Standard 3: Knowledge and Skills

Applicants for the DHHS-P and DHHS-A must demonstrate expert-level knowledge and skills in the following domains: Receptive/Expressive Language, Articulation and Phonology, Literacy, Linguistics, Language Deprivation, Child Development, and Deaf History and Culture.

Practitioners who apply for this specialty certification must be able to assess a DHH individual’s language in both ASL and English, as this certification follows a holistic, non-modality-specific approach. The practitioner must be experienced, highly skilled, and proficient in informal and formal evaluation of language development in ASL and English, articulation and phonological development in ASL and English, literacy skills, cognitive-linguistic skills, and communication and self-advocacy skills. It is critical that the applicant fully understand the difference between typical and disordered abilities in both languages in order to deliver intervention that is impactful, meaningful, and productive. This includes assessment of articulation, phonology, vocabulary, syntax, pragmatics, and morphology in both languages.

Academics and practitioners seeking this certification must demonstrate knowledge of the current research and the ability to provide accurate information to parents and caregivers, teachers, and other stakeholders. Practitioners must follow evidence-based practice for treating DHH individuals in both ASL and English, and academics must be able to articulate what research supports these practices. The specialist does not rely on tradition (i.e., the way it’s always been done) or authority (i.e., the way our boss tells us to do it), but rather utilizes critical thinking, evidence from the literature, treatment data, and cultural perspectives and values of the client to treat DHH individuals in a way that maximally reduces harm and increases positive outcomes. The practitioner must know how to treat language and articulation difficulties in both languages, as the child may exhibit difficulties in, lack access to, or show a preference for one or both languages. Additionally, the practitioner will be able to recognize success and/or acknowledge poor growth and make changes accordingly. The practitioner must know how to use data to determine when a particular strategy, intervention, or modality is ineffective and adapt their approach to find a more effective practice for that child. They must use critical thinking and evidence to determine the therapeutic dose (i.e., the appropriate quantity of intervention) and advocate for services and supports that maximize the opportunity for success by justifying a need for them.