Historically, university training clinics were established as the primary clinical training units of departments that offer graduate degree programs in speech-language pathology and audiology. These clinics serve as a valuable source of clinical exposure for students to clients of a
Health care reform is affecting our discipline. Four prominent themes provide a window into what’s to come—Outcomes Measurement, Learning Systems, Patient-Centered Care, and Transparency. Though the full impact of health care reform is not yet clear, it is important to
Increasing student involvement in faculty research is a win-win proposition from many perspectives. Student assistance can greatly speed a faculty member’s ability to conduct research. It can encourage students to explore research careers for themselves. It builds student-faculty interaction, thereby
Tele-supervision, or e-supervision, refers to the use of two-way digital video conferencing technologies for the purpose of clinical supervision. With tele-supervision, clinical instructors can provide supervision at a distant site. It has proven beneficial in reinforcing relationships between the graduate
The evidence-based practice movement has sought to tighten the link between research and practice. This movement has placed increased scrutiny on the quality and rigor of clinical practice research to ensure that the ‘tools of the trade’ are being objectively validated
Fees and Reimbursement in 2012 There are countless challenges in the education of speech-language pathologists and audiologists. Because clinical training is such an integral part of the graduate programs for our professions, the operation of the university speech and hearing
The term culturally and linguistically diverse (CLD) encompasses a diverse set of groups and individuals. Given the rapid increase in numbers of individuals from CLD populations, it is critical that the research base in communication sciences and disorders keep pace with the
Magnificent Era of Synchronicity The surge in global synergies over the past few years has increased the visibility of our field with globally focused research, education, professional opportunities, and service presentations at professional conferences for numerous Communication Sciences and Disorders
Just as the number of students with disabilities enrolled in higher education is on the rise nationally, so too is the number of students with disabilities who are drawn to speech-language pathology or audiology as a major. The legal definition
The cumulative 10-year completion rate for PhD students averages less than 50% in the United States (Council of Graduate Schools, 2008). Given the high level of personal and institutional investment required to support students for even 1 year in a
ASHA publishes four peer-reviewed scholarly journals and one peer-reviewed scholarly review journal pertaining to the general field of communication sciences and disorders (CSD) and to the professions of audiology and speech-language pathology. These journals are the American Journal of Audiology; American Journal of Speech-Language Pathology; Journal of Speech, Language, and Hearing Research; Language, Speech, and Hearing Services in Schools; and Perspectives of the ASHA Special Interest Groups. These journals have the collective mission of disseminating research findings, theoretical advances, and clinical knowledge in CSD.
General Questions: journals@asha.org
For Perspectives: perspectives@asha.org
