Research Competencies in Audiology & Speech-Language Pathology

Expected by ASHA

Excerpts from:

American Speech-Language-Hearing Association, Council on Academic Accreditation. CAA Standards for Accreditation 2006. In effect January 2008.

Standard 3.0A Curriculum
Standard 5.0 Assessment


Standards for Accreditation of Graduate Education Programs in Audiology and Speech-Language Pathology

Standard 3.0A Curriculum (Academic and Clinical Education in AUDIOLOGY)

3.1A The curriculum (academic and clinical education) is consistent with the mission and goals of the program and prepares students in the full breadth and depth of the scope of practice in audiology.

The doctoral academic and clinical curriculum in audiology must include instruction in the areas of (a) foundations of audiology practice, (b) prevention and identification, (c) evaluation, and (d) treatment, as described below. Instruction in foundations of audiology practice must include opportunities for students to acquire knowledge in the following areas:

  • principles and practices of research, including experimental design, evidence-based practice, statistical methods, and application to clinical populations

3.3A The scientific and research foundations of the profession are evident in the curriculum.

The program must demonstrate how it verifies that students obtain knowledge in the basic sciences (e.g., biology and physics), basic science skills (e.g., scientific methods and critical thinking), and the basic communication sciences (e.g., acoustics and physiological and neurological processes of speech, language, and hearing). The curriculum must reflect the scientific bases of the professions and include research methodology. The curriculum must provide opportunities for students to become knowledgeable consumers of research literature. The program of study must include research and scholarship opportunities that are consistent with the mission and goals of the program and institutional expectations for clinical doctoral programs.

Standard 3.0B Curriculum (Academic and Clinical Education in SPEECH-LANGUAGE PATHOLOGY)

The program must provide opportunities for students to acquire and demonstrate knowledge in the following areas:

  • processes used in research and the integration of research principles into evidence-based clinical practice

3.3B The scientific and research foundations of the profession are evident in the curriculum.

The program must demonstrate how it verifies that students obtain knowledge in the basic sciences (e.g., biology and physics), basic science skills (e.g., scientific methods and critical thinking), and the basic communication sciences (e.g., acoustics; physiological and neurological processes of speech, language, and hearing; linguistics). The curriculum must provide opportunities for students to become knowledgeable consumers of research literature. The curriculum must reflect the scientific bases of the professions and include research methodology, research literature, and opportunities to participate in research and scholarship activities, consistent with the mission and goals of the program and institutional expectations.

Standard 5.0 Assessment

5.1 The program conducts ongoing and systematic formative and summative assessment of the performance of its current students.

5.2 The program documents student progress toward completion of the graduate degree and professional credentialing requirements and makes this information available to assist students in qualifying for certification and licensure.

5.3 The program conducts regular and ongoing assessments of program effectiveness and uses the results for continuous improvement.


Last modified November 30, 2006
by Boris Teske, Prescott Memorial Library,
Louisiana Tech University, Ruston, LA 71272