Professional Development Requirements for the 2020 Audiology and Speech-Language Pathology Certification Standards

Effective: January 1, 2023

CC/DEI: Professional Development Requirements

Who? All individuals who hold the CCC-A and/or CCC-SLP.

What? Out of 30 required professional development hours for certification maintenance, at least 2 hours must be in the area of cultural competency (CC), cultural humility, culturally responsive practice, or diversity, equity, and inclusion (DEI).

When? Beginning with certificate holders in the January 1, 2023–December 31, 2025 certification maintenance interval.

How Often? Each 3-year maintenance interval.

Effective: January 1, 2020

Ethics: Professional Development Requirements

Who? All individuals who hold the CCC-A and/or CCC-SLP.

What? Out of 30 required professional development hours for certification maintenance, at least 1 hour must be in the area of ethics.

When? Beginning with certificate holders in the January 1, 2020–December 31, 2022 certification maintenance interval.

How Often? Each 3-year maintenance interval.

Supervision: Professional Development Requirements

Who? All clinical supervisor and clinical fellowship (CF) mentors providing supervision/clinical instruction for students and/or Clinical Fellows for purposes of ASHA certification.

What? Complete a minimum of 2 hours of professional development in the area of supervision/clinical instruction

When? After being awarded the CCC-A or CCC-SLP.

How Often? One time.

Approved Course Content

The Council for Clinical Certification in Audiology and Speech-Language Pathology (CFCC) has created a list of approved professional development course topics/content that meets the new professional development requirements. The list of approved CC/DEI, Ethics, and Supervision/Clinical Education course content will be reviewed regularly by the CFCC to ensure that all eligible courses/course content meeting the standard are listed below.

CC/DEI

Accommodations/adaptions
Administrative and regulatory issues and considerations related to multicultural/cross-linguistic and diversity issues
Cultural competence, awareness, and responsiveness
Communication differences
Communication disorders within communication differences
Development and assessment of nonbiased assessment tools and treatment programs
International populations
Inclusive practices
Linguistic competence
Multilingual and multi-dialectal assessment and treatment issues
Recruitment, retention, graduation, and career placement of diverse faculty and students in the professions of audiology and speech-language pathology
Ongoing reflection and life-long learning
Second-language or second-dialect acquisition
Transgender and gender-diverse populations
Understanding the potential impact of cultural differences on service delivery (e.g., race, ethnicity, age, socioeconomic status, sexual orientation, religion, gender, gender identity, and gender expression)
Working with cultural mediators, translators, and interpreters

Cultural competence: The knowledge and skill needed to address language and culture; this knowledge and skill evolves over time and spans lifelong learning.

Cultural humility: A lifelong commitment to engaging in self-evaluation and self-critique and to remedying the power imbalance implicit to clinical interactions.

Culturally responsive practice: Responding to and serving individuals within the context of their cultural background—and the ability to learn from and relate respectfully with people of other cultures.

Professional interactions: Refers to not only service delivery but to interactions with colleagues, students, audiology externs, interprofessional practice providers, and so forth.

Ethics and Ethical Decision-Making

Ethical/moral development
Ethical theories and models
Values, character, morals and ethics
Professionalism, Interprofessional professionalism
Interprofessional collaboration and ethics
Codes of ethics, interpretation, application
Understanding codes of ethics; preventing ethical violations; reporting violations, whistle-blowing
Ethical decision-making; models and methods of ethical decision-making
Reflection and ethical decision-making
Ethics and patient/student care
Ethics and relationships with patients/students and family members
Ethics and research, human subjects
Managing your practice in an ethical way; ethics and practice management (HIPAA, etc.)
Ethics related to multicultural issues, cultural competence, diversity
Ethical issues related to business, administration, leadership, supervision, student/faculty relationships
Representation of services, competency
Confidentiality, conflicts of interest, competition, competence, boundary issues
Ethics related to advertising; marketing; social media
Ethics related to technology platforms for client/patient records and security
Ethical considerations and decision-making as it applies to a specific disorder or treatment
The integration of professional ethics, business ethics, and the ASHA Code of Ethics in professional practice settings
Multicultural and/or cross-linguistic issues related to ethics and ethical decision making
Interprofessional education and interprofessional practice related ethics and ethical decision making

Supervision of Staff/Clinical Education of Students/CF Mentors

Knowledge and skills specific to clinical educators of undergraduates, graduate students, preceptors of audiology externs, mentors of clinical fellow in speech-language pathology, supervisors of support personnel, and supervisors of individuals transitioning to a new area of practice or reentering the profession
Ethical issues related to clinical education and supervision, supervisor/staff and clinical instructor/student relationships
Supervisory processes and clinical education including collaborative models of supervision and instruction, adult learning styles, teaching techniques, roles and responsibilities of clinical educator and student
Research/evidence-based practice in clinical education Relationship development and communication skills related to working with staff and students including developing a supportive and trusting relationship between supervisor and supervisee or mentor and mentee
Educating students and staff about management and clinical instruction processes including defining expectations, goal setting, and requirements of the relationship including ways to respond to legal and ethical issues
Use of techniques to demonstrate recognition of and access to appropriate accommodations for staff and students with disabilities
Demonstrating the use of technology, when appropriate, for remote supervision and clinical instruction and the use of case simulations
Demonstrating the use of technology, when appropriate, for supervision of remote service provision, i.e., telepractice
The role of the clinical educator in the use of alternative clinical experiences, i.e. case simulations and standardized patients
Establishment/implementation of goals including developing goals/objectives with the student that allow for growth in critical thinking and problem solving; setting personal goals to enhance teaching skills
Observation techniques, collecting and interpreting session data with the supervisee or student
Providing supervisee or student objective feedback to motivate and improve performance; adjusting supervisory and teaching style based on level and needs of supervisee or student
Analysis and evaluation related to clinical instruction including how to examine collected data and observation notes to identify patterns of behavior and targets for improvement
Clinical and performance decisions including how to model/guide the supervisee or student to respond to ethical dilemmas, apply regulatory guidance in service delivery, access payment/reimbursement for services, and use reflective practice techniques to modify performance
Creating and implementing plans for improvement
Multicultural and/or cross-linguistic issues related to supervision and clinical education including but not limited to defining and demonstrating evidence of cultural competence and appropriate responses to different communication styles of the supervisee or student
Interprofessional education and interprofessional practice related to supervision and clinical education, including but not limited to defining and demonstrating expectations for interpersonal and modes of communication

Questions?

If you have any questions, or have additional topics/content that you feel should be added to the list, please contact the ASHA Certification Team at certification@asha.org.