CFCC 2014 SLP STANDARDS UPDATE 2013 CFCC MEMBERS Judith Page, - - PowerPoint PPT Presentation

CFCC 2014 SLP STANDARDS UPDATE

Febru bruary 6 6, , 201 013 Judith Page, Chair CFCC

2013 CFCC MEMBERS

 Judith Page, Chair  Glenn Waguespack,

CCC-A, Vice Chair for AUD

 Melissa Passe, CCC-SLP,

Vice Chair for SLP

 James Baer, CCC-A  Akilah Heggs, CCC-A  Petrina Jackson, CCC-

SLP

 Petrina Jackson, CCC-

SLP

 Stacey Matson, CCC-A  Alison Scheer-Cohen,

CCC-SLP

 Diane Yeager, Public

Member

 Roy Shinn, CCC-A  Sandra Wright, CCC-SLP

• Cal

Caleb Mc McNiece and nd R Rene ne Utain ainsk ski, NSSLHA Representatives

NATIONAL OFFICE CFCC SUPPORT

 Neil DiSarno, Chief Staff Officer, Audiology

 ndisarno@asha.org  Phone: 301.296.5704

REVIEW OF SLP STANDARDS – THE MAP

 A Practice and Curriculum Analysis of the Practice of

Speech-Language Pathology Process – completed by practitioners, faculty, clinical faculty, etc.

 Review by CFCC – Gaps Analysis  Review rating data  Review written comments  Comparison with current standards  Revisions (if necessary)  Peer Review  Publish final standards  Blueprint for Certification Examination

REVIEW OF SLP STANDARDS – THE JOURNEY BEGINS

 2009: Completed a Practice and Curriculum Analysis of the Practice of

Speech-Language Pathology (CFCC & CAA)

 2010

010 – 201 011: Practice Analysis results reviewed by CFCC – Conducted Gaps Analysis

 Reviewed practice analysis, including written comments  Compared results with current standards  July

y – Aug ugust ust 2011: Finalized language and prepare document for peer review

 Fall

all 201 011: Peer Review conducted

 Nove

vember 201 011: CFCC began review of compiled results

 Februar

ary y 2012: CFCC Analysis of Peer Review Completed

 July

y 2012: Finalized and published SLP standards

 Septemb

mber er 2 2014: Implementation date for new SLP standards

BASIC PREMISE OF THE REVISIONS

Accreditation vs. Certification

 Accredit

ditat atio ion (CAA)

 Outcomes, structure, & processes associated with

educational program

 Certif

ific icat atio ion (CFCC)

 Concerned with knowledge & skills of gradu

duat ates

 Dependent on qualit

ity o

• f accredit

itat atio ion p process ss (CAA)

 Not prescriptive of process of education (CAA)  Involves verif

ific icat atio ion o

• f acquisit

isition of Certification K&S by program, successfu ful c l comple letion

• n of CF, pass

pass national examination

IN ADDITION, THERE WERE SOME GENERAL CHANGES

 Used same organization as 2011 Audiology Standards  Removed a lot of program process language (CAA

responsibility), focus on outcomes

 e.g. Ordering of courses, describing program

documentation, clinical hours, etc.

 Reduced procedural language  i.e. How to apply

 Tried to focus on What

What applicants should look like, not How they were prepared

GREATEST CONCERNS

 Remo

moval al o

• f format

mative a assessme ment

 St

Statis istic ics/ s/ma mathema matic ics

 Recomme

mendatio ion o

• f physic

sics a s and c d chemis istry

SO WE HEARD YOU – WHAT DID WE DO ABOUT IT?

 Although we continue to believe that

accreditation should address the educational process and certification should address the product, we accept that this is an idea whose time has not yet come, partially because we don’t yet have sufficient metrics to evaluate an applicant’s readiness for certification separate from the program director’s sign off.

MYTH BUSTER: FORMATIVE ASSESSMENT

 Removal of formative assessment: the

requirement for formative assessment as part

• f the educational process was not reinstated;

it remains the purview of the CAA

MYTH BUSTER: STATISTICS REQUIREMENT

 Statistics/mathematics:

2014 S SLP S LP Stand andar ard IV IV-A The e ap applic icant ant m mus ust have d e dem emons nstrat ated ed kno nowled edge ge o

• f

the b biologica cal s l science ces, ph physica cal l sciences, statistics cs, and and the social ial/beh ehavio ioral al s scienc iences.

 The change from mathematics to statistics was

retained to support the findings from the 2009 Practice Analysis supporting the perquisite knowledge for statistics for an individual entering the profession.

MYTH BUSTER: PHYSICS AND CHEMISTRY REQUIREMENT

Stan andar dard d IV IV-A The The appl applican ant mu must h have de demo monstrated k knowl wledg dge

• f the b

bio iological sc scie iences, ph physi sical sc scie iences, st statistics, an and d the social/ l/beha havi viora

• ral s

l sciences. Implementation: Acceptable le courses in in ph physi sical sc scie iences sh should include de p physic sics o s or chemist mistry.

 This wording was chosen to provide guidance to the programs

in determining what courses should be included, but to leave the specific decisions to the discretion of the program

• director. Although the CFCC suggests that physics or chemistry

would be the optimal choices, the final decision is ultimately left in the hands of the programs.

CHANGES TO THE SLP PRAXIS

 Computer-based testing (CBT)is now available.  New test code 5330 for CBT exam  Test regeneration is underway that map to the

2014 SLP Standards

 New SLP Praxis exam will be launched

September 2014

STUDENTS APPLYING FOR THEIR CCCs

 ASHA will begin accepting applications under

the 2014 Standards on

 Sep

eptem ember 1 1, , 2013

 Applicants will be able to apply under both the

2005 or 2014 Standards from

 Sep

eptem ember 1 1, , 2013 – August 31, 2 2014

 Applicants will be required to apply under the

2014 Standards beginning

 Sep

eptem ember 1 1, , 2014