Strategic Objective Highlights

April 2023 (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.
  • Data from SLP NOMS were instrumental in ASHA’s successful efforts to convince CMS to extend telepractice coverage
  • 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, the benefits of IPE/IPP, and IPE/IPP evidence and research resources. A Quick Links page is available to access downloadable resources such as rubrics, checklists, videos, etc. for easy incorporation into education and professional development activities and clinical practice.
  • 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 2024.
  • 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


  • All 11 Academic and Research Mentoring (ARM) Network programs, which span three academic-research career stages, were successfully delivered in 2022, by mostly employing virtual formats.
    • Considering an Academic-Research Career
      • Progeny, Students Preparing for Academic Research Careers (SPARC), Research Mentoring-Pair Travel Award (RMPTA), Audiology Research Travel Award (ARTA)
    • Launching an Academic-Research Career
      • Mentoring Academic Research Careers (MARC), Pathways, Lessons for Success (LfS)
    • Advancing an Academic-Research Career
      • Advancing Academic Research Careers (AARC), Grant Review & Reviewer Training (GRRT), Clinical Practice Research Institute (CPRI), and Dissemination and Implementation Science Travel Award (DISTAnce)
  • Participant Outcomes at 3-years and 6-years post-participation are available at ARM Network Program Participant Outcomes Data
    • More than 90% of the participants across these 11 programs remained in the academic-research pipeline at 6 years post-participation.
    • For Pathways, LfS, and MARC, three years after the program, 69% of participants who applied were successful in obtaining research funding, and after 6 years, 79% had obtained research funding.
    • For AARC, GRRT, CPRI, & DISTAnce, three years after the program, 84% of participants who applied were successful in obtaining research funding, and after 6 years, 91% had obtained research funding. All participants remained in the academic-research pipeline after 6 years.

Publication and Knowledge Translation of Clinical Practice Research

Implementation of Clinical Research and Implementation Science

  • 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 four years that the program has been offered. 100% of those who participated between 2019–2021 have completed a timeline of grant preparation milestones leading to their submission of a grant that incorporates implementation science.

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.
    • Service delivery information updates were posted to the ASHA website related to COVID-19 pandemic regularly.
    • Updated resources on telepractice across the USA due to COVID-19 are posted on the website. We also note the changes in telepractice legislation at the state level on the ASHA website.
    • ASHA Faculty Development Institute (AFDI) 2021 cohort members have submitted 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. As of November 1, 2022, a total of 638 assistants are certified. 36 individuals certified C-AA and 602 were awarded C-SLPA. Additionally, 19 applications for C-AA and 92 applications for C-SLPA are in review/approved to take the exam.
    • Several states have passed laws and regulations accepting ASHA’s C-SLPA as an option for meeting some or all of their licensing/credentialing requirements.  AZ, MD, NC, SC, TN, and WY. The following states that propose assistant legislative changes being drafted for 2023 include KY, NM, OK, SC and possibly NV.

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

Interim Objective Owner
Lemmietta McNeilly, PhD, CCC-SLP, FASAE, CAE, FNAP, ASHA Fellow, Chief Staff Officer for Speech-Language Pathology (
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 26 states. The process to operationalize the compact in 2023 continues.
  • A new training module on coding and reimbursement policy issues will launch during the 2023 Convention.
  • An advocacy communications plan was put into effect on February 1, 2022. Since then, several new initiatives have been launched to elevate communications with ASHA members about the value of ASHA’s advocacy, including the new ASHA Advocate, a monthly video on Instagram that summarizes recent advocacy “wins,” 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 October 31, 2022, 43 states have adopted a single license for audiology and 25 states have adopted a single license for speech-language pathology.

Strategic Objective #6: Increase Diversity, Equity, and Inclusion (DEI) within the Association and the discipline

Objective Owner
Megan-Brette Hamilton, PhD, CCC-SLP, Chief Staff Officer for Multicultural Affairs (
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 CRTL Collaborative comprised of representatives from ASHA’s Academic Affairs Board and SIGs 10, 11, and 14 created a repository of resources for academic and clinical educators on culturally responsive teaching and learning. The Culturally Responsive Teaching and Learning collection is now available.
  • A new Diversity, Equity, and Inclusion (DEI) statement has been developed and posted to ASHA’s website. This new statement includes aspects of equity which were not in the previous DEI statement.
  • CFCC has approved a requirement as a part of certification maintenance focused on diversity, equity, inclusion, cultural competence, cultural humility, or culturally responsive practice.This requirement went into effect January 1, 2023.
  • CAA modified standard 3.4A/B in 2021 to more fully incorporate concepts of diversity, equity, and inclusion—not just across the curriculum in terms of reflecting the diversity of society, but affording opportunities for program faculty and staff, as well as students, to assess their own cultural biases, as well as recognize the impact and interaction of cultural and linguistic variables along with social determinants of health. After undergoing extensive peer review, these standards' revisions went into effect January 1, 2023.
  • In an attempt to ensure equity and uncover any unintentional bias, Multicultural Issues Board (MIB) has completed the review of the materials for the process of the application and review of selection of CAA site visitors.
  • ASHAWire developed a Diversity, Equity, & Inclusion Special Collection, which is a curated selection of more than 40 articles and podcasts.
  • DEI topics were added as areas of research expertise in application forms to selected research education programs and in the Academic and Research Education (AARE) Reviewer Expertise Profile form.
  • Updated ASHA Journals Academy section on Bias and Language to expand our guidance on person-first and identity-first language and gender identity and sexual orientation.
  • 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 that addresses DEI has been developed for the Leadership Academy.
  • Project launched to develop an equity and accountability platform where users can report efforts and share ideas for systemic changes that promote DEI in their organizations/facilities.
  • ASHA has modified and expanded the options for demographic categories so that members can accurately self-identify. As of April 2023, ASHA will be implementing consistent use of these categories.
  • 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. 25% of Ecuador’s workforce was trained. ASHA-PAHO Collaboration presentation (in Spanish) during the PAHO Leadership Round-Table Meeting, which includes a group of Ministers of Health. ASHA-PAHO Collaboration presentation (in Spanish) at the Ibero-American Congress of Speech-Language Pathology, organized by the University of Santa Paula, Costa Rica. The International Issues Board established the ASHA-PAHO Collaboration Advisory Subcommittee.
  • Increasing the outreach and numbers of the International Affiliates (IAs): 610 IAs in 63 countries as of 12/31/22. Developing resources and regional strategies to better serve this audience, improve exchanges, and increase affiliation.
  • 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.
  • Partnering with international organizations for joint conferences in different regions of the world: In 2023, ASHA is partnering with the International Association of Communication Sciences and Disorders (IALP) for its Congress scheduled for August 24-26, 2023 in New Zealand.
  • Participating in WHO and PAHO high-level meetings: In 2022, ASHA participated in the Global Disability Summit (virtual); PAHO Executive Committee Meeting (virtual); PAHO Sanitary Conference (Hybrid); WHO Meeting “Equipping Professional Associations to Advance the Rehabilitation Workforce Agenda in Countries”; ASHA is a member of the World Hearing Forum and the World Rehabilitation Alliance.
  • Increasing publications from authors outside the U.S.: As of 12/31/22, there are 874 international authors in ASHA journals (including Perspectives). The ASHA Journals Academy includes information on translation services and resources for non-English speakers. Launched “Paperpal Preflight”, a service to provide authors automated editorial review of their manuscripts prior to submission. This is especially valuable for the success of international authors.

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
  • Revisions continue to be made to multiple ASHA Practice Portal pages e.g. Caseload and Workload using a culturally responsive lens. Reviews have been completed on several pages e.g. Language and Communication of Deaf and Hard of Hearing Children. Work has begun on the development of new pages e.g. NICU Services and Gender-Affirming Services.
  • The 2024 Grant Program for Projects on Multicultural Activities was opened and will accept submissions until April 24.
  • The Ad Hoc Committee on Bilingual/Multilingual Service Delivery has drafted recommendations and is currently conducting a Select Peer Review. The final report with recommendations will be submitted to the Board of Directors by May 31.
  • Revised the document Supporting and Working with Transgender and Gender-Diverse People.
  • Work is underway to finalize the That's Unheard Of: Learn About Cultural Competency Communication Plan.
  • Contributions have been made to federal government requests for comments, guidance, information, etc., e.g. U.S. Department of Education Office of English Language Acquisition related to working with interpreters and translator, and the Office of Civil Rights related to conscience protection.
  • ASHA Faculty Development Institute (AFDI) cohort members have submitted their implementation plans for curricular enhancements in their identified focus areas. Cultural competence/responsiveness is one of the four potential opportunities for focus. Planning efforts for AFDI 2024 are underway.

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
  • Current work on SO#9 is focused on Transformational Initiative #1: Develop and implement a competency framework for the professions
  • Work in the following areas is in progress:
    • Identification of external audiences to gauge their understanding related to the need for a competency-based approach/framework in our professions
    • Education of and promotion to members and other stakeholder groups regarding a competency-based approach (presentations at conferences and to various committees, boards and councils)
    • Gathering and reviewing information around the meaning of competency
    • Assessment of other competency-based models and approaches used in healthcare organizations
    • Refinement of entry-level competencies via the Curriculum and Practice Analysis (CAPA) for both professions
      • Audiology CAPA
        • Kick off meeting May 2022
        • Subject matter expert (SME) subpanel meetings July–Sept. 2022
        • SME full panel meeting October 8–9, 2022
        • Anticipate report to be completed by the end of 2023
      • Speech-Language Pathology CAPA
        • Kick off meeting to be held in November 2022
        • SME full panel meeting will be held April 28–29, 2023
        • Anticipate report to be completed by the first quarter of 2024

ASHA Corporate Partners