ASHA Has No Way of Addressing Second-Order Curriculum Change

Our review suggests the CAA is incapable of second-order change:

“Any change which takes place at a higher logical level than the problem state. This allows the change to affect the system, thereby rendering the erstwhile problem harmless, irrelevant or useful.” (http://www.inspiritive.

Second-order change requires “new ways of thinking, shifting gears, transformation to something quite different, an informal beginning, new learning and a new story told.”

CAC dwells on first-order thinking — lists of procedures and curriculum strands.


Let’s return to collaboration.

On the public relations / marketing side ASHA experts have launched a campaign, “The Power of Interprofessional Education and Practice; Full Team Ahead” published in the ASHA Leader (Vol 18, No 6 June 2013),collaborative practice associated with medical settings. But CAA treats collaboration as a listed behavior and nothing more. After years of study, the new standards starting in September of 2014 ignore “Interprofessional education and practice.”

The deep reason, of course, is CAA cannot create curriculum programs effecting second-order change. Academic programs would be required to retrain and retool to support collaboration in training programs, and they are said to exist in silos.

In the meantime ASHA proper marches forward with dramatic calls for collaborative education for SLPs.

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