How to Submit Data to NOMS

Once you’ve registered to participate in NOMS, you can submit data in one of two ways:

1. By logging in to our secure web-based tool
2. By accessing the information electronically through your organization’s internal documentation system

If you are interested in the second option, we will work with you to build NOMS into your electronic documentation system (or we will work with the selected vendor to set up the NOMS libraries for your organization) so that you can transmit the data electronically to ASHA. To find out more about electronic data submission, contact NOMS@asha.org or visit our Frequently Asked Questions page.

NOMS Training

Before entering data into NOMS, participating clinicians must review the NOMS Clinician User Guide. Clinicians can access the guide by logging in to the web-based NOMS tool and clicking on the "NOMS User Guide" link on the left-hand menu. The NOMS Clinician User Guide outlines the data collection process in detail. 

Speech-Language Pathology Data Collection

Clinicians are asked to collect data on all patients under their plan of care when speech and language services are initiated and again when they are discontinued. Patients ages 3 years and older are eligible for NOMS.

NOMS data collection is quick, is easy, and involves the reporting of information already included in the patient's record. This includes information on the following:

• Demographics
• Diagnosis
• Functional status using
• Functional Communication Measures (FCMs)
• Optional Patient Reported Outcomes (PROs)
• Optional treatment targets
• Optional treatment satisfaction outcomes
• Treatment setting
• Service delivery model(s)
• Amount, frequency, and intensity of services
• Discharge disposition

Clinicians will not be asked to collect any protected health information (e.g., name, date of birth), administer any specific formal assessments, or withhold treatment in any way. NOMS is a supplement to, and not a replacement for, standardized testing. Although formal assessment measures provide information on improvement of specific skill areas, they do not always reflect how that skill improvement translates into improved performance in work, school, social interactions, or other functional day-to-day activities.