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Alaska Speech-Language Pathology — Requirements & Free Practice

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Licenses, application pathways and examination requirements

Each license and applicant pathway has its own requirements and exemptions. Choosing practice questions does not determine your eligibility.

Speech-Language Pathologist License

Permanent license under AS 08.11.015. School-district practice, supervised students and specified teaching activities have the scoped exemptions in AS 08.11.125; they are not additional department-issued licenses.

Licensing authority: Alaska Department of Commerce, Community, and Economic Development, Division of Corporations, Business and Professional Licensing · Application information

Initial permanent licensure with ASHA certification or its equivalent
Speech-Language Pathology (5331)
Application
Submit a completed signed departmental application and required fees.
Background Check
Provide fingerprints and required state and national background-check fees; AS 08.11.017 exempts holders of a valid chapter license on July 1, 2024.
Certificate Equivalent
The statute permits an equivalent certificate. The named ASHA pathway carries the currently offered Praxis examination; an equivalent qualification and any applicant-specific examination exemption are matters for the department.
Certification
Furnish satisfactory evidence of the ASHA Certificate of Clinical Competence in speech-language pathology or an equivalent certificate under AS 08.11.015(5). The application asks for a certified true copy or verification sent directly by ASHA.
Certification Score Window
For initial ASHA certification, the passing Praxis score must be earned no earlier than five years before the certification application and no later than two years after its receipt. This is the ASHA certification window, not an additional Alaska testing deadline.
Minimum Age
At least 18 years old.
Prior Licenses
If previously licensed, obtain direct verification from each jurisdiction, including disciplinary history; the same permanent application applies.
Professional Fitness
Must not have engaged in conduct constituting grounds under AS 08.11.085; disclose and document professional fitness answers.
Timing
An applicant already holding the certificate has passed the certification examination before applying; the route still references the currently offered registered examination.
Reinstatement after lapse of less than two years
No examination is required for this applicant pathway.
Continuing Qualifications
Maintain the ASHA CCC or equivalent and complete the applicable renewal documents.
Department Discretion
The department may reinstate under AS 08.11.030(c).
Lapse
License or registration has lapsed for less than two years.
Renewal Application
Submit renewal application and renewal fee plus delinquency fee.

Official no-examination sources

Effective from 2026-09-22.

Withdrawal of limitation, condition or probation
No examination is required for this applicant pathway.
Discretion
Withdrawal of the sanction is discretionary; the provision names no examination.
Existing Credential
This restores unrestricted status of the existing credential rather than issuing a new credential identity.
Remedy
Department must find that the deficiency causing the sanction has been remedied.

Official no-examination sources

Effective from 2026-09-22.

Renewal of a suspended credential
No examination is required for this applicant pathway.
Continuing Qualifications
Maintain the ASHA CCC or equivalent and complete the applicable renewal documents.
Practice Restriction
Renewal does not authorize practice or conduct contrary to the suspension order.
Renewal
Renew under AS 08.01.100 and applicable renewal conditions and fees.
Suspension
The license or registration remains suspended and still expires.

Official no-examination sources

Effective from 2026-09-22.

Biennial license renewal
No examination is required for this applicant pathway.
Alaska Law
Certify review, understanding and compliance with AS 08.11 and 12 AAC 07.
Application And Fees
Submit the signed renewal, required fees, identifying information and professional fitness disclosures.
Certification Maintenance
Certify that the ASHA CCC or equivalent was held during the concluding licensing period; supply documentation if audited. ASHA Standard VIII maintains certification through professional development, ethics compliance and dues.
Existing License
Hold the Alaska SLP license and apply for renewal by its expiration date.

Official no-examination sources

Effective from 2026-09-22.

Speech-Language Pathologist Temporary License under AS 25.27.244

Nonextendable 150-day credential for an otherwise eligible applicant on the child-support delinquency list.

Licensing authority: Alaska Department of Commerce, Community, and Economic Development, Division of Corporations, Business and Professional Licensing

150 day temporary issuance with permanent license qualifications
Speech-Language Pathology (5331)
Application
Submit a completed signed departmental application and required fees.
Background Check
Provide fingerprints and required state and national background-check fees; AS 08.11.017 exempts holders of a valid chapter license on July 1, 2024.
Certificate Equivalent
The statute permits an equivalent certificate. The named ASHA pathway carries the currently offered Praxis examination; an equivalent qualification and any applicant-specific examination exemption are matters for the department.
Certification
Furnish satisfactory evidence of the ASHA Certificate of Clinical Competence in speech-language pathology or an equivalent certificate under AS 08.11.015(5). The application asks for a certified true copy or verification sent directly by ASHA.
Certification Score Window
For initial ASHA certification, the passing Praxis score must be earned no earlier than five years before the certification application and no later than two years after its receipt. This is the ASHA certification window, not an additional Alaska testing deadline.
Delinquency
Applicant is on the child-support agency list and otherwise eligible for the relevant license or registration.
Duration
Valid only for the first 150 days of the regular term, cannot be extended, and only one may be issued during a regular term.
Minimum Age
At least 18 years old.
Prior Licenses
If previously licensed, obtain direct verification from each jurisdiction, including disciplinary history; the same permanent application applies.
Professional Fitness
Must not have engaged in conduct constituting grounds under AS 08.11.085; disclose and document professional fitness answers.
Release
Full-term issuance or renewal requires the statutory agency release and compliance process.
Timing
An applicant already holding the certificate has passed the certification examination before applying; the route still references the currently offered registered examination.
Underlying Requirements
All otherwise applicable initial or renewal qualifications continue to apply.
150 day temporary issuance during license renewal
No examination is required for this applicant pathway.
Delinquency
Applicant is on the child-support agency list and otherwise eligible for the relevant license or registration.
Duration
Valid only for the first 150 days of the regular term, cannot be extended, and only one may be issued during a regular term.
Release
Full-term issuance or renewal requires the statutory agency release and compliance process.
Underlying Requirements
All otherwise applicable initial or renewal qualifications continue to apply.

Official no-examination sources

Effective from 2026-09-22.

Temporary Speech-Language Pathologist License

Temporary license under AS 08.11.025; applicant conditions distinguish the pending permanent application, nonresident and clinical fellowship routes.

Licensing authority: Alaska Department of Commerce, Community, and Economic Development, Division of Corporations, Business and Professional Licensing · Application information

Temporary licensure during the clinical fellowship
No examination is required for this applicant pathway.
Application And Fees
Submit completed form 08-4931 and required fees.
Fitness
Subject to the disciplinary denial provision of AS 08.11.025(c).
Later Certification
Completing the fellowship and later obtaining the CCC are future qualifications for permanent licensure. This temporary route does not require the completed CCC or a named examination.
Training
Be in the process of completing the year of supervised clinical experience required for ASHA clinical certification, whether resident or nonresident.
Verification
Submit Certification of Being in Clinical Fellowship Year form 08-4931a, including the supervising Alaska SLP and planned dates.

Official no-examination sources

Effective from 2026-09-22.

Nonresident temporary licensure with an equivalent outside license
No examination is required for this applicant pathway.
Application And Fees
Submit form 08-4932 and required application and temporary-license fees.
Existing License
Hold a license from another state, territory, foreign country or province with substantially equivalent or higher requirements. Examinations belonging to those jurisdictions are applicant qualifications, not Alaska examination leaves.
Fitness
Department must deny an applicant under AS 08.11.025(b) who has committed a disciplinary act under AS 08.11.085.
Nonresident
Nonresident practicing in Alaska for no more than 60 days in a calendar year.
Verification
Direct verification with disciplinary explanation or accepted primary-source verification.

Official no-examination sources

Effective from 2026-09-22.

Nonresident temporary licensure from a jurisdiction that does not license SLPs
Speech-Language Pathology (5331)
Application
Submit a completed signed departmental application and required fees.
Background Check
Provide fingerprints and required state and national background-check fees; AS 08.11.017 exempts holders of a valid chapter license on July 1, 2024.
Certificate Equivalent
The statute permits an equivalent certificate. The named ASHA pathway carries the currently offered Praxis examination; an equivalent qualification and any applicant-specific examination exemption are matters for the department.
Certification
Furnish satisfactory evidence of the ASHA Certificate of Clinical Competence in speech-language pathology or an equivalent certificate under AS 08.11.015(5). The application asks for a certified true copy or verification sent directly by ASHA.
Certification Score Window
For initial ASHA certification, the passing Praxis score must be earned no earlier than five years before the certification application and no later than two years after its receipt. This is the ASHA certification window, not an additional Alaska testing deadline.
Evidence
Meet AS 08.11.015 and supply certified evidence of those qualifications instead of outside-license verification.
Minimum Age
At least 18 years old.
Nonresident
Reside in a jurisdiction that does not license speech-language pathologists; practice in Alaska no more than 60 days in a calendar year.
Prior Licenses
If previously licensed, obtain direct verification from each jurisdiction, including disciplinary history; the same permanent application applies.
Professional Fitness
Must not have engaged in conduct constituting grounds under AS 08.11.085; disclose and document professional fitness answers.
Timing
An applicant already holding the certificate has passed the certification examination before applying; the route still references the currently offered registered examination.
Temporary license while permanent application is pending
Speech-Language Pathology (5331)
Application
Submit a completed signed departmental application and required fees.
Background Check
Provide fingerprints and required state and national background-check fees; AS 08.11.017 exempts holders of a valid chapter license on July 1, 2024.
Certificate Equivalent
The statute permits an equivalent certificate. The named ASHA pathway carries the currently offered Praxis examination; an equivalent qualification and any applicant-specific examination exemption are matters for the department.
Certification
Furnish satisfactory evidence of the ASHA Certificate of Clinical Competence in speech-language pathology or an equivalent certificate under AS 08.11.015(5). The application asks for a certified true copy or verification sent directly by ASHA.
Certification Score Window
For initial ASHA certification, the passing Praxis score must be earned no earlier than five years before the certification application and no later than two years after its receipt. This is the ASHA certification window, not an additional Alaska testing deadline.
Department Discretion
The department may issue the temporary license; the application requests permanent-license items 1, 2, 4 and 5 plus the temporary-license fee.
Existing License
Must be licensed to practice speech-language pathology in another state.
Minimum Age
At least 18 years old.
Pending Application
Submit an application and appropriate fees for licensure under AS 08.11.015.
Prior Licenses
If previously licensed, obtain direct verification from each jurisdiction, including disciplinary history; the same permanent application applies.
Professional Fitness
Must not have engaged in conduct constituting grounds under AS 08.11.085; disclose and document professional fitness answers.
Timing
An applicant already holding the certificate has passed the certification examination before applying; the route still references the currently offered registered examination.

Speech-Language Pathology (5331)

Provider
Educational Testing Service (ETS); computer delivered at a test center or at home (online); ASHA announces a transition to PSI, a wholly owned ETS subsidiary, on January 11, 2027, with availability through ETS and Prometric through December 31, 2026
Format
Computer-delivered selected-response questions; the test may contain some questions that do not count toward the score; the score is based on the number of questions answered correctly
Exam questions
132 selected-response questions (approximately 44 in each of the three content categories)
Time limit
150 minutes
Passing score
States, institutions, and associations that require the test set their own passing scores; the passing score for purposes of ASHA certification is 162 on a 100-200 scale
Exam fee
$146.00
Examination outline
  • I. Foundations and Professional Practice (approximately 44 questions; approximately 33% of examination). Speech-language pathologists must have strong foundational knowledge about typical communication development, as well as common characteristics of communication and swallowing disorders and potential factors impacting communication. SLPs must also understand the professional practice requirements that support the provision of services. Knowledge about these requirements ensures that ethical, culturally competent services are provided within the framework of legislative and regulatory requirements and are founded in research.
    • A. Foundations — 1. Typical development and performance across the lifespan: a. developmental norms; b. speech sound and phonology; c. receptive and expressive language (–– syntax and morphology; –– semantics; –– pragmatics/social language); d. fluency; e. voice, resonance, and motor speech; f. feeding and swallowing; g. cognition; h. processing; i. motor and linguistic processes
    • A. Foundations — 2. Factors that influence communication, feeding, and swallowing: a. medical; b. cultural and ethnic; c. linguistic; d. psychological; e. anatomy/physiology; f. environmental; g. genetics; h. auditory
    • A. Foundations — 3. Epidemiology and characteristics of common communication and swallowing disorders: a. speech sound and phonology; b. syntax and morphology; c. semantics; d. pragmatics; e. fluency; f. voice, resonance, and motor speech; g. feeding and swallowing; h. cognition; i. processing
    • B. Professional Practice — 1. Wellness and prevention: a. prevention terminology, practices, and public education; b. risk factors for communication disorders
    • B. Professional Practice — 2. Culturally and linguistically appropriate service delivery: a. understanding, respecting, and responding to explicit and implicit cultural factors that influence communication; b. identifying the impact of assimilation and acculturation on communication patterns; c. communication differences between speakers of the same language
    • B. Professional Practice — 3. Counseling, collaboration, and teaming: a. interpersonal communication and counseling techniques; b. integration of other professionals into the assessment and treatment process; c. communication with patient/client/student, families, and other professionals
    • B. Professional Practice — 4. Documentation: a. legal and regulatory requirements; b. purposes of documentation; c. privacy requirements; d. official records
    • B. Professional Practice — 5. Ethics: a. standards of ethical practice (–– permissions, referrals, and record keeping; –– client/patient/student privacy; –– supervisory requirements; –– conflicts of interest; –– professional competence)
    • B. Professional Practice — 6. Legislation and client advocacy: a. federal laws and regulations impacting delivery of services; b. reporting requirements of governmental agencies; c. licensing requirements and standards
    • B. Professional Practice — 7. Research methodology and evidence-based practice: a. criterion for test selection; b. determining reliability of assessment procedures; c. models of research design; d. test construction principles; e. tenets of evidence-based practice
  • II. Screening, Assessment, Evaluation, and Diagnosis (approximately 44 questions; approximately 33% of examination). Speech-language pathologists use a variety of tools and strategies to gather information about clients with communication and swallowing disorders. They must synthesize and analyze the information to develop appropriate management plans. This section will focus on screening, assessment, evaluation, and diagnosis of communication and swallowing disorders. Topics include how SLPs use and interpret various screening and assessment tools to determine whether additional formal evaluation is indicated, as well as issues related to the selection of appropriate tools and approaches for screening, assessment, and evaluation. Identification of relevant factors from the case history, determining an appropriate assessment protocol, and interpretation of findings to determine a diagnosis and formulate recommendations are covered in this section of the exam, as well.
    • A. Screening — 1. Communication disorders: a. role of the SLP in screening for speech, language, and hearing disorders; b. screening procedures and approaches; c. identification of clients/patients and characteristics requiring further evaluation; d. knowledge of populations at risk for communication disorders
    • A. Screening — 2. Feeding and swallowing disorders: a. role of the SLP in screening for feeding and swallowing disorders; b. screening procedures and approaches; c. identification of clients/patients and characteristics which require further evaluation; d. knowledge of factors leading to increased risk of swallowing and feeding disorders in various populations
    • B. Approaches to Assessment and Evaluation — 1. Developing case histories: a. reviewing records for pertinent information; b. interviewing techniques to obtain pertinent information; c. integrating critical factors identified in the case history
    • B. Approaches to Assessment and Evaluation — 2. Selecting appropriate assessment instruments, procedures, and materials: a. identifying factors that influence test/procedure selection; b. identifying factors that require adaptation of traditional assessment procedures, instruments, and materials; c. selecting instrumental approaches that can be utilized to evaluate various communication and swallowing disorders (e.g., imaging, acoustic, aerodynamic, etc.)
    • B. Approaches to Assessment and Evaluation — 3. Assessing factors that influence communication and swallowing disorders: a. cultural and ethnic factors; b. linguistic factors; c. medical factors (e.g., stable versus progressive conditions, early versus late onset, etc.); d. developmental and cognitive factors; e. psychological factors; f. environmental factors
    • B. Approaches to Assessment and Evaluation — 4. Assessment of anatomy and physiology: a. assessment of pertinent anatomy, physiology, and neural substrates for: –– respiration; –– phonation; –– speech sound production; –– resonance; –– speech/language perception and processing; –– feeding and swallowing
    • C. Assessment Procedures and Assessment — 1. Speech sound production: a. standard and nonstandard assessment procedures; b. parameters of assessment of speech sound production; c. instrumental assessment of speech sound production; d. differential diagnosis of speech sound disorders; e. interpretation of assessment data
    • C. Assessment Procedures and Assessment — 2. Fluency: a. standard and nonstandard assessment procedures; b. parameters of assessment of fluency; c. instrumental assessment of fluency disorders; d. differential diagnosis of fluency disorders (e.g., stuttering versus cluttering); e. interpretation of assessment data
    • C. Assessment Procedures and Assessment — 3. Voice, resonance, and motor speech: a. standard and nonstandard assessment procedures; b. parameters of assessment of voice, resonance, and motor speech disorders; c. instrumental assessment of voice, resonance, and motor speech disorders; d. differential diagnosis of voice, resonance, and motor speech disorders; e. interpretation of assessment data
    • C. Assessment Procedures and Assessment — 4. Receptive and expressive language: a. standard and nonstandard assessment procedures; b. parameters of assessment of receptive and expressive language disorders; c. instrumental assessment of language disorders; d. differential diagnosis of language disorders; e. interpretation of assessment data
    • C. Assessment Procedures and Assessment — 5. Social aspects of communication, including pragmatics: a. standard and nonstandard assessment procedures; b. parameters of assessment of social aspects of communication, including pragmatics; c. differential diagnosis of social communication disorders and pragmatic disorders; d. interpretation of assessment data
    • C. Assessment Procedures and Assessment — 6. Cognitive aspects of communication: a. standard and nonstandard assessment procedures; b. parameters of assessment of cognitive communication disorders; c. differential diagnosis of cognitive communication disorders; d. interpretation of assessment data
    • C. Assessment Procedures and Assessment — 7. Augmentative and alternative communication: a. standard and nonstandard assessment procedures; b. low tech and high tech instrumental assessment procedures; c. parameters of assessment for augmentative and alternative communication; d. interpretation of assessment data
    • C. Assessment Procedures and Assessment — 8. Hearing: a. assessment approaches; b. considerations related to age, developmental status, medical condition, etc.; c. interpretation of assessment (e.g., audiograms and tympanograms) and identification of indicators for referral
    • C. Assessment Procedures and Assessment — 9. Feeding and swallowing: a. instrumental and noninstrumental assessment procedures; b. considerations related to age, developmental status, medical/surgical history, etc.; c. differential diagnosis of feeding and swallowing disorders; d. interpretation of assessment data and indications for referral
    • D. Etiology — 1. Genetic: a. modes of inheritance; b. genetic conditions associated with communication disorders and feeding/swallowing disorders, including common syndromes; c. features of common syndromes and their impact on communication and feeding/swallowing (e.g., Trisomy 21, 22q11.2 deletion syndrome, Fragile X syndrome, etc.)
    • D. Etiology — 2. Developmental: a. developmental delay; b. congenital and acquired conditions associated with developmental communication and feeding/swallowing disorders
    • D. Etiology — 3. Disease processes: a. childhood (e.g., congenital vocal fold paralysis, cystic fibrosis); b. acquired (e.g., Bell’s palsy, iatrogenic); c. progressive (e.g., amyotrophic lateral sclerosis, myopathy)
    • D. Etiology — 4. Auditory problems: a. congenital and childhood hearing loss; b. acquired hearing loss
    • D. Etiology — 5. Neurological: a. congenital (e.g., cerebral palsy); b. acquired (e.g., TBI, neoplasms, stroke)
    • D. Etiology — 6. Structural and functional: a. congenital (e.g., craniofacial anomalies); b. acquired (e.g., head and neck surgery, trauma, and iatrogenic causes); c. functional causes (e.g., velopharyngeal mislearning, vocal misuse)
    • D. Etiology — 7. Psychogenic
  • III. Planning, Implementation, and Evaluation of Treatment (approximately 44 questions; approximately 33% of examination). Speech-language pathologists are responsible for designing and implementing evidence-based treatments to help clients maximize their functioning in communication and/or swallowing. Consequently, the test includes a range of items that pertain to treatment planning, implementation, and evaluation. This topic area includes issues related to the development and evaluation of treatment plans, as well as evidence-based principles and procedures associated with specific communication and swallowing disorders.
    • A. Treatment Planning — 1. Evaluating factors that can affect treatment: a. evaluating the evidence base associated with a particular treatment strategy or approach; b. evaluating the role of client factors such as age, disorder type, disorder severity, concomitant disorders, personal goals/aspirations, and sociocultural background when planning and implementing treatment goals; c. evaluating the role of external factors such as caregivers’ interactions with the client, school or workplace policies, public laws, medications and iatrogenic, and societal stereotypes when planning and implementing treatment goals
    • A. Treatment Planning — 2. Initiating and prioritizing treatment and developing goals: a. processes and procedures for developing comprehensive, appropriate treatment goals; b. processes and procedures associated with integrating assessment results, caregiver or client/patient/student preferences, and treatment outcomes research; c. factors that affect when to begin, modify, or terminate a treatment plan; d. factors that affect the order in which treatment goals are addressed
    • A. Treatment Planning — 3. Determining appropriate treatment details: a. factors related to treatment scheduling (e.g., number and duration of sessions, time and location of sessions); b. factors related to treatment delivery (e.g., individual versus group sessions, sequential or simultaneous targeting of goals); c. personnel requirements (e.g., extent to which caregivers, teachers, peers, etc., are involved with treatment); d. training requirements (e.g., extent to which caregivers, teachers, peers, etc., need to be trained prior to participating in treatment or implementing generalization activities)
    • A. Treatment Planning — 4. Generating a prognosis: a. considering/accounting for client/patient/student factors (e.g., age, motivation, nature of disorder) that can affect treatment outcome; b. considering/accounting for external factors (e.g., family support, availability of services) that can affect treatment outcome
    • A. Treatment Planning — 5. Communicating recommendations: a. procedures, requirements, and best practices for communicating treatment-related recommendations to clients/patients/students and (when appropriate) their family members; b. procedures, requirements, and best practices for communicating treatment-related recommendations to other professionals who are involved in the client/patient/student’s treatment plan; c. principles of interprofessional practice
    • A. Treatment Planning — 6. General treatment principles and procedures: a. general principles and procedures to consider when selecting a treatment (e.g., age, disorder, sociocultural background, severity of impairment, nature of disability)
    • B. Treatment Evaluation — 1. Establishing methods for monitoring treatment progress and outcomes to evaluate assessment and/or treatment plans: a. procedures associated with identifying appropriate measures of treatment progress and treatment outcomes; b. methods associated with measuring baseline performance; c. methods associated with measuring progress while treatment is ongoing; d. procedures associated with modifying progress measures, if necessary, while treatment is ongoing; e. methods associated with evaluating performance when treatment concludes (e.g., short- and long-term outcomes); f. methods associated with determining the social validity of treatment outcomes and the impact of treatment outcomes on a client/patient’s quality of life
    • B. Treatment Evaluation — 2. Follow-up on post-treatment referrals and recommendations
    • C. Treatment — 1. Speech sound production: a. principles and characteristics of interventions used in the treatment of disorders that affect speech sound production; b. strategies for preventing, reducing, or eliminating communicative and/or related (e.g., educational, occupational) disability associated with speech sound production disorders or differences
    • C. Treatment — 2. Fluency: a. principles and characteristics of interventions used in the treatment of fluency disorders; b. strategies for preventing, reducing, or eliminating communicative and/or related (e.g., educational, occupational) disability associated with fluency disorders
    • C. Treatment — 3. Voice, resonance, and motor speech: a. voice (–– principles and characteristics of interventions used in the treatment of voice disorders; –– strategies and procedures for preventing, reducing, or eliminating communicative and/or related (e.g., educational, occupational) disability associated with voice disorders); b. resonance (–– principles and characteristics of interventions used in the treatment of resonance disorders; –– strategies for preventing, reducing, or eliminating communicative and/or related (e.g., educational, occupational) disability associated with resonance disorders); c. motor speech (–– principles and characteristics of interventions used in the treatment of motor speech disorders; –– strategies for preventing, reducing, or eliminating communicative and/or related (e.g., educational, occupational) disability associated with motor speech disorder)
    • C. Treatment — 4. Receptive and expressive language: a. principles and characteristics of interventions used in the treatment of receptive and expressive disorders; b. strategies for preventing, reducing, or eliminating communicative and/or related (e.g., educational, occupational) disabilities associated with receptive and expressive language functioning
    • C. Treatment — 5. Social aspects of communication, including pragmatics: a. principles and characteristics of interventions used to treat social aspects of communication, including pragmatics; b. strategies for preventing, reducing, or eliminating communicative and/or related (e.g., educational, occupational) disability associated with social aspects of communication
    • C. Treatment — 6. Communication impairments related to cognition: a. principles and characteristics of interventions used to treat communication impairments that are related to cognitive functioning; b. srategies for preventing, reducing, or eliminating communicative and/or related (e.g., educational, occupational) disability associated with cognitively based communication impairments
    • C. Treatment — 7. Treatment involving augmentative and alternative communication: a. factors involved in determining candidacy for AAC approaches; b. factors involved in selecting an appropriate AAC approach; c. principles and characteristics of AAC options/strategies; strategies for preventing, reducing, or eliminating communicative and/or related (e.g., educational, occupational) disability in those who use AAC
    • C. Treatment — 8. Hearing and aural rehabilitation: a. principles and characteristics of interventions used in the treatment of hearing loss; b. strategies for preventing, reducing, or eliminating speech-language and/or related (e.g., educational, occupational) disability associated with hearing impairment
    • C. Treatment — 9. Swallowing and feeding: a. rationale for selection of interventions used in the treatment of swallowing and feeding disorders based on evaluation data; b. other factors (outside of evaluation data) affecting the likelihood of success for a given treatment for feeding/swallowing disorders; c. strategies for preventing, reducing, or eliminating swallowing and feeding disorders; d. strategies for reducing the common health-related adverse consequences of swallowing and feeding disorders
Examination sources