The New CCC Standards: Implications for Training Students to Work With Fluency Disorders In October 2000, ASHA’s Council on Professional Standards in Speech-Language Pathology and Audiology (Standards Council; now, the Council for Clinical Certification in Audiology and Speech-Language Pathology) approved the standards and implementation for the certificate of clinical competence in speech-language pathology. It is the role of the Standards Council to ... Article
Article  |   August 01, 2002
The New CCC Standards: Implications for Training Students to Work With Fluency Disorders
Author Affiliations & Notes
  • Tommie L. Robinson, Jr.
    Scottish Rite Center for Childhood Language Disorders, Children’s Hearing and Speech Center, Children’s National Medical Center, The George Washington University School of Medicine, Washington, D.C.
Article Information
Speech, Voice & Prosodic Disorders / Fluency Disorders / Professional Issues & Training / Articles
Article   |   August 01, 2002
The New CCC Standards: Implications for Training Students to Work With Fluency Disorders
SIG 4 Perspectives on Fluency and Fluency Disorders, August 2002, Vol. 12, 20-22. doi:10.1044/ffd12.2.20
SIG 4 Perspectives on Fluency and Fluency Disorders, August 2002, Vol. 12, 20-22. doi:10.1044/ffd12.2.20
In October 2000, ASHA’s Council on Professional Standards in Speech-Language Pathology and Audiology (Standards Council; now, the Council for Clinical Certification in Audiology and Speech-Language Pathology) approved the standards and implementation for the certificate of clinical competence in speech-language pathology. It is the role of the Standards Council to develop new standards in response to changes in the profession as noted in the scope of practice, issues relative to consumer protection and to promote the quality of services.
In order to develop the new standards, the Standards Council examined the following sources of information:
The new standards (ASHA, 2000 B) are divided into seven sections and are arranged to address the areas that are crucial to the preparation of the students for entry-level practice into speech-language pathology. The current standards emphasize process measures of academic and clinical training. The new standards combine process and outcome measures of academic and clinical knowledge and skills. Process standards specify the experiences, such as class work or praeticum hours, that are intended to result in learning. Outcome standards are stated as the evidence of learning by demonstration of specific knowledge and skills.
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