Checklist for Assessing Graduate Student Competencies in Voice Disorders Low-incidence clinical disorders such as voice, nasal resonance, and fluency present challenging areas for graduate-level speech-language pathology training programs to help students acquire necessary knowledge and skills. A checklist of competencies for fluency disorders exists in the literature. The authors are presently collecting pretest/posttest data on the fluency disorders checklist ... Article
Article  |   November 01, 2013
Checklist for Assessing Graduate Student Competencies in Voice Disorders
Author Affiliations & Notes
  • Amy F. Teten
    Department of Special Education and Communication Disorders, University of Nebraska at Omaha, Omaha, NE
  • Shari L. DeVeney
    Department of Special Education and Communication Disorders, University of Nebraska at Omaha, Omaha, NE
  • Mary J. Friehe
    Department of Special Education and Communication Disorders, University of Nebraska at Omaha, Omaha, NE
  • Disclosure: Financial: Amy F. Teten, Shari L. Deveney, and Mary J. Friehe work in the department of Special Education and Communication Disorders at the University of Nebraska at Omaha.
    Disclosure: Financial: Amy F. Teten, Shari L. Deveney, and Mary J. Friehe work in the department of Special Education and Communication Disorders at the University of Nebraska at Omaha.×
  • Nonfinancial: Amy F. Teten, Shari L. Deveney, and Mary J. Friehe have no nonfinancial interests to disclose.
    Nonfinancial: Amy F. Teten, Shari L. Deveney, and Mary J. Friehe have no nonfinancial interests to disclose.×
Article Information
Speech, Voice & Prosodic Disorders / Voice Disorders / Professional Issues & Training / Articles
Article   |   November 01, 2013
Checklist for Assessing Graduate Student Competencies in Voice Disorders
SIG 3 Perspectives on Voice and Voice Disorders, November 2013, Vol. 23, 95-100. doi:10.1044/vvd23.3.95
SIG 3 Perspectives on Voice and Voice Disorders, November 2013, Vol. 23, 95-100. doi:10.1044/vvd23.3.95

Low-incidence clinical disorders such as voice, nasal resonance, and fluency present challenging areas for graduate-level speech-language pathology training programs to help students acquire necessary knowledge and skills. A checklist of competencies for fluency disorders exists in the literature. The authors are presently collecting pretest/posttest data on the fluency disorders checklist over several cohorts of graduate students to determine student level of proficiency and confidence regarding these competencies. Preliminary data analysis suggests significant student perception of growth as a result of completing course requirements. These data have been useful to the second author, who teaches a course in fluency disorders and utilizes the checklist for purposes of course design and case-based project development to help students gain competence. The authors observed that a similar checklist of competencies for voice disorders would be useful for training programs as well as for other reasons described throughout this paper. Consequently, the authors compiled a checklist for assessing graduate student competencies for voice disorders. This checklist provides academic and clinical faculty with a comprehensive tool to guide the education of graduate clinicians and assist in the assurance of educational quality for speech-language pathologists.

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