1. POLITICAL STRUCTURE OF ASHA
AND OSHA (OR OTHER STATE
ASSOCIATION) AND OBESPA
September 16, 2013

2. ASHA
 Board of Directors (BOD)
 Executive Board (EB)
 Legislative Council (LC)
 Advisory Council (AC)

3. BOARD OF DIRECTORS
 1. President, who shall serve as Chair of the BOD
 2. President Elect
 3. Past President
 4. Vice President for Academic Affairs in Audiology
 5. Vice President for Academic Affairs in Speech-Language Pathology
 6. Vice President for Audiology Practice
 7. Vice President for Speech-Language Pathology Practice
 8. Vice President for Finance
 9. Vice President for Government Relations and Public Policy
 10. Vice President for Planning
 11. Vice President for Standards and Ethics in Audiology
 12. Vice President for Standards and Ethics in Speech-Language Pathology
 13. Vice President for Science and Research
 14. Chair of the Audiology Advisory Council
 15. Chair of the Speech-Language Pathology Advisory Council
 16. Executive Director of the Association (EX OFFICIO)

4. BOARD OF DIRECTORS
 4 designated positions related to Audiology
 4 Designated positions related to Speech-
Language Pathology
 7 positions filled by a member of either
profession
 Board members designated for audiology
and speech-language pathology will be
elected by members of the respective
professions.

5. BOD’S ROLE AND RESPONSIBILITIES
 Make decisions in the best interest of ASHA
members, the professions of audiology and
speech-language pathology, and the
Association based on timely advisory
information on critical issues and the ASHA
budget obtained from the Advisory Councils.

6. BOD’S ROLE AND RESPONSIBILITIES
Carry out its fiduciary and governing
responsibilities with input from the Advisory
Councils to include the following:
 Approve the ASHA budget
 Approve position statements, guidelines, and
other policy document affecting the professions
 Create and dissolve standing committees,
councils, boards, ad hoc committees, and other
entities necessary to conduct the Association’s
business
 Create and dissolve special interest divisions

7. BOD’S ROLE AND RESPONSIBILITIES
Obtaining, Seeking, and Using Advice for
Informed Decision Making from:
 Audiology Advisory Council
 Speech-Language Advisory Council
 other ASHA sources including all
committees, councils, and boards
 members and representatives of members
(state associations, related professional
organizations)

8. RELATED PROFESSIONAL ORGANIZATIONS
 American Academy for Private Practice in Audiology and
Speech-Language Pathology
 Council of Academic Programs in Communication
Sciences and Disorders (CAPCSD)
 Council of Language. Speech, and Hearing Consultants
in State Education Agencies
 (CLSHCSEA)
 Council of State Association Presidents (CSAP)
 Established communities of practice
 Multicultural caucuses
 National Black Association for Speech-Language and
Hearing (NBASLH)
 National Student Speech Language Hearing Association
(NSSLHA)
 Other allied and related professional organizations

9. BOD’S ROLE AND RESPONSIBILITIES
 review best practices,
 benchmarks,
 measures of success,
 trends,
 and environmental scanning data/information
(e.g., social, technological, economical,
environmental, and political) that may affect
the Association as it engages in its planning
activities.

10. ADVISORY COUNCILS
 Audiology Advisory Council
 Speech-Language Pathology Advisory
Council.
ASHA is unique in that it is the only national association that
represents two distinct but related professions. Therefore,
two separate Advisory Councils will be established to
provide information on issues of concern to the members
and the professions to the BOD. It is important for the BOD
to get advice from members of the audiology and speech-
language pathology professions to inform their decision
making.

11. ADVISORY COUNCILS
Composition
 Each Council will have 53 members, 1 each from
the 50 states, the District of Columbia, NSSLHA,
and members who reside outside the United States
 Members of the Audiology Advisory Council will be
ASHA members who are certified audiologists or
hearing scientists.
 Members of the Speech-Language Pathology
Advisory Council will be ASHA members who
arecertified in speech-language pathology or
speech or language scientists.

12. ADVISORY COUNCILS
Elections
 Members of the Advisory Councils will be
elected by ASHA members in each state
 the District of Columbia,
 and members who reside outside the United
States,
using the ASHA nominations and elections
process.

13. ADVISORY COUNCILS
 NSSLHA representatives to the Advisory
Councils will be determined by NSSLHA election
procedures.
 ASHA member audiologists will vote for the
members of the Audiology Advisory Council,
 ASHA member speech-language pathologists
will vote for members of the Speech-Language
Pathology Advisory Council.
 Members who hold dual certification may
choose

14. ADVISORY COUNCILS
 Advisory Council members will be elected for
3-year terms.
 Council members will be limited to two
consecutive terms.
 A member may seek another term after
sitting out one election cycle.

15. ADVISORY COUNCILS
Leadership
 Each Advisory Council will have a Chair and
a Vice Chair of the Council elected in
separate elections by members of the
Advisory Council.
 The Chair of the Advisory Council will serve
as the Advisory Council member of the BOD.
 The Advisory Council Chair, with approval of
the Advisory Council, may establish
subcommittees to assist in the organization
and information gathering activities

16. ADVISORY COUNCILS
Role and Responsibilities
 Collect, identify, discuss, and rank issues of concern
to members.
 Advise the BOD on issues that need to be considered
as the Association engages in strategic or forward
planning.
 Provide advice to the BOD on issues the BOD brings
to the Advisory Councils.
 Review ASHA’s approved budget and forecasts
 provide input and recommendations on budget items
to consider in the development of the next year’s
budget, including the need for any dues increase.

17. ADVISORY COUNCILS
 Participate in the formal peer review of all ASHA policy
documents
 Elect representation from the Advisory Councils to the
following:
 Honors Committee (9 members)—Each Council will elect 3
members from the profession it represents.
 Committee on Nominations and Elections (CNE) (7
members)—Each Advisory Council will elect 3 members
from the profession it represents
 Financial Planning Board (FPB) (10 members)—Each
Advisory Council will elect 2 members with financial
expertise from the profession it represents.
 Government Relations and Public Policy Board (GRPPB) (9
voting members)—Each Advisory Council will elect 2
members from the profession it represents.

18. ADVISORY COUNCILS
 Meetings
 Advisory Councils will hold one 2-3 day face-to-
face meeting during the first 6 months of the year
 An additional half-day meeting of the Advisory
Councils could be held during the ASHA
Convention
 engage in a variety of activities throughout the
year to obtain input from members and discuss
issues

19. OKLAHOMA SPEECH-LANGUAGE HEARING
ASSOCIATION (OSHA)
OSHA Executive Council 2013
 President Deborah Earley
 President-Elect Sarah Baker
 Past-President Tracy Grammer
 Vice-President Gina Feiock & Suzanne
Kimball
 Vice-President-Elect Karen Karner
 Secretary Mandi Harris
 Treasurer Mary Hudson
 Council-At-Large Zane LaCroix & Erika Lee

20. OKLAHOMA SPEECH-LANGUAGE HEARING
ASSOCIATION (OSHA)
OSHA Committees
Budget & Finance Membership
Amy Deal Susan Benson & Susan
McHugh
By-Laws Nominations & Elections
Tracy Grammer Chair: Tracy Grammer
Christi Barbee (2013-2015)
Melodye Pipes (2013-2015)
Sheila Rose (2011-2013)
Patricia Burk (2011-2013)

21. OKLAHOMA SPEECH-LANGUAGE HEARING
ASSOCIATION (OSHA)
Conferences 2013 Publications
Gina Feiock & Suzanne Kimball Jenna Minaschek
Conferences 2014 Publicity & Public Relations
Karen Karner TBD
Continuing Education School Issues
Kaye Strom Aulgur Kathy Wheat
Governmental Regulations Standards & Ethics
Mona Ryan Kim Castaldi
Honors & Awards Medical Issues
Nuala South Teresa Bierig
Audiology Issues Speech Pathology Issues
Trevor Courouleau Derick Deweber
Student Liaison
Madison Wells

22. OKLAHOMA SPEECH-LANGUAGE HEARING
ASSOCIATION (OSHA)
Benefits of Student Membership in OSHA
include:
 Discounted registration at conferences
 Discount on first year of Full Membership upon
graduation
 Quarterly newsletters
 Membership directory
 E-mails regarding job openings
 Opportunity to develop professional networking
and mentoring relationships

23. OKLAHOMA BOARD OF EXAMINERS IN SPEECH-
LANGUAGE PATHOLOGY AND AUDIOLOGY
(OBESLPA)
 Governed by five board members.
 The board members are residents of the
state
 Appointed by the Governor with the advice
and consent of the Senate.

24. OKLAHOMA BOARD OF EXAMINERS IN SPEECH-
LANGUAGE PATHOLOGY AND AUDIOLOGY
(OBESLPA)
The board members consist of
 three licensed speech-language pathologists or
audiologists,
 a licensed speech-language pathologist
 a licensed audiologist;
 one otolaryngologist who is certified by the American
Board of Otolaryngology
 one lay member.
 The board is established in order to safeguard
the public health, safety and welfare, and to
protect the public from being misled by
incompetent, unscrupulous and unqualified
persons.

25. OKLAHOMA BOARD OF EXAMINERS IN SPEECH-
LANGUAGE PATHOLOGY AND AUDIOLOGY
(OBESLPA)
 The Board requires licensees to demonstrate
professional competency through successful
completion of academic practicums, clinical
experience years, and ongoing continuing
education.

26. CURRENT OBESLPA MEMBERS
Current Board Members and Assistant Attorney General Information
Name & Address
Position &
Term Expiration
Business Phone & Fax
E-Mail
Tracy Grammer, M.S. O.U. Medical Center 700 N.W. 13th Oklahoma City, OK 73104 Chair
8/17/2015
Work: (405) 271-4152
Fax: (405) 271-3891
tgrammerslp@yahoo.com
Cheryl Giddens, Ph.D. Oklahoma State University 042 Murray Hall Stillwater, OK 74078 Vice Chair
8/17/2014
Work: (405) 740-8947
Fax: (405) 744-8070
cheryl.giddens@gmail.com

27. CURRENT OBESLPA MEMBERS
Mary Hudson, Ph.D. OU Health Science Ctr College of Allied Health Dept. of CSD, Room 3088
200NStonewall Ave. Oklahoma City, OK 73117 Secretary
8/17/2016
Work: (405) 2714214 x 46057
Fax: (405)271-1565
mary-a-hudson@ouhsc.edu
Kristin Hopper Hearts for Hearing 3525 N.W. 56th St. Ste. A-150 Oklahoma City, OK 73112
Lay Member
08/17/2014
Work: (405) 548-4300
Fax: (405) 548-4350
kris.hopper@heartsforhearing.org
Greg Krempl, M.D.,ORL University of Oklahoma P.O. Box 26901 WP 1290 Oklahoma
City,OK 73126
ORL Member
8/17/2015
Work: (405) 271-8047
Fax: (405) 744-8070
greg.krempl@sbcglobal.net

28. COUNCIL ON ACADEMIC ACCREDITATION (CAA)
Purpose and Role of the CAA
 Institutions of higher learning that offer graduate
degree programs in audiology and/or speech-
language pathology can voluntarily seek
accreditation by the Council on Academic
Accreditation in Audiology and Speech-
Language Pathology (CAA) of the American
Speech-Language-Hearing Association (ASHA).
 http://www.aspa-usa.org/

29. CAA
 The specific purposes of the CAA are to:
 formulate standards for the accreditation of graduate
education programs that provide entry-level
professional preparation in audiology and/or speech-
language pathology;
 evaluate programs that voluntarily apply for
accreditation;
 grant certificates and recognize those programs
deemed to have fulfilled requirements for
accreditation;
 maintain a registry of holders of such certificates; and
 prepare and furnish to appropriate persons and
agencies lists of accredited programs

30. CAA- PRINCIPLES OF ACCREDITATION
Purpose of Accreditation
Principle 1: The purpose of voluntary accreditation is
three-fold:
 to promote excellence in the preparation of graduates
to enter the professional practice of speech-language
pathology and audiology through the development
and implementation of standards of educational
quality;
 to protect and inform the public by recognizing
programs that meet or exceed the educational
standards; and
 to encourage graduate programs to monitor and
enhance the efficacy of their educational activities by
means of continuous self-study and improvement.

31. CAA- PRINCIPLES OF ACCREDITATION
Scope of Accreditation
Principle 2: Accreditation should be limited to
those graduate educational programs that
prepare persons for entry into professional
practice.

32. CAA- PRINCIPLES OF ACCREDITATION
Accrediting Responsibility and Structure
 Principle 3: It is the mutual responsibility of
professional practitioners and educators to
determine the knowledge and skills needed by
practitioners. Educational policies that define
how such knowledge and skills are to be
developed must be determined by the academic
community.
 Principle 4: The accrediting body for academic
programs should be operationally independent
from the political process and control of
sponsoring organizations

33. CAA- PRINCIPLES OF ACCREDITATION
 Principle 5: The establishment and
implementation of standards should be the
combined responsibility of a single accrediting
body.
 Principle 6: Although audiology and speech-
language pathology are separate professions,
they share a common interest in the scientific
principles of human communication. Therefore,
accreditation should be carried out by a single
body, but one that accommodates the different
educational needs of the two professions.

34. CAA- PRINCIPLES OF ACCREDITATION
 Principle 7: Although professional practitioners and
the public should be represented on the accrediting
body, majority representation should come from the
academic community.
 Principle 8: The establishment and implementation
of standards for educational accreditation should be
structurally and functionally independent of
practitioner certification and service-program
accreditation. Communication and collaboration
among these standards programs is essential,
however, to ensure that their general policies and
future directions are coordinated.

35. CAA- PRINCIPLES OF ACCREDITATION
Financial Structure
 Principle 9: The accreditation body should have the
authority and responsibility for developing and
managing its operational budget.
 Principle 10: Since the benefits of accreditation
accrue to all members of the professions, as well as
to accredited programs, their students and the public
at large, financial support for an accreditation
program should be derived from accredited programs
and those seeking accreditation and from the
professions of speech-language pathology and
audiology as a whole.

36. CAA- PRINCIPLES OF ACCREDITATION
General Nature of Accreditation Standards
 Principle 11: Consistent with the public protection
responsibility of accreditation, standards should
recognize institutional diversity and encourage
academic experimentation and innovation. Programs
should be encouraged to develop appropriate goals
and curricula that are relevant to their strengths and
experience and should then be evaluated according
to how well they meet their goals.
 Principle 12: Standards should be primarily
qualitative in nature. Evaluation should emphasize
outcomes of the educational process.

37. CAA- PRINCIPLES OF ACCREDITATION
 Principle 13: Standards should promote the
integration of clinical practice and research through
the application of scientific principles and methods.
 Principle 14: Standards should be neither
prescriptive nor restrictive. Rather, they should be
flexible, encouraging reflection and capacity for
change.
 Principle 15: Standards should recognize that some
programs may require direct and more traditional
guidelines and standards, while other programs may
be encouraged to be more innovative and
experimental.

38. STANDARDS FOR ACCREDITATION OF GRADUATE
EDUCATION PROGRAMS IN AUDIOLOGY AND
SPEECH-LANGUAGE PATHOLOGY
The CAA has identified the following six
components as essential to quality education
in the professions and has established its
accreditation standards accordingly:
 administrative structure and governance
 faculty
 curriculum (academic and clinical education)
 students
 assessment
 program resources

39. STANDARD 1.0 ADMINISTRATIVE STRUCTURE
AND GOVERNANCE
 1.1 The applicant institution of higher
education holds regional accreditation.
 1.2 The program's mission and goals are
consistent with CAA standards for entry
into professional practice and with the
mission of the institution.
 1.3 The program develops and
implements a long-term strategic plan.

40. STANDARD 1.0 ADMINISTRATIVE STRUCTURE
AND GOVERNANCE
 1.4 The program's faculty 2 has authority and
responsibility for the program.
 1.5 The individual responsible for the
program(s) of professional education
seeking accreditation holds a graduate
degree with a major emphasis in speech-
language pathology, in audiology, or in
speech, language, and hearing science and
holds a full-time appointment in the
institution. The individual effectively leads
and administers the program(s).

41. STANDARD 1.0 ADMINISTRATIVE STRUCTURE
AND GOVERNANCE
 1.6 Students, faculty, staff, and persons
served in the program's clinics are treated
in a nondiscriminatory manner-that is,
without regard to race, color, religion,
sex, national or ethnic origin, disability,
age, sexual orientation, genetic
information, citizenship, or status as a
covered veteran. The institution and
program comply with all applicable laws,
regulations, and executive orders

42. STANDARD 1.0 ADMINISTRATIVE STRUCTURE
AND GOVERNANCE
 1.7 The program provides information about the
program and the institution to students and to the
public that is current, accurate, and readily available.
 number and percentage of students completing the program
within the program's published time frame for each of the three
most recently completed academic years;
 number and percentage of program graduates passing the
Praxis examinations for each of the three most recently
completed academic years (programs are required to report
results only once for graduates who took the exam multiple
times in a single examination reporting period);
 number and percentage of program graduates employed in
the profession or pursuing further education in the profession
within 1 year of graduation for each of the three most recently
completed academic years.

43. STANDARD 2.0 FACULTY
 2.1 All faculty members, including all
individuals providing clinical education,
are qualified and competent by virtue of
their education, experience, and
professional credentials to provide
academic and clinical education assigned
by the program.

44. STANDARD 2.0 FACULTY
 2.2 The number of full-time doctoral-level
faculty in speech-language pathology,
audiology, and speech, language, and
hearing sciences and other full- and part-
time faculty is sufficient to meet the
teaching, research, and service needs of
the program and the expectations of the
institution. The institution provides stable
support and resources for the program's
faculty.

45. STANDARD 2.0 FACULTY
 2.3 Faculty members maintain continuing
competence.

46. 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.

47. STANDARD 3.0A CURRICULUM (ACADEMIC AND
CLINICAL EDUCATION) IN AUDIOLOGY
 3.2A Academic and clinical education
reflects current knowledge, skills,
technology, and scope of practice. The
curriculum is regularly reviewed and
updated. The diversity of society is
reflected throughout the curriculum.

48. STANDARD 3.0A CURRICULUM (ACADEMIC AND
CLINICAL EDUCATION) IN AUDIOLOGY
 3.3A The scientific and research
foundations of the profession are evident
in the curriculum.
 3.4A The academic and clinical curricula
reflect an appropriate sequence of
learning experiences.

49. STANDARD 3.0A CURRICULUM (ACADEMIC AND
CLINICAL EDUCATION) IN AUDIOLOGY
 3.5A Clinical supervision is
commensurate with the clinical
knowledge and skills of each student, and
clinical procedures ensure that the
welfare of each person served by
students is protected, in accord with
recognized standards of ethical practice
and relevant federal and state regulations.

50. STANDARD 3.0A CURRICULUM (ACADEMIC AND
CLINICAL EDUCATION) IN AUDIOLOGY
 3.6A Clinical education obtained in
external placements is governed by
agreements between the program and the
external facility and is monitored by
program faculty.

51. STANDARD 3.0A CURRICULUM (ACADEMIC AND
CLINICAL EDUCATION) IN AUDIOLOGY
 3.7A The clinical education component of
the curriculum provides students with
access to a client/patient base that is
sufficient to achieve the program's stated
mission and goals and includes a variety
of clinical settings, client/patient
populations, and age groups.

52. STANDARD 3.0B CURRICULUM (ACADEMIC AND
CLINICAL EDUCATION) IN SPEECH-LANGUAGE
PATHOLOGY
 3.1B 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 speech-
language pathology.

53. STANDARD 3.0B CURRICULUM (ACADEMIC AND
CLINICAL EDUCATION) IN SPEECH-LANGUAGE
PATHOLOGY
 3.2B Academic and clinical education
reflects current knowledge, skills,
technology, and scope of practice. The
curriculum is regularly reviewed and
updated. The diversity of society is
reflected throughout the curriculum.

54. STANDARD 3.0B CURRICULUM (ACADEMIC AND
CLINICAL EDUCATION) IN SPEECH-LANGUAGE
PATHOLOGY
 3.3B The scientific and research
foundations of the profession are evident
in the curriculum.
 3.4B The academic and clinical curricula
reflect an appropriate sequence of
learning experiences.

55. STANDARD 3.0B CURRICULUM (ACADEMIC AND
CLINICAL EDUCATION) IN SPEECH-LANGUAGE
PATHOLOGY
 3.5B Clinical supervision is
commensurate with the clinical
knowledge and skills of each student, and
clinical procedures ensure that the
welfare of each person served by
students is protected, in accord with
recognized standards of ethical practice
and relevant federal and state regulations.

56. STANDARD 3.0B CURRICULUM (ACADEMIC AND
CLINICAL EDUCATION) IN SPEECH-LANGUAGE
PATHOLOGY
 3.6B Clinical education obtained in external
placements is governed by agreements
between the program and the external
facility and is monitored by program faculty.
 3.7B The clinical education component of
the curriculum provides students with
access to a client/patient base that is
sufficient to achieve the program's stated
mission and goals and includes a variety of
clinical settings, client/patient populations,
and age groups.

57. STANDARD 4.0 STUDENTS
 4.1 The program criteria for accepting
students for graduate study in audiology
and/or speech-language pathology meet
or exceed the institutional policy for
admission to graduate study.

58. STANDARD 4.0 STUDENTS
 4.2 The program makes reasonable
adaptations in curriculum, policies, and
procedures to accommodate differences
among individual students.
4.3 Students are informed about the program's
policies and procedures, degree
requirements, requirements for professional
credentialing, and ethical practice. Students
are informed about documented complaint
processes.

59. STANDARD 4.0 STUDENTS
 4.4 Students receive advising on a regular
basis that pertains to both academic and
clinical performance and progress.
Students also are provided information
about student support services.

60. STANDARD 4.0 STUDENTS
 4.5 The program must adhere to its
institutional policies and procedures to
verify that a student who registers for a
distance education course or program is
the same student who participates in and
completes the program and receives the
academic credit.

61. STANDARD 5.0 ASSESSMENT
 5.1 The program conducts ongoing and
systematic formative and summative
assessments 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.

62. STANDARD 5.0 ASSESSMENT
 5.3 The program conducts regular and
ongoing assessments of program
effectiveness and uses the results for
continuous improvement.

63.  In addition, the following measures of student
achievement are required and will be evaluated
relative to established thresholds, as defined below:
 Program completion rate—students completing the
program within the program’s published time frame.
Documentation must include the number and
percentage of students completing the program within
the published timeframe for each of the three most
recently completed academic years. If, when
averaged over 3 years, the program’s completion rate
does not meet or exceed the CAA’s established
threshold, the program must provide an explanation
and a plan for improving the results.

64. ASSESSMENT
 Praxis examination pass rate—program graduates
passing the Praxis examination. Documentation must
include the number and percentage of program
graduates who pass the Praxis examination for each
of the three most recently completed academic years;
programs are required to report results only once for
graduates who took the exam multiple times in the
same reporting period. If, when averaged over 3
years, the program’s graduate pass rate does not
meet or exceed the CAA’s established threshold, the
program must provide an explanation and a plan for
improving the results.

65. ASSESSMENT
 Employment rate—program graduates
employed in the profession or pursuing further
education in the profession within 1 year of
graduation. Documentation must include the
number and percentage of program graduates
who are employed as defined above for each of
the three most recently completed academic
years. If, when averaged over 3 years, the
program’s employment rate does not meet or
exceed the CAA’s established threshold, the
program must provide an explanation and a plan
for improving the results.

66. ASSESSMENT
 Results of the assessments, including the
required student achievement measures,
must be used to plan and implement
program improvements that are consistent
with the program’s mission and goals.

67. STANDARD 5.0 ASSESSMENT
 5.4 The program regularly evaluates
all faculty members and faculty uses
the results for continuous
improvement.

68. STANDARD 6.0 PROGRAM RESOURCES
 6.1 The institution provides adequate
financial support to the program so that
the program can achieve its stated
mission and goals.
6.2 The program has adequate physical
facilities (classrooms, offices, clinical
space, research laboratories) that are
accessible, appropriate, safe, and
sufficient to achieve the program's
mission and goals.

69. STANDARD 6.0 PROGRAM RESOURCES
 6.3 The program's equipment and
educational/ clinical materials are
appropriate and sufficient to achieve the
program's mission and goals.
6.4 The program has access to clerical and
technical staff, support services, and
library and technology resources that are
appropriate and sufficient to achieve the
program's mission and goals.

70. HISTORY OF ACCREDITATION
 Oklahoma
 Northeastern State University
Talequah, Oklahoma
SLP (master's): 10/1996 – Present
 Oklahoma State University
Stillwater, Oklahoma
SLP (master's): 7/1978 – Present
 Phillips University
Enid, Oklahoma
SLP (master's): 11/1971 – 6/1981

71. HISTORY OF ACCREDITATION
 University of Central Oklahoma
Edmond, Oklahoma
SLP (master's): 6/1993 – Present
 University of Oklahoma Health Sciences Center
Oklahoma City, Oklahoma
Audiology (doctoral): 3/2001 – Present
Audiology (master's): 12/1965 – 2/2003
SLP (master's): 12/1965 – Present
 University of Tulsa
Tulsa, Oklahoma
SLP (master's): 10/1987 – Present

72. SUMMARY OF TOPICS
 Structure of ASHA
 Political Structure of OSHA
 Oklahoma Board of Examiners in Speech-
Language Pathology and Audiology
 Council on Academic Accreditation in
Audiology and Speech-Language Pathology
(CAA)