Normal communicative development and the effects of hearing loss on communicative development The document Knowledge and Skills Required for the Practice of Audiologic/Aural Rehabilitation indicates that SLPs providing services to individuals who are deaf or hard of hearing should have knowledge of and skills that include, but are not limited to, the following areas of expertise ( ASHA, 2001): Furthermore, they understand how skill expansion in one of these components enhances performance in another area ultimately contributing to the overall development of literacy and learning. SLPs have the knowledge and skills to address the complex interplay of the areas of listening, speaking, signing, reading, writing, and thinking. SLPs in educational settings contribute to students' communicative competence and academic achievement including literacy ( Montgomery, 1998). These services can be delivered in a variety of settings including a clinic, school, or the person's home. SLPs provide services to a wide range of persons with communication needs. SLPs have the specialized preparation, experiences, and opportunities to address communication effectiveness, communication disorders, differences, and delays due to a variety of factors including those that may be related to hearing loss. Specialized Roles of Speech-Language Pathologists JC ASHA/CED's position and the definition of communicative competence are contained in the companion position statement and technical report, respectively (JC ASHA/CED in press a in press b). SLPs and Teachers are uniquely qualified to provide services to children who are deaf or hard of hearing in the development of communicative competence and have specific as well as overlapping roles in this area. This document provides guidance to Speech-language pathologists (SLPs), Teachers of children who are deaf or hard of hearing (Teachers), other educational administrators and personnel, as well as others on the role of SLPs and Teachers in facilitating the development of communicative competence (the ability to understand and use one or more languages effectively in a variety of sociocultural contexts). Specialized Roles of Teachers of Children Who Are Deaf and Hard of Hearing.Specialized Roles of Speech-Language Pathologists.Members of the Joint Committee of ASHA/CED include vice president for professional practices in audiology (2001–2003), Susan Brannen, Evelyn Cherow (past ex officio), Carol Erting, Larry Fleischer, Dawna Lewis (past member) Martha McGlothin (chair), Ann Pruitt Shough, Marilyn Sass-Lehrer, Patrick S. It was approved by ASHA's Legislative Council in 2003 and the Executive Board of CED in 2003. This guidelines document was developed by the Joint Committee of the American Speech-Language-Hearing Association (ASHA) and the Council on Education of the Deaf (CED). SLPs must also abide by the ASHA Code of Ethics, including Principle of Ethics II Rule B, which states: “Individuals shall engage in only those aspects of the profession that are within their competence, considering their level of education, training, and expertise.” It is required that SLPs who practice independently in this area hold the ASHA Certificate of Clinical Competence. The guidelines within this document fulfill a need for more specific procedures and protocols for serving individuals with hearing loss across all settings.
The Preferred Practice Patterns are statements that define universally applicable characteristics of practice. The ASHA Scope of Practice states that the practice of speech-language pathology (SLP) includes providing services for individuals with hearing loss and their families/caregivers.
This guideline document is an official statement of the American Speech-Language-Hearing Association.