A Proposal to Establish Standardized Learning Outcomes for Resonance Across Graduate Programs in Speech-Language Pathology The Council for Clinical Certification in Audiology and Speech-Language Pathology (CCFC) sets accreditation standards and these standards list broad domains of knowledge with specific coverage of “the appropriate etiologies, characteristics, anatomical/physiological, acoustic, psychological, developmental, and linguistic and cultural correlates” and assessment, intervention, and methods of prevention for each domain” ( ... Article
Article  |   August 01, 2014
A Proposal to Establish Standardized Learning Outcomes for Resonance Across Graduate Programs in Speech-Language Pathology
Author Affiliations & Notes
  • Helen M. Sharp
    Western Michigan University, Kalamazoo, MI
  • Mary O'Gara
    Northwestern University, Evanston, IL
    Shriners Hospital for Children, Chicago, IL
Article Information
Speech, Voice & Prosodic Disorders / Voice Disorders / Special Populations / Genetic & Congenital Disorders / Professional Issues & Training / Speech, Voice & Prosody
Article   |   August 01, 2014
A Proposal to Establish Standardized Learning Outcomes for Resonance Across Graduate Programs in Speech-Language Pathology
SIG 5 Perspectives on Speech Science and Orofacial Disorders, August 2014, Vol. 24, 21-26. doi:10.1044/ssod24.1.21
SIG 5 Perspectives on Speech Science and Orofacial Disorders, August 2014, Vol. 24, 21-26. doi:10.1044/ssod24.1.21

The Council for Clinical Certification in Audiology and Speech-Language Pathology (CCFC) sets accreditation standards and these standards list broad domains of knowledge with specific coverage of “the appropriate etiologies, characteristics, anatomical/physiological, acoustic, psychological, developmental, and linguistic and cultural correlates” and assessment, intervention, and methods of prevention for each domain” ( CCFC, 2013, “Standard IV-C”). One domain in the 2014 standards is “voice and resonance.” Studies of graduate training programs suggest that fewer programs require coursework in cleft palate, the course in which resonance was traditionally taught. The purpose of this paper is to propose a standardized learning outcomes specific to resonance that would achieve the minimum knowledge required for all entry-level professionals in speech-language pathology. Graduate programs and faculty should retain flexibility and creativity in how these learning outcomes are achieved. Shared learning objectives across programs would serve programs, faculty, students, accreditation site visitors, and the public in assuring that a consistent, minimum core knowledge is achieved across graduate training programs. Proficiency in the management of individuals with resonance disorders would require additional knowledge and skills.

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