Should undergraduate courses be included in the course listings provided to CAA?
As the CAA’s focus for accreditation is on the graduate curriculum, undergraduate courses should only be listed with the accreditation materials if they are also offered for graduate credit.
Standard 3.1: A & B (Audiology & Speech-Language Pathology)
Are the knowledge, skills, and abilities listed under Standard 3.1 (A and B) the same as those listed in the CFCC standards?
The knowledge, skills, and abilities (KSAs) that are the required components of the curriculum under Standard 3.1 are similar to the KSAs in the ASHA certification standards. However, they are not exact. The CAA did re-order and clarify language in some statements and did add a few items that do not appear in the certification standards. Specifically, “Application of the principles of evidence based practice” and “Interaction and interdependence of speech, language, hearing in the discipline of human communication sciences and disorders” appear for both audiology and speech-language pathology (Standards 3.1A and 3.1B). Further, “Genetic bases of hearing and hearing loss” was added for Standard 3.1A (Audiology). However, there are no KSAs in the certification standards that are missing from the accreditation standards.
*Note: As one of the most frequently cited standards for partial or non-compliance, programs should ensure that their curriculum (in audiology for 3.1A and in speech-language pathology for 3.1B) prepares students for the full depth and breadth of their respective scopes of practice.
Standard 3.1: A (Audiology)
Please clarify the clinical expectations for audiology programs (25% of program length vs. 12 months full-time equivalent (FTE) for supervised clinical experiences).
The audiology curriculum should include opportunities for students to earn 12 months FTE of supervised clinical experiences. These activities should comprise approximately 25% of the overall program length. CAA wants to ensure that clinical education and experience were ongoing throughout the graduate program and not limited to only the last year and to ensure that there is an appropriate balance of didactic and clinical activities for the clinical doctoral program.
Standard 3.5: A & B (Audiology and Speech-Language Pathology) Clinical Supervision
Is it sufficient for a program to provide documentation of its clinical supervision policies and remediation plans to demonstrate compliance with this standard?
As part of the documentation, the program must have written policies that describe how the manner and amount of supervision are determined and adjusted to reflect the competence of each student and the specific needs of the clients/patients served. A universal policy on a set amount of supervision still would need to address how supervision is adjusted to support the student clinician and to protect the patient/client served.
*Note: As one of the most frequently cited standards for partial or non-compliance, programs should ensure that there is a process for documentation of plans for clinical supervision commensurate with knowledge and skills of each student.
Standard 3.6: A & B (Audiology & Speech-Language Pathology) Clinical Site Agreements
Is it sufficient to have verbal agreements with external clinical placement sites that the program uses on a less frequent basis?
No. The program must have written agreements with all active external facilities, its policies regarding the identification and ongoing evaluation of external facilities, procedures for selecting and placing students in external clinical sites, and evidence that clinical education in external facilities is monitored by the program to ensure that educational objectives are met.
*Note: As one of the most frequently cited standards for partial or non-compliance, programs should ensure that there are written agreements with ALL active external sites.