{"title":"Maximizing the provision of appropriate technology services and devices for students in schools--executive summary. Ad Hoc Committee on Maximizing the Provision of Appropriate Technology Services and Devices for Students in Schools.","authors":"","doi":"","DOIUrl":"","url":null,"abstract":"","PeriodicalId":77016,"journal":{"name":"ASHA. Supplement","volume":"40 2 Suppl 18","pages":"33-42"},"PeriodicalIF":0.0,"publicationDate":"1998-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"20488315","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This policy document of the American Speech-Language-Hearing Association (ASHA) reflects the Association's position that the Certificate of Clinical Competence-Audiology (CCC-A) is a nationally recognized quality indicator and education standard for the profession. The following statement includes the CCC-A as the appropriate credential for audiologists supervising support personnel. The consensus panel document's exclusion of the CCC-A conflicts with ASHA's policy. Member organizations that composed the consensus panel on support personnel in audiology included: Academy of Dispensing Audiologists (ADA), American Academy of Audiology (AAA), ASHA, Educational Audiology Association (EAA), Military Audiology Association (MAA), and the National Hearing Conservation Association (NHCA). Representatives to the panel included Donald Bender (AAA) and Evelyn Cherow (ASHA), co-chairs; James McDonald and Meredy Hase (ADA); Albert deChiccis and Cheryl deConde Johnson (AAA); Chris Halpin and Deborah Price (ASHA); Peggy Benson (EAA); James Jerome (MAA); and Lloyd Bowling and Richard Danielson (NHCA). ASHA's Legislative Council and Executive Board elected not to adopt the consensus panel document because it excluded the CCC-A. In all others aspects, the documents remain similar. This position statement and guidelines supersede the audiology sections of the Guidelines for the Employment and Utilization of Supportive Personnel (LC 32-80).
美国言语语言听力协会(ASHA)的政策文件反映了协会的立场,即临床听力学能力证书(CCC-A)是国家认可的专业质量指标和教育标准。以下声明包括CCC-A作为监督支持人员的听力学家的适当证书。共识小组文件排除了CCC-A,这与ASHA的政策相冲突。组成听力学支持人员共识小组的成员组织包括:配剂听力学家学会(ADA)、美国听力学学会(AAA)、ASHA、教育听力学协会(EAA)、军事听力学协会(MAA)和国家听力保护协会(NHCA)。小组代表包括联合主席Donald Bender (AAA)和Evelyn Cherow (ASHA);詹姆斯·麦克唐纳和梅雷迪·哈斯(ADA);Albert deChiccis和Cheryl deConde Johnson (AAA);克里斯·哈尔平和黛博拉·普莱斯(《ASHA》);佩吉·本森(EAA);詹姆斯·杰罗姆(MAA);以及劳埃德·鲍灵和理查德·丹尼尔森(NHCA)。民政事务局立法会及执行局选择不采纳协商一致小组文件,因为该文件排除了行政协调会。在所有其他方面,文件保持相似。本立场声明和指导方针取代了支持人员雇用和利用指导方针(LC 32-80)的听力学部分。
{"title":"Position statement and guidelines on support personnel in audiology. American Speech-Language Hearing Association.","authors":"","doi":"","DOIUrl":"","url":null,"abstract":"<p><p>This policy document of the American Speech-Language-Hearing Association (ASHA) reflects the Association's position that the Certificate of Clinical Competence-Audiology (CCC-A) is a nationally recognized quality indicator and education standard for the profession. The following statement includes the CCC-A as the appropriate credential for audiologists supervising support personnel. The consensus panel document's exclusion of the CCC-A conflicts with ASHA's policy. Member organizations that composed the consensus panel on support personnel in audiology included: Academy of Dispensing Audiologists (ADA), American Academy of Audiology (AAA), ASHA, Educational Audiology Association (EAA), Military Audiology Association (MAA), and the National Hearing Conservation Association (NHCA). Representatives to the panel included Donald Bender (AAA) and Evelyn Cherow (ASHA), co-chairs; James McDonald and Meredy Hase (ADA); Albert deChiccis and Cheryl deConde Johnson (AAA); Chris Halpin and Deborah Price (ASHA); Peggy Benson (EAA); James Jerome (MAA); and Lloyd Bowling and Richard Danielson (NHCA). ASHA's Legislative Council and Executive Board elected not to adopt the consensus panel document because it excluded the CCC-A. In all others aspects, the documents remain similar. This position statement and guidelines supersede the audiology sections of the Guidelines for the Employment and Utilization of Supportive Personnel (LC 32-80).</p>","PeriodicalId":77016,"journal":{"name":"ASHA. Supplement","volume":"40 2 Suppl 18","pages":"19-21"},"PeriodicalIF":0.0,"publicationDate":"1998-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"20488311","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1998-01-01DOI: 10.1044/policy.ps1998-00117
A. Joint
{"title":"Students and professionals who speak English with accents and nonstandard dialects: issues and recommendations. ASHA Joint Subcommittee of the Executive Board on English Language Proficiency.","authors":"A. Joint","doi":"10.1044/policy.ps1998-00117","DOIUrl":"https://doi.org/10.1044/policy.ps1998-00117","url":null,"abstract":"","PeriodicalId":77016,"journal":{"name":"ASHA. Supplement","volume":"40 2 Suppl 18 1","pages":"28-31"},"PeriodicalIF":0.0,"publicationDate":"1998-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"57676368","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The following position statement and technical report were developed by the Joint Committee of the American Speech-Language-Hearing Association (ASHA) and the Council on Education of the Deaf (CED) and approved as Association policy by the ASHA Legislative Council in November 1997 (LC 6-97). CED member organizations are reviewing the document for approval in 1998. Joint Committee members responsible for the development of this document include (from ASHA) Joan Marttila, chair 1996-97; Linda Seestedt-Stanford, chair 1994-95; Evelyn Cherow, ex official; Donald Goldberg; Dawna Lewis; Leslie Ann McMillian; Jane Seaton; Alicia Stewart; and Larry Higdon, vice president for professional practices in audiology and monitoring vice president; and (from CED) Kathee Christensen; Steve Nover; Marilyn Sass-Lehrer; and Patrick Stone. This document supersedes ASHA policy: Definitions of Communication Disorders and Variations: Hearing Disorders section.
{"title":"Hearing loss: terminology and classification. Joint Committee of the American Speech-Language-Hearing Association and the Council on Education of the Deaf.","authors":"","doi":"","DOIUrl":"","url":null,"abstract":"<p><p>The following position statement and technical report were developed by the Joint Committee of the American Speech-Language-Hearing Association (ASHA) and the Council on Education of the Deaf (CED) and approved as Association policy by the ASHA Legislative Council in November 1997 (LC 6-97). CED member organizations are reviewing the document for approval in 1998. Joint Committee members responsible for the development of this document include (from ASHA) Joan Marttila, chair 1996-97; Linda Seestedt-Stanford, chair 1994-95; Evelyn Cherow, ex official; Donald Goldberg; Dawna Lewis; Leslie Ann McMillian; Jane Seaton; Alicia Stewart; and Larry Higdon, vice president for professional practices in audiology and monitoring vice president; and (from CED) Kathee Christensen; Steve Nover; Marilyn Sass-Lehrer; and Patrick Stone. This document supersedes ASHA policy: Definitions of Communication Disorders and Variations: Hearing Disorders section.</p>","PeriodicalId":77016,"journal":{"name":"ASHA. Supplement","volume":"40 2 Suppl 18","pages":"22-3"},"PeriodicalIF":0.0,"publicationDate":"1998-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"20488312","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1998-01-01DOI: 10.1044/policy.rp1997-00210
Barbara L. Loeding, Deborah Parker-Wolfenden, Kathy I. Privratsky, S. Karr
Reference this material as: American Speech-LanguageHearing Association. (1997). Maximizing the provision of appropriate technology services and devices for students in schools: Technical report. Rockville, MD: Author.
{"title":"Maximizing the provision of appropriate technology services and devices for students in schools--executive summary. Ad Hoc Committee on Maximizing the Provision of Appropriate Technology Services and Devices for Students in Schools.","authors":"Barbara L. Loeding, Deborah Parker-Wolfenden, Kathy I. Privratsky, S. Karr","doi":"10.1044/policy.rp1997-00210","DOIUrl":"https://doi.org/10.1044/policy.rp1997-00210","url":null,"abstract":"Reference this material as: American Speech-LanguageHearing Association. (1997). Maximizing the provision of appropriate technology services and devices for students in schools: Technical report. Rockville, MD: Author.","PeriodicalId":77016,"journal":{"name":"ASHA. Supplement","volume":"40 2 Suppl 18 1","pages":"33-42"},"PeriodicalIF":0.0,"publicationDate":"1998-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"57676198","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1997-01-01DOI: 10.1044/policy.gl1997-00004
The increasing number of older adults in society as well as changing consumer preference and health care delivery systems have led to more frequent activity of audiologists in the delivery of services in nursing homes. The nursing home setting presents a number of challenges for the audiologist. It is anticipated that this document will provide audiologists with a comprehensive hearing management protocol and facilitate audiologists to confront the numerous challenges of the nursing home setting and provide quality audiology services.
{"title":"Guidelines for audiology service delivery in nursing homes. Ad Hoc Committee on Audiology Service Delivery in Home Care and Institutional Settings. American Speech-Language-Hearing Association.","authors":"","doi":"10.1044/policy.gl1997-00004","DOIUrl":"https://doi.org/10.1044/policy.gl1997-00004","url":null,"abstract":"The increasing number of older adults in society as well as changing consumer preference and health care delivery systems have led to more frequent activity of audiologists in the delivery of services in nursing homes. The nursing home setting presents a number of challenges for the audiologist. It is anticipated that this document will provide audiologists with a comprehensive hearing management protocol and facilitate audiologists to confront the numerous challenges of the nursing home setting and provide quality audiology services.","PeriodicalId":77016,"journal":{"name":"ASHA. Supplement","volume":"39 2 Suppl 17 1","pages":"15-29"},"PeriodicalIF":0.0,"publicationDate":"1997-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"57676311","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The increasing number of older adults in society as well as changing consumer preference and health care delivery systems have led to more frequent activity of audiologists in the delivery of services in nursing homes. The nursing home setting presents a number of challenges for the audiologist. It is anticipated that this document will provide audiologists with a comprehensive hearing management protocol and facilitate audiologists to confront the numerous challenges of the nursing home setting and provide quality audiology services.
{"title":"Guidelines for audiology service delivery in nursing homes. Ad Hoc Committee on Audiology Service Delivery in Home Care and Institutional Settings. American Speech-Language-Hearing Association.","authors":"","doi":"","DOIUrl":"","url":null,"abstract":"<p><p>The increasing number of older adults in society as well as changing consumer preference and health care delivery systems have led to more frequent activity of audiologists in the delivery of services in nursing homes. The nursing home setting presents a number of challenges for the audiologist. It is anticipated that this document will provide audiologists with a comprehensive hearing management protocol and facilitate audiologists to confront the numerous challenges of the nursing home setting and provide quality audiology services.</p>","PeriodicalId":77016,"journal":{"name":"ASHA. Supplement","volume":"39 2 Suppl 17","pages":"15-29"},"PeriodicalIF":0.0,"publicationDate":"1997-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"20102082","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This position statement is a policy of the American Speech-Language-Hearing Association (ASHA). The document was developed by the Ad Hoc Committee on Occupational and Environmental Hearing Conservation and adopted by the American Speech-Language-Hearing Association (ASHA) Legislative Council in December 1995. Members of the Ad Hoc Committee on Occupational and Environmental Hearing Conservation include Derek Dunn, Rena H. Glaser, Theresa Schulz (chair), Andrew Stewart, Maureen E. Thompson (ex officio), and Vickie Tuten. Lawrence Higdon, ASHA vice president for professional practices in audiology, served as monitoring vice president. This position statement supersedes the 1985 position statement, "The Audiologist's Role in Occupational Hearing Conservation" (LC7-84).
{"title":"Guidelines on the audiologist's role in occupational and environmental hearing conservation. Ad Hoc Committee on Occupational and Environmental Hearing Conservation.","authors":"","doi":"","DOIUrl":"","url":null,"abstract":"<p><p>This position statement is a policy of the American Speech-Language-Hearing Association (ASHA). The document was developed by the Ad Hoc Committee on Occupational and Environmental Hearing Conservation and adopted by the American Speech-Language-Hearing Association (ASHA) Legislative Council in December 1995. Members of the Ad Hoc Committee on Occupational and Environmental Hearing Conservation include Derek Dunn, Rena H. Glaser, Theresa Schulz (chair), Andrew Stewart, Maureen E. Thompson (ex officio), and Vickie Tuten. Lawrence Higdon, ASHA vice president for professional practices in audiology, served as monitoring vice president. This position statement supersedes the 1985 position statement, \"The Audiologist's Role in Occupational Hearing Conservation\" (LC7-84).</p>","PeriodicalId":77016,"journal":{"name":"ASHA. Supplement","volume":"38 2 Suppl 16","pages":"45-52"},"PeriodicalIF":0.0,"publicationDate":"1996-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"19655552","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Reference list. Position statements, guidelines, and other relevant papers.","authors":"","doi":"","DOIUrl":"","url":null,"abstract":"","PeriodicalId":77016,"journal":{"name":"ASHA. Supplement","volume":"38 2 Suppl 16","pages":"64-6"},"PeriodicalIF":0.0,"publicationDate":"1996-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"19655555","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1996-01-01DOI: 10.1044/policy.ps1996-00223
An array of inclusive service delivery models is recommended for the implementation of services to children and youths with communication disorders. Inclusive practices are intervention services that are based on the unique and specific needs of the individual, and provided in a context that is least restrictive. There are a variety of models through which inclusive practices can be provided, including a direct (pull-out) program, in classroom-based service delivery, community-based models, and consultative interventions. These models should be seen as flexible options that may change depending on student needs. The speech-language pathologist, in collaboration with parents, the student, teachers, support personnel, and administrators, is in the ideal position to decide the model or combination of models that best serves each individual student's communication needs. Implementation of inclusive practices requires consideration of multiple issues, including general education reform, cost effectiveness, and program efficacy. In addition, administrative and school system support, personnel qualifications, staff development, flexible scheduling, and the effects of inclusive practices on all learners need to be considered. At present, available research suggests guarded optimism for the effectiveness of inclusive practices. However, many critical questions have not yet been addressed and additional research is needed to assess the full impact of inclusive practices for students with communication disorders.
{"title":"Inclusive practices for children and youths with communication disorders. Ad Hoc Committee on Inclusion for students with Communication Disorders.","authors":"","doi":"10.1044/policy.ps1996-00223","DOIUrl":"https://doi.org/10.1044/policy.ps1996-00223","url":null,"abstract":"An array of inclusive service delivery models is recommended for the implementation of services to children and youths with communication disorders. Inclusive practices are intervention services that are based on the unique and specific needs of the individual, and provided in a context that is least restrictive. There are a variety of models through which inclusive practices can be provided, including a direct (pull-out) program, in classroom-based service delivery, community-based models, and consultative interventions. These models should be seen as flexible options that may change depending on student needs. The speech-language pathologist, in collaboration with parents, the student, teachers, support personnel, and administrators, is in the ideal position to decide the model or combination of models that best serves each individual student's communication needs. Implementation of inclusive practices requires consideration of multiple issues, including general education reform, cost effectiveness, and program efficacy. In addition, administrative and school system support, personnel qualifications, staff development, flexible scheduling, and the effects of inclusive practices on all learners need to be considered. At present, available research suggests guarded optimism for the effectiveness of inclusive practices. However, many critical questions have not yet been addressed and additional research is needed to assess the full impact of inclusive practices for students with communication disorders.","PeriodicalId":77016,"journal":{"name":"ASHA. Supplement","volume":"38 2 Suppl 16 1","pages":"35-44"},"PeriodicalIF":0.0,"publicationDate":"1996-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"57676355","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}