The Fluency Curriculum in the New Millennium: Building “Skills” Into “Knowledge” Classes Recent changes in the standards for the Certificate of Clinical Competence in Speech-Language Pathology (CCC-SLP) have led to changes in the way in which information is presented to students in communication sciences and disorders classes. One of the primary changes is the focus on knowledge and skills outcomes that result ... Article
Article  |   March 01, 2008
The Fluency Curriculum in the New Millennium: Building “Skills” Into “Knowledge” Classes
Author Affiliations & Notes
  • Bob Quesal
    Western Illinois University, Macomb, IL
  • Bill Murphy
    Purdue University, West Lafayette, IN
Article Information
Fluency Disorders / Professional Issues & Training / Speech, Voice & Prosody / Articles
Article   |   March 01, 2008
The Fluency Curriculum in the New Millennium: Building “Skills” Into “Knowledge” Classes
SIG 4 Perspectives on Fluency and Fluency Disorders, March 2008, Vol. 18, 33-36. doi:10.1044/ffd18.1.33
SIG 4 Perspectives on Fluency and Fluency Disorders, March 2008, Vol. 18, 33-36. doi:10.1044/ffd18.1.33
Abstract

Recent changes in the standards for the Certificate of Clinical Competence in Speech-Language Pathology (CCC-SLP) have led to changes in the way in which information is presented to students in communication sciences and disorders classes. One of the primary changes is the focus on knowledge and skills outcomes that result from students’ education. Another change is the degree to which those skills and knowledge are specified by the standards. Educators cannot always be assured that all students will obtain “skills” in all areas specified by the standards during their practicum experiences. For that reason, it becomes necessary to add “skills” components to what may have previously been “knowledge” classes. This article presents a number of ideas for adding these “skills” experiences to “knowledge” classes.

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