Understanding Continuing Education (CE) Terminology

The definitions and explanations on this page will help you understand terms found on ASHA CE Transcripts and ASHA CEFind.

Disclaimer: ASHA approves CE Providers not courses. This approval does not imply endorsement of course content, specific products or clinical procedures. Every attempt is made to ensure the accuracy of information in ASHA CEFind. It is your responsibility to contact the CE Provider to verify specific information about a course. ASHA does not accept responsibility for any inaccurate information listed in ASHA CEFind.

Registration fees: ASHA CE does not collect details on course registration fees/cost from ASHA Approved CE Providers. We recommend accessing the provider’s website for course pricing information.

Content Areas

CE courses offered for ASHA CEUs must fall within one of the two content areas described below. Some states require more of one type than another/others for licensure renewal. Check with your state regulatory agency directly for its specific requirements

Content Areas	Summary
Professional	Information pertaining to disorders of speech, language, swallowing, and hearing: Various types of disorders of communication and their manifestations, classifications, and causes Evaluation skills, including procedures, techniques, and instrumentation for assessment Management procedures and principles in habilitation and rehabilitation
Related	Information pertaining to the understanding of normal and abnormal human behavior—as well as services available from related professions—that apply to the contemporary practices of speech-language pathology and/or audiology: Theories of learning and behavior Services available from related professions that also deal with persons who have disorders of communication Information from these professions about the sensory, physical, emotional, social, and/or intellectual status of a child or adult Other areas of program management, economics of professional practice, legislative issues, professional ethics, clinical supervision, counseling and interviewing, application of computers, and modern technology and statistics
Basic Communication Processes	(Retired in 2020) Basic Communication Processes Information (beyond the basic ASHA certification requirements) applicable to the normal development and use of speech, language, and hearing that is: Anatomic and physiological bases for the normal development and use of speech, language, and hearing; Physical bases and processes of the production and perception of speech, language, and hearing; Linguistic and psycholinguistic variables related to normal development and use of speech, language, and hearing; and (d) technological, biomedical, engineering, and instrumentation information (such as computer programming and microprocessor adaptations) that enable expansion of knowledge in the basic communication processes.
Formats	Summary
Group Learning (Synchronous)	Participants engage as a group in real time and interact with each other, the instructor, and the material. Courses may include formats like workshops, seminars, conferences, forums, online seminars/conferences, technical and poster sessions, roundtable discussions, and traditional academic courses.
Individual/Self-Study (Asynchronous)	Participants engage individually, with no interaction with other learners, using the same material. Self-Study courses may include journals, readings, recorded material or online modules.
Blended (Hybrid)	Participants engage in hybrid learning experience of both Group and Self-Study formats. These courses may be provided through Online/Distance Learning, In-Person Learning or a combination of these settings. They may also have required online viewings and/or readings prior to, during, or after the In-Person portion.
Subject Codes	Summary
Subject Codes	When registering a course for ASHA CEUs, ASHA Approved CE Providers select a subject code that best describes the majority of the course’s overall subject matter and scope.
Instructional Levels	Summary
Introductory	Instruction at the Introductory Level of difficulty is generally intended for professionals with novice experience in the content area. Material presented is based on fundamental principles or concepts that are fairly well known and regularly applied. Often, this level of training is intended to be a prerequisite to successive, more difficult topics offered at the Intermediate Level. At times, experienced professionals might be advised to take this training for review or in preparation for more advanced level training. Introductory Level can also be used to describe course content related to new or emerging areas of practice.
Intermediate	Instruction at the Intermediate Level assumes some familiarity with the basic literature as well as some experience in professional practice within the area covered and is targeted for more experienced professionals. The pace of the training and difficulty of concepts presented require more advanced knowledge and skills than those required at the Introductory Level. Examples used at this level are often based on recent research and case studies that are complex in nature.
Advanced	Instruction at the Advanced Level assumes the participant already has established experience, knowledge, and skill within the area covered. The focus of courses at this level is on comprehension of findings in the current literature and the synthesis and application of information presented to advance current clinical and research practices. The pace of instruction and level of difficulty of the material presented are commensurate with the needs of a professional with comprehensive knowledge, ability, and experience in the content area.
Various	This classification indicates that a single level cannot be determined. It is intended primarily for courses that offer multiple sessions for which the instructional level may vary from session.