General Information
The mission of the Department of Communication Sciences and Disorders is to prepare highly competent and caring Audiologists and Speech-Language Pathologists and to provide pre-professional undergraduate students with a strong background in the basic processes underlying speech, language, and hearing. As a preeminent research and teaching department with national and global reach, we are committed to providing an academic environment in which the highest standards of scholarship and clinical service are practiced.
- To advance knowledge through innovative basic and clinical research and scholarship
- To provide outstanding pre-professional training in speech and hearing science
- To train competent and caring speech-language pathologists, audiologists, educators, and research scientists
- To provide compassionate, comprehensive, state-of-the-art clinical services to the community
- To raise awareness of the professions of audiology and speech-language pathology and to recruit exceptional students to our programs.
The Au.D. program at the University of Utah was awarded full accreditation in 2004 by the Council on Academic Accreditation in Audiology and Speech-Language Pathology, a semi-autonomous body of the American Speech-Language-Hearing Association (ASHA).
Departmental Policies and Regulations
Competitively based on the pool of applicants for any given year.
Deadline for application: January 15th
The following materials are to be submitted for the application:
- Statement of Purpose
- Writing sample: (2-10 pages), Cannot include clinical writing
- 3 Letters of Recommendation
If English is not the applicant’s native language, the Test of English as a Foreign Language (TOEFL) exam will be required. The entire application is weighed to determine the ability of the student to complete the program successfully.
The Au.D. Program Director serves as the committee chair and academic advisor to all Au.D. students and will meet with students on a regular basis to review academic coursework and coordinate the 4th-year externship experience. The Director of Clinical Education – Audiology directs the in-house clinical experience and coordinates community clinical rotations.
- A tuition surcharge is levied on students in the many clinical graduate programsincluding those in communication sciences and disorders, medicine, occupational therapy, pharmacy, and physical therapy.
- The surcharge is administered on a flat-rate basis to resident and non-resident students alike.
- All of the programs that assess the additional tuition are high-demand programs and are unique in the state.
- The additional tuition charge will qualify for Federal Student Loan programs.
Application to Au.D. Program
For those applicants who hold an undergraduate degree in an area other than speech and hearing sciences, six undergraduate speech and hearing courses (plus two co-requisite labs if taken at the University of Utah) must be successfully completed by Year 1 summer semester. Three courses must be completed prior to starting the Au.D. program (Year 1 fall semester). Evidence of completed courses, with grades on transcripts, must be provided upon completion.
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To be completed before Year 1 Fall:
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To be completed by Year 1 Summer:
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Regardless of undergraduate degree area, all applicants to the Au.D. program in the Department of Communication Sciences & Disorders must demonstrate completion of the following Allied Health coursework. Undergraduate allied health courses must be satisfied by evidence of completed courses with grades on transcripts. Allied health coursework must be completed by the end of your first year of graduate studies (summer semester).
- Statistics – Stand-alone statistics course; research methodology not accepted (generally a course with the word "statistics" in the title from any department meets this requirement).
- Biological Sciences - Biology, human anatomy and physiology, neuroanatomy and neurophysiology, human genetics, or veterinary science course.
- Physical Sciences – Must be a physics or chemistry course.
- Social/Behavioral Sciences - Psychology, sociology, anthropology, or public health course.
Additionally:
- Completion of observation hours in audiology under an ASHA certified audiologist (CCC-A) is encouraged prior to beginning the Au.D. Program.
For questions regarding prerequisites or allied health courses, contact Au.D. Program Director: Sarah Hargus Ferguson, Ph.D, CCC-A Associate Professor sarah.ferguson@hsc.utah.edu
Undergraduate prerequisite CSD courses must be satisfied if a student’s undergraduate degree is not in Communication Sciences & Disorders (aka Speech and Hearing). Evidence of completed courses with grades on transcripts must be provided upon completion. A copy of the following checklist can be obtained at the CSD department (1201 BEHS).
- CSD 2200: Physics of Speech and HearingDescription: An introduction to the nature of sound, acoustic characteristics of speech, and sound transmission through the peripheral auditory system.
- CSD 3100: PhoneticsDescription: The analysis of speech through application of phonetic theory and the introduction to applied phonetic transcription.
- CSD 3120: Anatomy and Physiology of the Speech and Hearing MechanismDescription: Anatomical, physiological, andneurological principles fundamental to the understanding of speechproduction and hearing
- CSD 4200: Hearing ScienceDescription: Fundamental topics in acoustics and auditory physiology are reviewed to provide a foundation for the study of audiology and hearing research. Basic concepts in mathematics and physics are covered. Topics in acoustics include simple harmonic motion, simple/complex sounds, time/frequency representations of sound, wave propagation, decibels, anddigital sound processing.
- CSD 4500: Introduction to AudiologyDescription: Introduction to theory and methods of audiological assessment, including pure tone and speech audiometry,masking, and immittance in children and adults as well as an introduction to physiologic procedures and hearing disorders.
- CSD 5380: Speech & Language DevelopmentDescription: Introduction to the sequence and processes of typical and atypical speech and language development including information about core issues surrounding the study of language acquisition and methodologies used to examine children’slinguistics competence.
The Au.D. program at the University of Utah is accredited by the Council on Academic Accreditation (CAA) in Audiology and Speech-Language Pathology, a semi-autonomous body of the American Speech-Language-Hearing Association (ASHA). The Au.D. program meets or exceeds the minimum requirements established by the CAA.
The Au.D. program is 11 semesters long and includes required didactic and clinical coursework. There are generally 10-12 Au.D. students per cohort. Upon entrance to the Au.D. program, all students receive and will be asked to acknowledge their understanding of the Essential Functions document. Au.D. students should demonstrate essential skills in the areas of communication, motor, intellectual-cognitive, sensory-observational, and behavioral-social skills to become highly competent audiologists. As part of the Au.D. curriculum, assessment of clinical skills is conducted through a clinical practical examination during the 2nd year. Additionally, all Au.D. students complete an Au.D. Capstone project by the end of their 3rd yearand before beginning the 4th year externship.
The Doctor of Audiology degree is recognized as a broad degree requiring the acquisition of general knowledge and basic skills in all applicable domains of communication sciences and disorders. The education of audiologists requires assimilation of knowledge, acquisition of skills and development of judgment through patient care experience in preparation for independent and appropriate decisions required in practice. The current practices of audiology emphasize collaboration among audiologists, speech-language pathologists, other health care and education professionals, the patient/client and the patient/client’s family.
POLICY
The University of Utah Department of Communication Sciences and Disorders endeavors to accept graduate students who can become highly competent audiologists. As an accredited program, the University of Utah curriculum in Speech and Hearing Sciences adheres to the standards and guidelines of the Council on Academic Accreditation in Audiology and Speech-Language Pathology. Within these guidelines, the University of Utah Department of Communication Sciences and Disorders has the responsibility for selecting and evaluating its students; designing, implementing, and evaluating its curriculum; and determining who should be awarded a degree. Admission and retention decisions are based not only on satisfactory academic achievement but also on other academic and clinical factors, which serve to ensure that the candidate can complete the essential functions and skills of the program required for graduation. The Department has a responsibility to the public that its graduates can become fully competent and caring audiologists and speech-language pathologists, capable of doing benefit and not harm. Thus, it is important that persons admitted and retained in our program possess the intelligence, integrity, compassion, humanitarian concern, and physical and emotional capacity necessary to practice audiology and/or speech-language pathology.
ESSENTIAL FUNCTIONS AND SKILLS
To acquire the knowledge and skills requisite to the practice of audiology, to function in a broad variety of clinical situations, and to render a wide spectrum of patient care, individuals must have essential skills and attributes in five areas: communication, motor, intellectual-cognitive, sensory-observational, and behavioral-social. These skills enable a student to meet graduate and professional requirements as measured by state and national credentialing agencies.Through their preparatory education, students are assumed to have many of these skills when they enter the graduate program while other essential functions and skills are acquired during the course of the graduate program through coursework and clinical training. Failure to develop or maintain these Essential Functions and Skills may result in action against the student, including, but not limited to dismissal from the program.
A. COMMUNICATION
A student must possess adequate communication skills to:
- Communicate proficiently in both oral and written English language.
- Possess reading and writing skills sufficient to meet curricular and clinical demands.
- Perceive and demonstrate appropriate verbal and non-verbal communication for culture and context. Modify communication style to meet the communication needs of clients, caregivers and other persons served.
- Communicate professionally and intelligibly with patients, colleagues, other healthcare professionals and community or professional groups, including the ability to give live-voice test items to clients.
- Communicate professionally, effectively, and legibly on patient documentation, reports, and scholarly papers required as a part of coursework and professional practice.
- Convey information accurately with relevance to context and cultural sensitivity.
B. MOTOR
A student most possess adequate motor skills to:
- Sustain necessary physical activity level in required classroom and clinical activities.
- Respond quickly to provide a safe environment for clients in emergency situations including fire, choking, etc.
- Access transportation to clinical and academic placements.
- Participate in classroom and clinical activities both on campus and in external placements for the defined workday.
- Efficiently manipulate testing and treatment environment and materials without violation of testing protocol and with best therapeutic practice.
- Manipulate patient-utilized equipment (e.g. durable medical equipment to include AAC devices, hearing aids, etc.) in a safe manner.
- Access technology for clinical management (i.e., billing, charting, therapy programs, etc.).
C. INTELLECTUAL/ COGNITIVE
A student must possess adequate intellectual and cognitive skills to:
- Comprehend, retain, integrate, synthesize, infer, evaluate, and apply written and verbal information sufficient to meet curricular and clinical demands.
- Identify significant findings from history, evaluation, and data to formulate a diagnosis and develop a treatment plan.
- Solve problems, reason, and make sound clinical judgments in patient assessment, diagnostic and therapeutic plan and implementation.
- Self-evaluate, identify, and communicate limits of one’s own knowledge and skill to appropriate professional level and be able to identify and use resources to increase knowledge.
- Use detailed written and verbal instruction to make unique and dependent decisions.
D. SENSORY-OBSERVATIONAL
In conjunction with intellectual and cognitive skills, a student must possess adequate sensory skills of vision, hearing, touch, and smell to:
- Identify normal and disordered (fluency, articulation, voice, resonance, respiration characteristics, oral and written language in the areas of semantics, pragmatics, syntax, morphology, and phonology, hearing and balance disorders, swallowing cognition, social interaction related to communication).
- Identify the need for alternative modalities of communication.
- Visualize and identify anatomic structures.
- Visualize and discriminate video imaging and/or digital display findings.
- Identify and discriminate findings on video imaging and/or digital display studies.
- Discriminate text, numbers, tables, and graphs associated with diagnostic instruments and tests.
- Recognize and adjust when a client and/or client’s family does or does not understand the clinician’s written and or verbal communication.
- Identify and discriminate a client’s spoken responses.
- Accurately monitor through both visual and auditory modalities, equipment displays and controls, including those of hearing instruments, used for assessment and treatment of patients.
E. BEHAVIORAL/ SOCIAL
A student must possess appropriate behavioral and social skills to:
- Display mature, empathetic and effective professional relationships by exhibiting compassion, integrity, and concern for others.
- Recognize and show respect for individuals with disabilities and for individuals of different ages, genders, gender identity, race, religions, sexual orientation and cultural and socioeconomic backgrounds.
- Conduct oneself in an ethical and legal manner, upholding the ASHA Code of Ethics and university, state and federal privacy policies.
- Maintain general good physical and mental health and self-care so as not to jeopardize the health and safety of self and others in the academic and clinical setting.
- Adapt to changing and demanding environments (which includes maintaining both professional demeanor and emotional health).
- Align priorities to prevent work from interfering with academic classes or clinical responsibilities.
- Maintain appropriate workplace behavior, including punctuality and regular attendance.
- Manage the use of time effectively to complete professional and technical tasks within realistic time constraints.
- Accept appropriate suggestions and constructive criticism and respond by modification of behaviors.
- Dress appropriately and professionally.
The University of Utah is committed to providing access, equal opportunity, and reasonable accommodation in its services, programs, activities, education, and employment for individuals with disabilities. Enrolled students who believe they have a disability for which they require accommodation should request disability accommodation from the Center for Disability Services (CDS) at (Voice), 801-581-5487 (FAX), or info@disability.utah.edu.
The U of U Au.D. program offers a Doctor of Audiology (Au.D.) degree for individuals who hold a clinical master’s degree in 2006 and are a licensed audiologist. The post-master’s Au.D. program includes a series of required didactic coursework and completion of an Au.D. capstone project. Clinical work is not required as part of the post-master’s Au.D. curricula. Post-master’s coursework includes:
| Basic Science Coursework (Select 2) | ||
|---|---|---|
| Course Number | Course Name | Credits |
| CSD 6670 | Advanced Physiology of Hearing I | 3 |
| CSD 7420 | Psychoacoustics | 3 |
| PTTH 7050 | Neuroanatomy | 5 |
| CSD 7825 | Seminar: Temporal Bone | 3 |
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Subtotal: 6-8 |
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| Advanced Audiology Courses (Select 4) | ||
|---|---|---|
| Course Number | Course Name | Credits |
| CSD 7835 | Advanced Physiology of Hearing II | 3 |
| CSD 7850 | Pediatric Audiology | 3 |
| CSD 7860 | Vestibular Assessment and Rehab | 3 |
| CSD 6630 | Advanced Amplification | 3 |
| CSD 7880 | Electrophysiology | 4 |
| CSD 7640 | Cochlear Implants | 3 |
| CSD 7450 | Advanced Aural Rehabilitation | 3 |
| CSD 7845 | Speech Perception | 3 |
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Subtotal: 12-13 |
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| Electives (Select 6 credits total) | ||
|---|---|---|
| Course Number | Course Name | Credits |
| CSD 7840 | Educational Audiology | 1 |
| CSD 7210 | Professional Practices | 3 |
| CSD 7630 | Hearing Conservation | 3 |
| CSD 6330 | Developmental Language Disorders in Children | 3 |
| CSD 6340 | Autism Spectrum Disorders | 2 |
| CSD 6400 | Augmentative & Alternative Communication | 2 |
| CSD 7350 | Aphasia | 3 |
| CSD 7410 | Cognitive-Communication Disorders | 3 |
*Courses in Nursing, Psychology, and other areas may be taken upon approval of Au.D. Program Director
| Research* | ||
|---|---|---|
| Course Number | Course Name | Credits |
| CSD 7790 | Elements of Research in Audiology | 1.5 |
| CSD 7795 | Elements of Research in Audiology II | 1.5 |
| CSD 7945 | Au.D. Capstone Project | 6 |
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Subtotal: 9 |
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*Research Requirements:
- If thesis and a research design or statistics course were completed within the past 10 years, the equivalent research category requirements are waived.
- If a thesis was completed more than 10 years ago, this 6-credit research project will be replaced with the Research Methods course and a 3-credit research-based independent study.
- If no thesis was completed as part of the Master’s degree program, then category IV must be completed.
Student must have already met requirements for state licensing.
TOTAL SEMESTER CREDIT HOURS FOR PROGRAM: 25-35
Tuition: Department of Communication Sciences and Disorders tuition will be charged for thefirst 2 semesters “in residency.” After the 2 semesters of residency in the program are complete, then the differential portion is waved, and tuition will be charged at the lower general graduate school rate. For current information on tuition, please refer to the University website.
Contact Dr. Sarah Hargus Ferguson, Au.D. Program Director, for information regarding application to post-master’s Au.D. program at sarah.ferguson@hsc.utah.edu or 801-585-6776.
CSD Graduate Program Policy on Competencies and Grades
Students in clinical professional degree programs that lead to ASHA certification must demonstrate competency in each of ASHA’s Knowledge and Skills Acquisition (KASA) Standards. Graduate Program Directors cannot approve a student’s KASAs as being met until a student demonstrates competency in each KASA standard.
To fulfill requirements for the ASHA certificate of Clinical Competence (CCC), knowledge and skills assessment (KASA) “tracking records” are maintained for each Au.D. student. The KASA guidelines dictate the knowledge and skills that the CSD program expects students to master by the time of their graduation. In addition to receiving an overall course grade for a class, students are also evaluated by the course instructor for specific knowledge and skills.
If a student receives a grade of C+ or lower in an academic course s/he must remediate that portion failed or the entire class (depending upon the discretion of the instructor) in order to demonstrate completed KASA competency. Completion of these remediation activities does not result in changes to a student’s individual exam or overall course grade. Only one opportunity for course remediation is allowed. If a student fails to remediate a course, they will be required to retake the course (with a grade of B or better) in order to demonstrate KASA competency.
Academic Probation
If a student receives a grade of C+ or lower in more than one academic course, s/he is put on “academic probation” by the Department. Following a grade of C+ or lower, the instructor will inform the Au.D. Program Director and the student’s Committee to determine an appropriate plan for remediation, if necessary. For example, the Au.D. Program Director and/or the Committee may require the student to repeat any or all of the problem courses (and obtain agrade of B or higher) prior to the student beginning his/her clinical rotations. Remediation of the courses must be completed within a timeline designated by the instructor(s). If remediation for KASA purposes is necessary, the remediation guidelines outlined below will be in effect.
If a student receives a single grade of D+ or lower as an overall course grade in any academic or clinical course, he or she will be required to repeat that course and obtain a grade of B or higher.The student may not begin his/her clinical rotation or externship until the problem course is repeated successfully.
Clinic Probation
If a student receives a grade of C+ or lower as an overall grade for a clinic registration, s/he is put on “clinical probation” by the Department. The Audiology Director of Clinical Education and Clinic Instructors will determine an appropriate course of action to remediate the relevant deficiencies. The remediation plan will be developed and carried out in the semester immediately following the semester the student was placed on probation. The student must obtain a grade of B or higher in the subsequent clinic practicum registration and meet all requirements of the remediation contract/plan that were established. Both requirements must be met in the semester being placed on probation. A student will not be able to begin his/her clinical rotation or externship until the remediation plan has been satisfactorily completed.
Dismissal from the Program
The Doctor of Audiology and Master’s Degree in speech-language pathology are clinical training programs. Appropriate academic proficiency and clinical competence must be achieved forindividuals to function as ethical and competent audiologists or speech-language pathologists. Dismissal from the clinical graduate programs in CSD will be effective beginning the semester immediately following the occurrences of any one of the following:
- An overall GPA of less than 3.0 for two consecutive semesters.¹
- Three grades of C+ or lower in any academic or clinic courses.
- An overall grade of D or F in any academic or clinical course and either:
- a grade of C+ or lower earned in any other class, or
- an overall GPA of less than 3.0.
- A clinical practicum grade of C+ or lower for two semesters and/or failure to complete any applicable remediation plans.
Remediation
If a student’s knowledge and skills in a particular are lacking, the student will be required to undertake remediation activities to demonstrate that they have achieved competency. Except in instances that require a student to retake a course, the remediation process for a given course must be completed within the first 3 weeks of the semester following the one in which the competency was not met.
If a student receives a grade of C+ or lower in an academic course, s/he must remediate that portion failed or the entire class (depending upon the discretion of the instructor) to demonstrate completed KASA competency. Completion of these remediation activities does not result in changes to a student’s overall grade in a course. Only one opportunity for course remediation is allowed. If a student fails to remediate a course, they will be required to retake the course (with a grade of B or better) to demonstrate KASA competency.²
Notes:
¹ The Graduate School requires that students maintain an overall GPA of 3.0 to graduate. A cumulative GPA below will place a student on probation with the Graduate School. A grade below C- is not accepted for credit toward a graduate degree.
² Retaking a course to improve the grade will not affect the Dismissal policy.
See the Communication Sciences and Disorders Grade Policies website for more details.
Academics Within Au.D. Program
The Au.D. Program Director is the academic and clinical advisor for each Au.D. student. Each Au.D. student is assigned a committee comprised of the advisor and two additional faculty members. The advisor meets regularly with each student and conducts group advising meetings prior to registering for subsequent semester courses.
The accreditation standards of the American Speech-Language Hearing Association require that programs track how students are acquiring the knowledge and skills needed to become an audiologist. The tracking of these skills is accomplished by means of the “Record of Knowledge and Skills Acquisition,” or KASA. Outcomes have been established by the CSD Department that meet all applicable standards of ASHA (See Appendix for ASHA standards). These standards are incorporated into coursework and clinical practice in the form of measurable goals, or outcomes. Each course has associated with it a number of specific outcomes the Au.D. student meets in order to demonstrate knowledge and skills in that content area. The outcomes may be demonstrated via exams, laboratory or homework assignments, written papers, projects, through contact with clients in the clinic, or other measurable ways. Instructors will provide the course outcomes on the syllabus, and at the end of each semester, will document evidence of how the student has, or has not, met these outcomes. If a student does not meet the outcomes adequately, a plan will be developed by the student and instructor to remediate the areas that are weak, or to plan how the student can gain additional clinical practice to meet the outcomes area.
Each student will enroll in a statistics course, two Elements of Research in Audiology courses (CSD 7790 and 7795), and 6 credits of CSD 7945 Au.D. Capstone Project. See Au.D. Program Class Sequence for specific courses.
All Au.D. students must complete a Capstone project prior to initiation of the 4th year clinical externship. The Au.D. capstone is research-based; either in a research lab or clinical research. All projects will culminate in a poster presentation to be given at the annual Au.D. Symposium in April of the 3rd year. Capstone projects will be mentored by a faculty supervisor. Each student will enroll for a total of 6 credits: 2 credits across 3 semesters during Year 2 and 3.
Goals
The goals of the capstone project are:
- To provide Au.D. students with an opportunity to contribute to the research base of the audiology discipline.
- To help Au.D. students become informed consumers of research and clinical scientific literature and apply this literature to clinical practice.
- To increase Au.D. students’ understanding of the role of audiology in the larger world
Procedures
During the summer between Years 1 and 2, Au.D. students will receive a copy of the Au.D. Capstone Packet describing possible project topic ideas and the application form. The student will complete the application, rank-ordering their top three project options. Audiology faculty will review the applications and assign projects to appropriate audiology faculty members to serve as advisors for those projects beginning the fall of Year 2. Students will work closely with their advisors to formulate a project timeline.
Students who desire to pursue a Ph.D. may use the Au.D. research project to fulfill one pre-dissertation research experience.
Clinical Education
The University of Utah Speech-Language-Hearing Clinic is a full-service patient care facility serving infants to geriatrics with communication and hearing related disorders. The clinic is open year-round, including the weeks of fall and spring break. Students may be required to participate in clinic between semester breaks. All Au.D. students will complete 4 semesters (or 7 credit hours) of clinical practice at the U of U Speech-Language-Hearing clinic. During the Year 1 Fall semester, 1st-year Au.D. students will apprentice with 2nd-year students approximately one half to one full day a week. Clinical practice during this first semester will follow the “apprenticeship” model, in which the student primarily observes the 2nd-year student to learn clinic procedures and become familiarized with equipment and test protocols. The 2nd-year student and the apprentice student are under direct supervision of the audiology supervisor.
During the 2nd semester of the first year (Year 1 Spring) the 1st-year Au.D. student clinician will be assigned a rotating clinic schedule one half to one full day per week. This includes appointments in adult diagnostics, pediatric diagnostics, amplification, aural rehabilitation, cochlear implant mapping, vestibular/balance assessment, and auditory processing disorder evaluations.
| Fall Semester | Spring Semester | Summer Semester | Subtotal | |
| Year One |
Apprenticeship 1 credit U of U Speech-Language-Hearing Clinic |
Direct Patient Care 2 credits U of U Speech-Language-Hearing Clinic |
Direct Patient Care 2 credits U of U Speech-Language-Hearing Clinic |
5 credits |
| Year Two | Direct Patient Care 2 creditsU of U Speech-Language-Hearing Clinic |
Direct Patient Care 2 credits (16-24 hr/wk) Community Clinical Rotation |
Direct Patient Care 3 credits (24-32 hrs/wk) Community Clinical Rotation |
7 credits |
| Year Three |
Direct Patient Care 3 credits (24-32 hrs/wk) Community Clinical Rotation |
Direct Patient Care 3 credits (24-32 hrs/wk) Community Clinical Rotation |
4th Year Externship (0 credits) | 6 credits |
| Year Four | 4th Year Externship9 credits (32-40 hrs/wk) | 4th Year Externship9 credits (32-40 hrs/wk) | 18 credits |
*Community Clinical Rotations: Minimum of 4 rotation sites
*4th-year Externship: 12 months; fulltime
Clinical clock hours must be attained in all areas of audiology, including:
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*To qualify for the Certificate of Clinical Competence-Audiology (CCC-A), the equivalent of a 12-month full-time clinical experience, supervised by audiologist preceptors holding current CCC-A, must be completed by the end of the 4th year.
Clinical Rotation Requirements
All audiology student clinicians are required to complete clinical practicum at the University of Utah Speech-Language-Hearing Clinic for a minimum of 4 semesters prior to participating in off- campus experiences. More experience may be required at the discretion of the audiology clinical faculty to ensure that students are adequately prepared to begin outside placements. Clinical rotation experiences are coordinated with the assistance and approval of the Audiology Director of Clinical Education.
Prior to the first community-based clinical rotation, students must pass the Clinical Practical Exam, typically taken in the Fall semester of Year 2. Students cannot be on clinic probation and must also be (a) in good academic standing (not on probation) to be recommended for a clinical rotation and (b) enrolled fulltime during the semester the placement is completed, except during the summer. Au.D. students complete at least 4 community-based clinical rotations, culminating in approximately 500 direct patient contact hours by the end of Year 3. Sites include hospitals, rehabilitation centers, ENT/Audiology clinics, private practice clinics, and public schools. At least 1 school setting is mandatory to fulfill one requirement for school certification.
1st Clinical Rotation
Students will be at their 1st clinical rotation during the Spring semester of Year 2. Students are typically at this rotation 16-24 hours per week. As students leave the U of U Speech-Language- Hearing clinic and transition to community placements, they will continue gaining skills needed to become a more well-rounded and successful clinician.
2nd-4th Clinical Rotations
Each subsequent semester, students will be placed at a different community clinic to develop their audiologic skills while working with diverse patient populations and unique clinical environments. Students will be at their rotation 24-32 hours per week. The Au.D. Director will work with students to determine appropriate community placements based on their individualinterests. Each semester, students will work towards gaining independence with clinical skills and patient care.
Throughout each clinical rotation, students will receive guidance and direct feedback from supervisors, as well as a grade at the end of each semester.
Au.D. students are required to complete a 12-month-long fulltime externship. The purpose of the 4th-year externship is to solidify clinical skills that prepare the student to be an independent clinician upon graduation. This rotation can be completed on a local, national, or even international level, keeping in mind supervisor/preceptor requirements (to be discussed in the next section of this handbook). The 4th-year externship will begin at the conclusion of the Spring semester of Year 3 (typically running until May of the following year).
Students will begin applying to 4th-year placements during the Summer semester following Year 2. Students can check the HEARCareers board to find current openings nationwide, as well as requirements and instructions for applying.
To qualify as a clinical rotation or externship site, the supervising audiologist must hold a current ASHA CCC-A. In addition, audiology supervisors must have completed at least 9 months’ work experience since earning their Au.D. degree or 3 years’ work experience since earning the master’s degree.
ASHA Praxis Exam
Background
The Praxis Exam is the national exam used as a requirement for ASHA Certificate of Clinical Competence in Audiology (CCC-A), state licensure, and possibly, state teacher credential.
Guidelines for Taking the Praxis Examination
- It is recommended the Praxis exam be taken as early as possible during the externship year.
- Passing of the Praxis exam is not a requirement to graduate from the U of U Au.D. program; however, all students are strongly encouraged to take the Praxis exam before graduation, so as not to delay application for state licensure. Successful completion of the Praxis exam is required for obtaining state licensure following graduation.
- The Praxis exam can be re-taken.
- The current passing score for ASHA certification is 162 (on a 100–200 scale). Each state determines its own passing score for state/professional licensing and teacher credentialing.
- Use the Department Code, 0308. DO NOT USE THE UNIVERSITY CODE. This request must be made at the time of initial registration for the exam.
Student Code of Conduct and Academic Integrity
Suggestions for addressing concerns regarding a course or clinical practicum placement:
- Talk with the course instructor or clinic supervisor. They need to be aware of any concerns in order to attempt to address them.
- If the instructor/supervisor is not responsive and there are continued concerns, speak with the Au.D. Director of Clinical education, the Au.D. Program Director and/or the Department Chair.
- If there continues to be an issue needing attention, the Dean of the College of Health or the Dean of the Graduate School would be the next level of administration within the University.
- Outside the University level (e.g., if there are concerns about policies or practices at the level of the Department), one can contact the Council on Academic Accreditation of the American Speech-Language-Hearing Association. Should the need arise, the contact information is: Council on Academic Accreditation ASHA National Office10801 Rockville PikeRockville, MD 20852(301) 897-5700 caa.asha.org
ASHA Code of Ethics
The American Speech-Language-Hearing Association (ASHA; hereafter, also known as "The Association") has been committed to a framework of common principles and standards of practice since ASHA's inception in 1925. This commitment was formalized in 1952 as the Association's first Code of Ethics. This Code has been modified and adapted as society and the professions have changed. The Code of Ethics reflects what we value as professionals and establishes expectations for our scientific and clinical practice based on principles of duty, accountability, fairness, and responsibility. The ASHA Code of Ethics is intended to ensure the welfare of the consumer and to protect the reputation and integrity of the professions.
The ASHA Code of Ethics is a framework and focused guide for professionals in support of day- to-day decision making related to professional conduct. The Code is partly obligatory and disciplinary and partly aspirational and descriptive in that it defines the professional's role. The Code educates professionals in the discipline, as well as students, other professionals, and the public, regarding ethical principles and standards that direct professional conduct.
The preservation of the highest standards of integrity and ethical principles is vital to the responsible discharge of obligations by audiologists, speech-language pathologists, and speech, language, and hearing scientists who serve as clinicians, educators, mentors, researchers, supervisors, and administrators. This Code of Ethics sets forth the fundamental principles and rules considered essential to this purpose and is applicable to the following individuals:
- a member of the American Speech-Language-Hearing Association holding the Certificate of Clinical Competence (CCC)
- a member of the Association not holding the Certificate of Clinical Competence (CCC)
- a nonmember of the Association holding the Certificate of Clinical Competence (CCC)
- an applicant for certification, or for membership and certification
By holding ASHA certification or membership, or through application for such, all individuals are automatically subject to the jurisdiction of the Board of Ethics for ethics complaint adjudication. Individuals who provide clinical services and who also desire membership in the Association must hold the CCC.
The fundamentals of ethical conduct are described by Principles of Ethics and by Rules of Ethics. The four Principles of Ethics form the underlying philosophical basis for the Code of Ethics and are reflected in the following areas: (I) responsibility to persons served professionally and to research participants, both human and animal; (II) responsibility for one's professional competence; (III) responsibility to the public; and (IV) responsibility for professional relationships. Individuals shall honor and abide by these Principles as affirmative obligations under all conditions of applicable professional activity. Rules of Ethics are specific statements of minimally acceptable as well as unacceptable professional conduct.
The Code is designed to provide guidance to members, applicants, and certified individuals as they make professional decisions. Because the Code is not intended to address specific situations and is not inclusive of all possible ethical dilemmas, professionals are expected to follow the written provisions and to uphold the spirit and purpose of the Code. Adherence to the Code of Ethics and its enforcement results in respect for the professions and positive outcomes for individuals who benefit from the work of audiologists, speech-language pathologists, and speech, language, and hearing scientists.
ASHA Standards and Ethics: The mailing address for self-reporting in writing is American Speech-Language-Hearing Association, Standards and Ethics, 2200 Research Blvd., #313, Rockville, MD 20850.
Advertising: Any form of communication with the public about services, therapies, products, or publications.
Conflict of Interest: An opposition between the private interests and the official or professional responsibilities of a person in a position of trust, power, and/or authority.
Crime: Any felony; or any misdemeanor involving dishonesty, physical harm to the person or property of another, or a threat of physical harm to the person or property of another. For more details, see the "Disclosure Information" section of applications for ASHA certification foundonwww.asha.org/certification/AudCertification/ and www.asha.org/certification/SLPCertification/.
Diminished Decision-making Ability:Any condition that renders a person unable to form the specific intent necessary to determine a reasonable course of action.
Fraud: Any act, expression, omission, or concealment—the intent of which is either actual or constructive—calculated to deceive others to their disadvantage.
Impaired Practitioner: An individual whose professional practice is adversely affected by addiction, substance abuse, or health-related and/or mental health–related conditions.
Individuals: Members and/or certificate holders, including applicants for certification.
Informed Consent: May be verbal, unless written consent is required; constitutes consent by persons served, research participants engaged, or parents and/or guardians of persons served to a proposed course of action after the communication of adequate information regarding expected outcomes and potential risks.
Jurisdiction: The "personal jurisdiction" and authority of the ASHA Board of Ethics over an individual holding ASHA certification and/or membership, regardless of the individual's geographic location.
Know, Known, or Knowingly: Having or reflecting knowledge.
May vs. Shall: MAY denotes an allowance for discretion; SHALL denotes no discretion.
Misrepresentation: Any statement by words or other conduct that, under the circumstances, amounts to an assertion that is false or erroneous (i.e., not in accordance with the facts); any statement made with conscious ignorance or a reckless disregard for the truth.
Negligence: Breaching of a duty owed to another, which occurs because of a failure to conform to a requirement, and this failure has caused harm to another individual, which led to damages to this person(s); failure to exercise the care toward others that a reasonable or prudent person would take in the circumstances, or taking actions that such a reasonable person would not.
Nolo contendere: No contest.
Plagiarism: False representation of another person's idea, research, presentation, result, or product as one's own through irresponsible citation, attribution, or paraphrasing; ethical misconduct does not include honest error or differences of opinion.
Publicly sanctioned: A formal disciplinary action of public record, excluding actions due to insufficient continuing education, checks returned for insufficient funds, or late payment of fees not resulting in unlicensed practice.
Reasonable or Reasonably: Supported or justified by fact or circumstance and being in accordance with reason, fairness, duty, or prudence.
Self-report: A professional obligation of self-disclosure that requires (a) notifying ASHA Standards and Ethics and (b) mailing a hard copy of a certified document to ASHA Standards and Ethics (see term above). All self-reports are subject to a separate ASHA Certification review process, which, depending on the seriousness of the self-reported information, takes additional processing time.
Shall vs. May: SHALL denotes no discretion; MAY denotes an allowance for discretion. support
Personnel: Those providing support to audiologists, speech-language pathologists, or speech, language, and hearing scientists (e.g., technician, paraprofessional, aide, or assistant in audiology, speech-language pathology, or communication sciences and disorders). For more information, read the Issues in Ethics Statements on Audiology Assistants and/or Speech-Language Pathology Assistants.
Telepractice, Teletherapy: Application of telecommunications technology to the delivery of audiology and speech- language pathology professional services at a distance by linking clinician to client/patient or clinician to clinician for assessment, intervention, and/or consultation. The quality of the service should be equivalent to in-person service. For more information, see the telepractice section on the ASHA Practice Portal.
Written: Encompasses both electronic and hard-copy writings or communications.
Individuals shall honor their responsibility to hold paramount the welfare of persons they serve professionally or who are participants in research and scholarly activities, and they shall treat animals involved in research in a humane manner.
Rules of Ethics
- Individuals shall provide all clinical services and scientific activities competently.
- Individuals shall use every resource, including referral and/or interprofessional collaboration when appropriate, to ensure that quality service is provided.
- Individuals shall not discriminate in the delivery of professional services or in the conduct of research and scholarly activities on the basis of race, ethnicity, sex, gender identity/gender expression, sexual orientation, age, religion, national origin, disability, culture, language, or dialect.
- Individuals shall not misrepresent the credentials of aides, assistants, technicians, support personnel, students, research interns, Clinical Fellows, or any others under their supervision, and they shall inform those they serve professionally of the name, role, and professional credentials of persons providing services.
- Individuals who hold the Certificate of Clinical Competence may delegate tasks related to the provision of clinical services to aides, assistants, technicians, support personnel, or any other persons only if those persons are adequately prepared and are appropriately supervised. The responsibility for the welfare of those being served remains with the certified individual.
- Individuals who hold the Certificate of Clinical Competence shall not delegate tasks that require the unique skills, knowledge, judgment, or credentials that are within the scope of their profession to aides, assistants, technicians, support personnel, or any nonprofessionals over whom they have supervisory responsibility.
- Individuals who hold the Certificate of Clinical Competence may delegate to students tasks related to the provision of clinical services that require the unique skills, knowledge, and judgment that are within the scope of practice of their profession only if those students are adequately prepared and are appropriately supervised. The responsibility for the welfare of those being served remains with the certified individual.
- Individuals shall obtain informed consent from the persons they serve about the nature and possible risks and effects of services provided, technology employed, and products dispensed. This obligation also includes informing persons served about possible effects of not engaging in treatment or not following clinical recommendations. If diminished decision-making ability of persons served is suspected, individuals should seek appropriate authorization for services, such as authorization from a spouse, other family member, or legally authorized/appointed representative.
- Individuals shall enroll and include persons as participants in research or teaching demonstrations only if participation is voluntary, without coercion, and with informed consent.
- Individuals shall accurately represent the intended purpose of a service, product, or research endeavor and shall abide by established guidelines for clinical practice and the responsible conduct of research.
- Individuals who hold the Certificate of Clinical Competence shall evaluate the effectiveness of services provided, technology employed, and products dispensed, and they shall provide services or dispense products only when benefit can reasonably be expected.
- Individuals may make a reasonable statement of prognosis, but they shall not guarantee—directly or by implication—the results of any treatment or procedure.
- Individuals who hold the Certificate of Clinical Competence shall use independent and evidence-based clinical judgment, keeping paramount the best interests of those being served.
- Individuals who hold the Certificate of Clinical Competence shall not provide clinical services solely by correspondence, but may provide services via telepractice consistent with professional standards and state and federal regulations.
- Individuals shall protect the confidentiality and security of records of professional services provided, research and scholarly activities conducted, and products dispensed. Access to these records shall be allowed only when doing so is necessary to protect the welfare of the person or of the community, is legally authorized, or is otherwise required by law.
- Individuals shall protect the confidentiality of any professional or personal information about persons served professionally or participants involved in research and scholarly activities and may disclose confidential information only when doing so is necessary to protect the welfare of the person or of the community, is legally authorized, or is otherwise required by law.
- Individuals shall maintain timely records and accurately record and bill for services provided and products dispensed and shall not misrepresent services provided, products dispensed, or research and scholarly activities conducted.
- Individuals whose professional practice is adversely affected by substance abuse, addiction, or other health-related conditions are impaired practitioners and shall seek professional assistance and, where appropriate, withdraw from the affected areas of practice.
- Individuals who have knowledge that a colleague is unable to provide professional services with reasonable skill and safety shall report this information to the appropriate authority, internally if a mechanism exists and, otherwise, externally.
- Individuals shall provide reasonable notice and information about alternatives for obtaining care in the event that they can no longer provide professional services.
Individuals shall honor their responsibility to achieve and maintain the highest level of professional competence and performance.
- Individuals who hold the Certificate of Clinical Competence shall engage in only those aspects of the professions that are within the scope of their professional practice and competence, considering their certification status, education, training, and experience.
- Members who do not hold the Certificate of Clinical Competence may not engage in the provision of clinical services; however, individuals who are in the certification application process may engage in the provision of clinical services consistent with current local and state laws and regulations and with ASHA certification requirements.
- Individuals who engage in research shall comply with all institutional, state, and federal regulations that address any aspects of research, including those that involve human participants and animals.
- Individuals shall enhance and refine their professional competence and expertise through engagement in lifelong learning applicable to their professional activities and skills.
- Individuals in administrative or supervisory roles shall not require or permit their professional staff to provide services or conduct research activities that exceed the staff member's certification status, competence, education, training, and experience.
- Individuals in administrative or supervisory roles shall not require or permit their professional staff to provide services or conduct clinical activities that compromise the staff member's independent and objective professional judgment.
- Individuals shall make use of technology and instrumentation consistent with accepted professional guidelines in their areas of practice. When such technology is not available, an appropriate referral may be made.
- Individuals shall ensure that all technology and instrumentation used to provide services or to conduct research and scholarly activities are in proper working order and are properly calibrated.
Individuals shall honor their responsibility to the public when advocating for the unmet communication and swallowing needs of the public and shall provide accurate information involving any aspect of the professions.
Rules of Ethics
- Individuals shall not misrepresent their credentials, competence, education, training, experience, and scholarly contributions.
- Individuals shall avoid engaging in conflicts of interest whereby personal, financial, or other considerations have the potential to influence or compromise professional judgment and objectivity.
- Individuals shall not misrepresent research and scholarly activities, diagnostic information, services provided, results of services provided, products dispensed, or the effects of products dispensed.
- Individuals shall not defraud through intent, ignorance, or negligence or engage in any scheme to defraud in connection with obtaining payment, reimbursement, or grants and contracts for services provided, research conducted, or products dispensed.
- Individuals' statements to the public shall provide accurate and complete information about the nature and management of communication disorders, about the professions, about professional services, about products for sale, and about research and scholarly activities.
- Individuals' statements to the public shall adhere to prevailing professional norms and shall not contain misrepresentations when advertising, announcing, and promoting their professional services and products and when reporting research results.
- Individuals shall not knowingly make false financial or nonfinancial statements and shall complete all materials honestly and without omission.
Individuals shall uphold the dignity and autonomy of the professions, maintain collaborative and harmonious interprofessional and intraprofessional relationships, and accept the professions' self-imposed standards.
Rules of Ethics
- Individuals shall work collaboratively, when appropriate, with members of one's own profession and/or members of other professions to deliver the highest quality of care.
- Individuals shall exercise independent professional judgment in recommending and providing professional services when an administrative mandate, referral source, or prescription prevents keeping the welfare of persons served paramount.
- Individuals' statements to colleagues about professional services, research results, and products shall adhere to prevailing professional standards and shall contain no misrepresentations.
- Individuals shall not engage in any form of conduct that adversely reflects on the professions or on the individual's fitness to serve persons professionally.
- Individuals shall not engage in dishonesty, negligence, fraud, deceit, or misrepresentation.
- Applicants for certification or membership, and individuals making disclosures, shall not knowingly make false statements and shall complete all application and disclosure materials honestly and without omission.
- Individuals shall not engage in any form of harassment, power abuse, or sexual harassment.
- Individuals shall not engage in sexual activities with individuals (other than a spouse or other individual with whom a prior consensual relationship exists) over whom they exercise professional authority or power, including persons receiving services, assistants, students, or research participants.
- Individuals shall not knowingly allow anyone under their supervision to engage in any practice that violates the Code of Ethics.
- Individuals shall assign credit only to those who have contributed to a publication, presentation, process, or product. Credit shall be assigned in proportion to the contribution and only with the contributor's consent.
- Individuals shall reference the source when using other persons' ideas, research, presentations, results, or products in written, oral, or any other media presentation or summary. To do otherwise constitutes plagiarism.
- Individuals shall not discriminate in their relationships with colleagues, assistants, students, support personnel, and members of other professions and disciplines on the basis of race, ethnicity, sex, gender identity/gender expression, sexual orientation, age, religion, national origin, disability, culture, language, dialect, or socioeconomic status.
- Individuals with evidence that the Code of Ethics may have been violated have the responsibility to work collaboratively to resolve the situation where possible or to inform the Board of Ethics through its established procedures.
- Individuals shall report members of other professions who they know have violated standards of care to the appropriate professional licensing authority or board, other professional regulatory body, or professional association when such violation compromises the welfare of persons served and/or research participants.
- Individuals shall not file or encourage others to file complaints that disregard or ignore facts that would disprove the allegation; the Code of Ethics shall not be used for personal reprisal, as a means of addressing personal animosity, or as a vehicle for retaliation.
- Individuals making and responding to complaints shall comply fully with the policies of the Board of Ethics in its consideration, adjudication, and resolution of complaints of alleged violations of the Code of Ethics.
- Individuals involved in ethics complaints shall not knowingly make false statements of fact or withhold relevant facts necessary to fairly adjudicate the complaints.
- Individuals shall comply with local, state, and federal laws and regulations applicable to professional practice, research ethics, and the responsible conduct of research.
- Individuals who have been convicted; been found guilty; or entered a plea of guilty or nolo contendere to (1) any misdemeanor involving dishonesty, physical harm—or the threat of physical harm—to the person or property of another, or (2) any felony, shall self-report by notifying ASHA Standards and Ethics (see Terminology for mailing address) in writing within 30 days of the conviction, plea, or finding of guilt. Individuals shall also provide a certified copy of the conviction, plea, nolo contendere record, or docket entry to ASHA Standards and Ethics within 30 days of self-reporting.
- Individuals who have been publicly sanctioned or denied a license or a professional credential by any professional association, professional licensing authority or board, or other professional regulatory body shall self-report by notifying ASHA Standards and Ethics (see Terminology for mailing address) in writing within 30 days of the final action or disposition. Individuals shall also provide a certified copy of the final action, sanction, or disposition to ASHA Standards and Ethics within 30 days of self-reporting.