The applicant must submit an official graduate transcript with a graduate degree conferral date—a letter from the college/university registrar will not be accepted.
• The official graduate transcript must be received by the ASHA National Office no later than 1 year from the date on which the application was received.

Applicants who were educated outside the United States or its territories must meet all certification standards. Coursework must be completed at a higher education institution that is regionally accredited or recognized by the appropriate regulatory authority for that country.

Standard III: Program of Study

The applicant must have completed a program of study that includes a minimum of 36 semester credit hours at the graduate level. The program of study must include academic coursework and supervised clinical experience sufficient in depth and breadth to achieve the specified knowledge and skills outcomes specified in Standards IV-A through IV-H and Standards V-A through V-C.

Standard IV: Knowledge Outcomes

The applicant must have demonstrated knowledge of various topic areas. These knowledge outcomes consist of Standards IV-A through IV-H, which are described in detail in the subsections below.

Standard IV-A

The applicant must have demonstrated knowledge of biology, chemistry or physics, social and/or behavioral sciences, and statistics and/or research methods.

Implementation: Applicants must complete academic coursework in (a) biology, (b) chemistry or physics, (c) social and/or behavioral sciences, and (d) statistics and/or research methods as follows:

• Biology coursework provides knowledge in areas related to human or animal sciences (e.g., biology, human anatomy and physiology, neuroanatomy and neurophysiology, human genetics).
• Chemistry or physics coursework provides foundational knowledge in the areas below.
  • Chemistry: Substances and compounds that are composed of atoms and molecules, and their structure, properties, behavior, and the changes that occur during reactions with other compounds. This knowledge contributes to better acquisition and synthesis of the underlying processes of speech and hearing science.
  • Physics: Matter, energy, motion, and force. This knowledge contributes to a better appreciation of the role that physics plays in everyday experiences, society, and technology.
• Social and/or behavioral sciences coursework provides knowledge in the analysis and investigation of human and animal behavior through controlled and naturalistic observation and disciplined scientific experimentation.
• Statistics and/or research methods coursework focuses on learning from data and from measuring, controlling, and communicating uncertainty. This coursework provides the knowledge essential for controlling the course of scientific and societal advances.

At the discretion of the graduate program, one course can be used to fulfill two prerequisite content areas. However, prerequisite courses cannot be used toward satisfying the 36 minimum hours of graduate coursework.

Program directors must evaluate course descriptions or syllabi to determine if the content provides the foundational knowledge outlined in the CFCC’s guidance for acceptable coursework.

Standard IV-B

The applicant must have demonstrated knowledge of basic human communication and swallowing processes—including the appropriate acoustic, biologic, cultural, developmental, genetic, embryologic, linguistic, neurologic, and psychologic bases. The applicant must have demonstrated the ability to integrate information pertaining to typical and atypical human development across the life span.

Standard IV-C

The applicant must have demonstrated knowledge of communication and swallowing disorders and differences—including the appropriate etiologies, characteristics, anatomic, physiologic, acoustic, cultural, developmental, linguistic, and psychological considerations in the following areas:

• speech sound production—including articulation, motor planning and execution, phonology, and accent services
• stuttering, cluttering, and fluency
• voice and resonance—including respiration, phonation, and upper airway
• receptive and expressive language and literacy—including phonology, morphology, syntax, semantics, pragmatics, prelinguistic communication, and paralinguistic communication
• hearing—including structure and function of the auditory systems and the impact on speech, language, and communication
• swallowing/feeding—including anatomic, physiologic, and neurologic processes of oral, pharyngeal, laryngeal, respiratory, esophageal, and gastrointestinal systems
• cognition and cognitive aspects of communication—including language organization, attention, memory, sequencing, problem solving, and executive function
• social aspects of communication
• augmentative and alternative communication modalities

Implementation: It is expected that coursework addressing the professional knowledge specified by these standards (Standards IV-B and IV-C) will occur primarily at the graduate level.

Standard IV-D

For each of the areas specified in Standard IV-C, the applicant must have demonstrated current knowledge of the principles and methods of prevention, assessment, and intervention for individuals with communication and swallowing disorders—including consideration of a person’s anatomy, physiology, neurology, psychology, development, language, and culture.

Standard IV-E

The applicant must have demonstrated knowledge of the principles and rules of the ASHA Code of Ethics (hereafter, “Code of Ethics”).

Standard IV-F

The applicant must have demonstrated knowledge of processes used in research and must know how to integrate research principles into evidence-based clinical practice.

Implementation: The applicant must have demonstrated (a) knowledge of the principles of basic and applied research and research design; (b) knowledge of how to access and critically review sources of research information; and (c) ability to relate research to clinical practice.

Standard IV-G

The applicant must have demonstrated knowledge of contemporary professional issues that impact speech-language pathology practice.

Implementation: “Contemporary professional issues” may include but are not limited to the following:

• trends in professional practice and interprofessional practice (IPP)
• service provision that aligns with the unique histories, values, and circumstances of individuals, families, and/or communities
• telepractice and telesupervision
• technology literacy
• academic program accreditation standards
• ASHA practice policies and guidelines
• social determinants of health

Standard IV-H

The applicant must have demonstrated knowledge of (a) entry-level and advanced certifications; (b) state licensure; (c) other relevant professional credentials; (d) billing and reimbursement; and (e) local, state, and federal regulations and policies relevant to professional practice including but not limited to the Individuals with Disabilities Education Act (IDEA), the Health Insurance Portability and Accountability Act (HIPAA), and the Family Educational Rights and Privacy Act (FERPA).

Standard V: Skills Outcomes

The applicant must have demonstrated skills in various topic areas and must have completed a program of study, all of which are described in the subsections below.

Standard V-A

The applicant must have demonstrated skills in oral, written, and nonverbal communication for entry into professional practice.

Implementation: The applicant must have demonstrated communication skills that are sufficient for effective clinical and professional interactions. The applicant must have demonstrated the ability to write, comprehend, and use technology for technical reports, diagnostic and treatment reports, treatment plans, and professional correspondence.

Standard V-B

The applicant must have completed a program of study that included practical experiences sufficient in breadth and depth to achieve the following skills outcomes:

1. Evaluation

1. Conduct screening procedures and prevention activities.
2. Collect case history information—including social determinants of health—and integrate that information during the assessment process through collaboration with the individual receiving services, family members, care partners, and relevant professionals.
3. Select and implement appropriate evaluation procedures—such as behavioral observations, non-standardized and standardized assessments, and instrumental procedures.
4. Modify procedures during an evaluation to reflect the needs of the individual.
5. Interpret, integrate, and synthesize all information to develop diagnoses and make appropriate recommendations.
6. Complete documentation, report writing, and administrative tasks—including the use of electronic medical records.
7. Communicate results and recommendations of the assessment with the individual receiving services, family members, care partners, and relevant professionals.
8. Make referrals, as appropriate.

2. Intervention

1. Develop setting-appropriate individualized treatment plans with measurable and achievable long-term goals and short-term objectives that target functional outcomes to meet the individual’s needs.
2. Determine appropriate frequency, intensity, and duration of intervention to achieve functional outcomes.
3. Implement setting-appropriate treatment plans and procedures.
4. Use appropriate materials and instrumentation for prevention and intervention.
5. Measure and evaluate individual’s performance and progress, including functional outcomes.
6. Dynamically modify treatment plans, strategies, materials, instrumentation, and/or the environment, as appropriate, to meet the individual’s needs.
7. Complete documentation, report writing, and administrative tasks—including the use of electronic medical records.
8. Communicate all relevant information to support intervention.
9. Make referrals, as appropriate.

3. Interaction and Personal Qualities

1. Communicate effectively by recognizing the needs, values, preferred mode of communication, and cultural/linguistic background of individuals, family members, care partners, and relevant others.
2. Collaborate in the care management of individuals to ensure an interprofessional, team-based practice.
3. Provide counseling regarding communication and swallowing disorders and differences to individuals, family members, care partners, and relevant others.
4. Adhere to the Code of Ethics, and maintain high standards of professionalism.

Implementation: The applicant must demonstrate these skills across the nine (9) major areas listed in Standard IV-C; the applicant can achieve this through the following methods:

• direct clinical contact with individuals receiving services
• labs
• clinical simulations
• practical examinations
• completion of independent projects

The applicant must have obtained a variety of supervised clinical experiences in different work settings and with different populations so that the applicant can demonstrate skills within the Scope of Practice in Speech-Language Pathology.

These supervised clinical experiences allow student clinicians to

• interpret, integrate, and synthesize core concepts and knowledge;
• demonstrate appropriate professional and clinical skills; and
• incorporate critical thinking and decision-making skills.

Supervised clinical experiences should include interprofessional education and interprofessional collaborative practice.

The use of clinical simulation (CS) can include standardized patients and/or simulation technologies—such as virtual patients, digitized mannequins, immersive reality, task trainers, and computer-based interactive experiences. To be considered CS, the activity must include all of the following elements:

• clearly stated student learning outcomes
• a pre-brief, an introduction, or an orientation, which sets expectations for learning and outlines preparatory activities
• a valuable, reliable simulation that replaces real-world experience, including hands-on interaction with materials and immersion into the learning process
• a debrief with the clinical educator, reflecting upon the clinical experience
• an assessment that verifies the student has met stated learning outcomes

Clinical educators of clinical experiences must hold current ASHA certification in the appropriate area of practice during the time of supervision. The supervised activities must be within the Scope of Practice in Speech-Language Pathology in order to count toward the student’s ASHA certification requirements.

Standard V-C

The applicant must complete a minimum of 400 clock hours of supervised clinical practicum in the practice of speech-language pathology that meets the requirements outlined in the implementation language.

Implementation: During the supervised clinical practicum experience, for purposes of ASHA certification, the applicant must adhere to the following requirements:

• All activities that an applicant completes during the graduate clinical practicum experience must be
  • within the Scope of Practice in Speech-Language Pathology and
  • supervised by a clinician who meets the requirements specified in Standard V-E.
• An applicant should be assigned practicums only after they have acquired a knowledge base specific to the practice setting and population of that experience.
• Only the actual time spent in sessions can be counted for clock hours, and the time spent cannot be rounded up to the nearest 15-minute interval.
• Up to two graduate student clinicians can actively participate in a session together and count the entire session for clock hours.
• The applicant must maintain documentation of time spent in supervised clinical practicum clock hours, and the graduate program must verify this documentation in accordance with Standards III and IV.

How To Earn 400 Supervised Clinical Practicum Clock Hours

Required: Minimum of 250 Hours of Graduate Level, On-Site, In-Person, Direct Contact

The graduate student, individual receiving services, and graduate clinical educator must be in the same location during the clinical session. Students can also earn up to 150 of the 400 minimum required clock hours through the following optional activities (see also Table 1.A for a summary):

Optional: Non-Clinical Care Management (maximum of 50 clock hours)
At the discretion of the graduate program, the applicant may include up to 50 clock hours of non-clinical care management (e.g., note writing, report writing, test scoring with interpretation, chart reviews, interprofessional care conferences, programming augmentative and alternative communication [AAC] devices) without the individual receiving services or the care partner(s) present. These activities must be associated with the clinical services that the graduate student clinician provided.

Optional: Guided Clinical Observations (maximum of 25 clock hours)
At the discretion of the graduate program, applicants may include up to 25 clock hours of observation of activities within the Scope of Practice in Speech-Language Pathology that are followed by a guided debrief with a clinical educator who meets the requirements specified in Standard V-E.

These observation hours can occur at the undergraduate or graduate level. Debrief activities that occur simultaneously during the student’s observation can count toward the total observation time. Debrief activities that occur after the observation cannot count toward the total observation time. The guided debrief can occur through discussion and/or through review and approval of the student’s written reports or summaries. Students can use video recordings of clinical services for observation purposes, and the guided debrief must occur between the clinical educator and the student observer.

Optional: Undergraduate Supervised Clinical Practicum (maximum of 50 clock hours)
At the discretion of the graduate program, the applicant may count clock hours obtained at the undergraduate level through on-site, in-person, direct contact. This can include supervised clinical practicum hours earned while enrolled in an undergraduate communication sciences and disorders (CSD) program or in a speech-language pathology assistant (SLPA) program.

Optional: Clinical Simulation (maximum of 75 clock hours)
At the discretion of the graduate program, the applicant may obtain clock hours through CS. The only hours that an applicant can count are those in which they actively engage with CS. Debriefing activities cannot be included as clock hours. (See Standard V-B.)

Table 1.A: Optional Supervised Clinical Practicum Activities

A minimum of 250 clock hours must occur through graduate level, on-site, and in-person direct care. Table 1-A provides a summary of the optional practicum activities that an applicant may use to fulfill the remaining 150 clock hours.

^a Non–clinical care management = tasks performed by the graduate student clinician without the individual receiving services or care partner(s) present (i.e., note writing, report writing, test scoring with interpretation, chart reviews, interprofessional care conferences, programming of AAC devices). Note: AAC = augmentative and alternative communication; CSD = communication sciences and disorders; SLPA = speech-language pathology assistant.

Standard V-D

The applicant must complete at least 325 of the required 400 clock hours of supervised clinical practicum while they are enrolled in graduate study in a CAA-accredited speech-language pathology program.

Standard V-E

Supervision of students must be provided by a clinical educator who meets all of the following requirements prior to and throughout the time as a clinical educator:

• holds ASHA certification in the appropriate profession
• has a minimum of 9 months of full-time clinical* experience (or its part-time equivalent) since earning ASHA certification
• has completed a minimum of 2 hours of professional development in clinical instruction, supervision, and/or mentorship after being awarded ASHA certification and prior to supervising a student

*An SLP’s experience is considered “clinical” if they are the recognized provider of direct care and care management for the individual receiving services. An SLP whose experience includes classroom teaching, research/lab work, CS debriefing, or teaching only clinical methods cannot count these experiences as clinical unless they are the recognized provider of direct care and care management for the individual receiving services.

The amount of direct supervision provided during each practicum placement must be

• at least 25% of the student clinician’s total contact with each individual receiving services;
• commensurate with the student clinician’s knowledge, skills, and experience;
• provided throughout the practicum experience; and
• sufficient to ensure the welfare of the individual who is receiving services.

Implementation: Supervision of clinical practicum is intended to provide guidance and feedback and to facilitate the student’s acquisition of essential clinical skills. Direct supervision must be in real time.

A clinical educator must be available and on site to consult with a student providing on-site, in-person clinical services. A clinical educator must be available either virtually or in-person with a graduate student providing telepractice. Asynchronous supervision for CS must include debriefing activities that are commensurate with a minimum of 25% of the clock hours for each case.

Standard V-F

Supervised clinical practicum must include assessment and intervention experiences with individuals across the life span and from various cultural/linguistic backgrounds. Practicum must include experience with individuals who have various types and severities of communication and/or related disorders, differences, and disabilities named in Standard IV-C.

Standard VI: Assessment

The applicant must have passed the national examination adopted by ASHA for purposes of certification in speech-language pathology.

Implementation: Results of the Praxis® Examination in Speech-Language Pathology must be submitted directly to ASHA from the Educational Testing Service (ETS). The certification standards require that the applicant earns a passing exam no earlier than 5 years prior to submission of the application and no later than 2 years following receipt of the application. If the applicant does not successfully pass the exam and report the results within the 2-year application period, then the applicant’s certification file will be closed. If the applicant passes the exam or reports the results at a later date, then the applicant must reapply for certification under the standards that are in effect at that time.

Standard VII: Speech-Language Pathology Clinical Fellowship

The applicant must successfully complete a speech-language pathology clinical fellowship (CF; also known as “the CF experience”).

Implementation: The applicant can initiate the CF experience only after completing all of the graduate credit hours, academic coursework, and clinical experiences required to meet the knowledge and skills delineated in Standards IV and V.

The applicant must initiate the CF experience within 24 months of the date that ASHA receives the application for certification. Once the CF experience is initiated, it must be completed within 48 months of the initiation date, and it can include multiple jobs and/or mentors. An application will be closed if the applicant does not complete the CF experience within the 48-month timeframe or if the applicant does not submit it to ASHA within 90 days after the 48-month deadline. If an application is closed, then the Clinical Fellow can re-apply for certification—when doing so, they must meet the standards that are in effect at the time of re-application.

CF experiences that are more than 5 years old at the time of application will not be accepted. The applicant must complete the CF under the mentorship of a clinician who has met the requirements of Standard VII-B; this is required of the clinician before they can serve as the CF mentor. The Clinical Fellow

• is responsible for identifying a CF mentor who meets the supervision requirements and
• cannot count any hours earned during the time that the CF mentor does not meet all supervision requirements.

Therefore, it is the Clinical Fellow’s responsibility to verify the mentor’s status before—and periodically throughout—the CF experience.

In accordance with Principle III, Rule B of the Code of Ethics, individuals who have a personal, professional, financial, or other interest or relationship to a Clinical Fellow may not serve as the CF mentor.

Standard VII-A: The CF Experience

The CF experience must consist of clinical service activities that foster continued professional growth and integration of knowledge, skills, and tasks of clinical practice in speech-language pathology that are consistent with those described in ASHA’s current Scope of Practice in Speech-Language Pathology. The CF experience must consist of a minimum of the following:

• 36 weeks of professional experience (at least 5 hours per week)
• 1,260 hours of professional work
• 3 segments representing approximately one third of the total CF experience

Implementation: At least 80% of the Clinical Fellow’s major responsibilities during the CF experience must fall within those that are (a) listed in the Scope of Practice in Speech-Language Pathology and (b) related to clinical practice and the management process for individuals who exhibit communication and/or swallowing disabilities.

The Clinical Fellow cannot

• count any weeks consisting of fewer than 5 hours of professional experience or
• shorten the experience to fewer than 36 weeks by working more than 35 hours per week.

The CF experience can include more than one job, CF mentor, or setting, and each must fulfill the requirements for time and mentorship.

Any CF experience segment that begins on or after August 1, 2027, can include up to 100% telepractice and up to 100% telesupervision.

Standard VII-B: CF Mentorship

The Clinical Fellow must receive ongoing mentoring by the CF mentor. Mentorship must be provided by a clinician who meets all the following requirements:

• holds a current CCC-SLP
• has completed a minimum of 9 months of full-time clinical* experience (or its part-time equivalent) while ASHA certified
• has completed a minimum of 2 hours of professional development in clinical instruction, supervision, and/or mentorship after being awarded ASHA certification and prior to mentoring a Clinical Fellow

* An SLP’s experience is considered “clinical” if they are the recognized provider of direct care and care management for the individual receiving services. An SLP whose experience includes classroom teaching, research/lab work, CS debriefing, or teaching only clinical methods cannot count these experiences as clinical unless they are the recognized provider of direct care and care management for the individual receiving services.

Implementation: The Clinical Fellow cannot count any hours earned during the time that the CF mentor does not meet all CF mentorship requirements.

Mentorship during the CF experience is intended to (a) provide the mentor with adequate information to score the Clinical Fellowship Skills Inventory (CFSI) and (b) allow the mentor to provide guidance and feedback to further the Clinical Fellow’s expertise for both clinical and professional skill sets. Therefore, the CF mentor must be available to consult with the Clinical Fellow who provides clinical services.

Two Types of CF Mentorship

The CF mentor must provide a minimum of 6 hours of direct observation and 6 hours of mentorship during each segment of the CF experience to effectively rate skills listed in the CFSI and validate the hours and weeks worked by the Clinical Fellow.

Direct observation of clinical practice must

• occur in real time via either in-person or virtual platforms (up to 6 hours of direct observation can occur in 1 day) and
• consist of the Clinical Fellow engaging in screening, evaluation, assessment, and/or habilitation/rehabilitation activities.

Mentorship can include but is not limited to

• reviewing documentation written by the Clinical Fellow,
• meeting with the Clinical Fellow to promote development of clinical skills,
• reviewing video and/or audio recordings,
• providing feedback and guidance after clinical observation, and
• engaging in didactic learning activities.

The Clinical Fellow and CF mentor must participate in regularly scheduled formal evaluations of the Clinical Fellow’s progress during the CF experience. The CF mentor must document and verify a Clinical Fellow’s clinical and professional skills using the CFSI at the end of each segment of the CF experience. This report must be signed and dated by both the Clinical Fellow and the CF mentor.

Standard VII-C: Clinical Fellowship Outcomes

The Clinical Fellow must demonstrate knowledge and skills consistent with those specified within the Scope of Practice in Speech-Language Pathology and the Code of Ethics.

Implementation: At the end of the third and/or final segment of the CF experience, the Clinical Fellow must

• complete the requirements outlined in Standard VII-A,
• earn a score of 2 or 3 across all skills on the CFSI, and
• receive a positive recommendation for certification from the CF mentor(s).

If the Clinical Fellow does not earn a score of 2 or 3 across all skills on the CFSI at the end of the third and/or final segment the CF experience can extend until such time as the Clinical Fellow meets the requirements. (For more information, see Guide to the ASHA Clinical Fellowship Experience.)

Standard VIII: Certification Maintenance

Certificate holders must demonstrate continued professional development for maintenance of the CCC-SLP.

Implementation: Individuals holding certification must

• earn and report at least 30 professional development hours (PDHs) during the 3-year certification maintenance interval,
• adhere to the Code of Ethics, and
• pay annual certification fees to renew certification.

The 30 PDHs must include the following content areas:

• Content Area 1: 1 PDH in ethics.
• Content Area 2: 2 PDHs in topics that strengthen the ability of ASHA-certified individuals to provide services that
  • align with the unique histories, values, and circumstances of individuals, families, and communities and/or
  • enhance capacity for self-reflection, adaptability, and collaboration with colleagues, students, externs, Clinical Fellows, assistants, professionals, care partners, and others, as appropriate.

ASHA-certified individuals who do not renew certification can reinstate certification by meeting the reinstatement requirements that are in place at the time of reinstatement application. If maintenance of certification is not accomplished within the 3-year interval, then certification will expire.

Citation

Cite this document as follows:

Council for Clinical Certification in Audiology and Speech-Language Pathology of the American Speech-Language-Hearing Association. (2027). 2027 Standards and implementation procedures for the certificate of clinical competence in speech-language pathology. https://www.asha.org/certification/2027-slp-certification-standards 

Terminology

applicant
An individual who has submitted a paid application for ASHA certification.

actively participating
Refers to tasks done during direct care that include (a) providing clinical assessment, intervention/therapy, and counseling/education and (b) completing documentation and/or data collection during the clinical session.

CF
An abbreviation for “clinical fellowship,” which is a post-graduate mentored professional experience completed with one or more CF mentors (see definition of “CF mentor” below) as part of the ASHA certification credentialing process. The CF is divided into three (3) segments for balanced mentorship. (See Certification Standard VII.)

CF segment
A portion of the clinical fellowship experience that equals approximately one third of the 1,260-hour minimum requirement (~420 hours) where a minimum of 12 hours of mentorship designated in Certification Standard VII-B and rating the CFSI are required. (See definition of “CFSI” below.)

CF mentor
An ASHA-certified SLP who has met the supervision/mentorship requirement and who provides professional guidance and feedback to the Clinical Fellow during their clinical fellowship experience. The CF mentor is responsible for the duties listed in Certification Standard VII-B.

CF mentorship
Professional clinical guidance provided by a CF mentor in the field of speech-language pathology to a Clinical Fellow in pursuit of the CCC credential. Unlike a clinical educator, a CF mentor’s role is elevated to professional guidance in clinical decision making and clinical care management. (See definition of “CF mentor” above.)

Clinical educator
A person who is directly responsible for overseeing a student clinician’s clinical skills while enrolled in a graduate program. This term may be used interchangeably with clinical supervisor, clinical instructor, and preceptor.

Clinical Fellow
An individual seeking ASHA certification who has completed a graduate program in speech-language pathology, who is in the process of working toward the outcomes listed in Certification Standard VII-C and becoming a fully credentialed practitioner.

CFSI
An abbreviation for the Clinical Fellowship Skills Inventory, which is the three-point scale a CF mentor uses to rate a Clinical Fellow’s level of accuracy, consistency, clinical judgment, and autonomy in professional clinical practice. The CF mentor must rate all skills at the end of each CF segment as part of the application process. (See definition of “CF mentor” above.)

Clinical supervisor (of a student clinician)
Synonymous with clinical educator.

CS
An abbreviation for clinical simulation, which is a method of practicing clinical services that uses realistic scenarios and mimics real-world situations as an alternative to providing direct care to real-life individuals. Graduate students can only count time spent on a simulated case as clock hours; time in debrief is excluded. Because CS is a type of direct care, supervision minimums are still required as listed in Certification Standard V-C. (See definition of “debrief” below.)

debrief
When used in the context of CS and observation hours, it is a reflective activity for improving future performance that is facilitated by the clinical educator and completed by the student. During the debrief, the learner answers questions about the session to identify and resolve gaps in (a) clinical knowledge, skills, and reasoning; (b) self-awareness, and (c) professional communication.

direct care/contact
Evaluation, treatment, prevention, or counseling completed in the presence of an individual and/or their care partners.

direct supervision
A teaching/learning method in which an appropriately credentialed clinical supervisor conducts a real-time observation of a student clinician while that student clinician is demonstrating clinical skills (i.e., evaluation, treatment, counseling) to an individual and/or their care partner.

guided observation
A teaching/learning process in which a student clinician observes and assesses a clinical activity—evaluations, treatments, and/or counseling—followed by a debrief with an ASHA-certified professional who has met supervision requirements. (See definition of “debrief” above.)

interprofessional practice (IPP)
An intentional approach in which SLPs collaborate with professionals in other disciplines—as well as with families and/or care partners—to improve outcomes for individuals served.

social determinants of health
The nonmedical variables and forces that impact a person’s health throughout their life (e.g., economic stability, education access and quality, health care access and quality, neighborhood and environment, and social and community context).

supervised clinical practicum
The portion of an academic program where students apply theoretical knowledge to clinical skills needed to work in the field of speech-language pathology. During this time, a qualified and appropriately credentialed professional provides supervision to aspects of clinical service delivery as necessary to meet the welfare and needs of the consumer of SLP services while the student is learning.

telepractice
A model of service delivery using telecommunication and internet technology to remotely connect clinicians to individuals receiving services and care partners for screening, assessment, intervention, and/or education.

telesupervision
A synchronous clinical experience where a qualified professional observes the delivery of direct care services from a distance via telecommunication and internet technology. This allows the certified professional to provide clinical feedback or guidance as needed.