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Arkansas Speech-Language Pathology — Requirements & Free Practice

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Speech-Language Pathology License

Arkansas single-state speech-language pathology license. Renewal, inactive status, restoration and disciplinary reapplication are routes or statuses of this license.

Licensing authority: Arkansas Board of Examiners in Speech-Language Pathology and Audiology · Application information

Initial licensure through ASHA certification
Speech-Language Pathology (5331)
Application
Submit the completed application, nonrefundable fee and supporting documents; submit within thirty days of beginning practice under 17 CAR 180-202.
Certification
Provide proof of current ASHA Certificate of Clinical Competence in speech-language pathology; the Board checklist accepts the ASHA card or certification letter instead of the degree, clinical and Praxis submissions.
Standing
Provide official verification of every jurisdiction in which currently or previously licensed.
Waiver
The Board may waive the identified Praxis examination; it remains the registered examination involved in this pathway.
Late renewal after two years and within five years
No examination is required for this applicant pathway.
Expiration
More than two but no more than five years have elapsed since expiration.
Practice
Do not practice until renewal is approved.
Review
Renewal is subject to Board review, the renewal fee and late penalty, together with applicable CPE documentation.

Official no-examination sources

Effective from 2026-09-22.

Late renewal within two years
No examination is required for this applicant pathway.
Expiration
The license expired no more than two years before renewal.
Practice
Do not practice until renewal is approved.
Submissions
Submit the paper renewal, renewal fee, late fee and renewal affidavit; satisfy applicable CPE requirements.

Official no-examination sources

Effective from 2026-09-22.

Annual renewal
No examination is required for this applicant pathway.
Continuing education
Complete ten hours per license period, at least five in Content Area I; report and retain evidence, subject to the initial-year exemption.
Deadline
Renew annually by October 31; the timely-postmark grace period extends through November 15.
Initial year
No CPE report/audit in the initial licensing year; a clinical fellowship extending beyond that year requires ten hours for each following period.

Official no-examination sources

Effective from 2026-09-22.

Placement on inactive status
No examination is required for this applicant pathway.
Fee
The Board application page states the inactive/reactivation fee is reduced to $2.
Practice
Do not practice in Arkansas while inactive.
Request
Request inactive status in writing; if requested more than thirty days after expiration, applicable late fees apply.

Official no-examination sources

Effective from 2026-09-22.

Initial licensure by examination
Speech-Language Pathology (5331)
Application
Submit the completed application, nonrefundable fee and supporting documents; submit within thirty days of beginning practice under 17 CAR 180-202.
Certification waiver
The Board may waive the examination for ASHA clinical certification when its requirements are equivalent to or greater than Arkansas licensure requirements; certification and waiver are applicant conditions.
Education
Hold a qualifying master’s or doctoral degree in communicative disorders and provide official transcripts or the permitted program-director statement.
Professional experience
Complete at least thirty-six weeks and 1,260 hours of supervised professional experience; full-time means thirty-five hours per week and qualifying part-time work exceeds five hours per week.
Score
The Board checklist requests an official ETS Praxis score of 162 or better sent directly to the Board; recipient code R8773.
Standing
Provide official verification of every jurisdiction in which currently or previously licensed.
Uniformed service member automatic licensure
No examination is required for this applicant pathway.
Documents
Provide evidence of qualifying military status and the other-jurisdiction license, and pay the initial licensure fee.
Eligibility
Be a uniformed service member stationed in Arkansas.
Other license
Provide a license in good standing with similar scope of practice from another United States jurisdiction.

Official no-examination sources

Effective from 2026-09-22.

Uniformed service spouse automatic licensure
No examination is required for this applicant pathway.
Documents
Provide evidence of qualifying military status and the other-jurisdiction license, and pay the initial licensure fee.
Eligibility
Meet one of the spouse eligibility alternatives in 17 CAR 180-209(b)(3), including the stated relocation or residency requirements.
Other license
Provide a license in good standing with similar scope of practice from another United States jurisdiction.

Official no-examination sources

Effective from 2026-09-22.

Uniformed service veteran automatic licensure
No examination is required for this applicant pathway.
Documents
Provide evidence of qualifying military status and the other-jurisdiction license, and pay the initial licensure fee.
Eligibility
Be a veteran discharged under circumstances other than dishonorable and reside in or establish Arkansas residency.
Other license
Provide a license in good standing with similar scope of practice from another United States jurisdiction.

Official no-examination sources

Effective from 2026-09-22.

New application after five year expiration
Speech-Language Pathology (5331)
Certification waiver
The Board may waive the examination for ASHA clinical certification when its requirements are equivalent to or greater than Arkansas licensure requirements; certification and waiver are applicant conditions.
Education
Hold a qualifying master’s or doctoral degree in communicative disorders and provide official transcripts or the permitted program-director statement.
Expiration
After five years from expiration the old license cannot be renewed; apply for a new license under the current licensing requirements.
Professional experience
Complete at least thirty-six weeks and 1,260 hours of supervised professional experience; full-time means thirty-five hours per week and qualifying part-time work exceeds five hours per week.
Score
The Board checklist requests an official ETS Praxis score of 162 or better sent directly to the Board; recipient code R8773.
Conversion from provisional to full licensure
Speech-Language Pathology (5331)
Board instruction
The application page says: "If you are transitioning from an SP Provisional license to SP, do not reapply for licensure." It instructs the applicant to forward ASHA confirmation of CCC certification.
Professional experience
Submit signed evidence of successful completion of professional experience and written notification; provisional status is removed under 17 CAR 180-204(e).
Score
The Board checklist requests an official ETS Praxis score of 162 or better sent directly to the Board; recipient code R8773.
Waiver
The Board may waive the examination for ASHA clinical certification when its requirements are equivalent to or greater than Arkansas licensure requirements; certification and waiver are applicant conditions.
Reactivation from inactive status
No examination is required for this applicant pathway.
Continuing education
Provide ten CPE hours per inactive/invalid year, at most fifty, with at least half in Content I; the dual-licensure calculation is fifteen hours per year, at most seventy-five.
Fee
The Board application page states the inactive/reactivation fee is reduced to $2.
Practice
Resume practice only after written notification of reactivation.
Request
Submit a written request and pay the reactivation fee.
Standing
Provide a letter of good standing from any jurisdiction in which practicing while inactive.

Official no-examination sources

Effective from 2026-09-22.

Reapplication following disciplinary revocation
Speech-Language Pathology (5331)
Certification waiver
The Board may waive the examination for ASHA clinical certification when its requirements are equivalent to or greater than Arkansas licensure requirements; certification and waiver are applicant conditions.
Discretion
The Board may accept or reject the new application and may impose additional requirements; unspecified additional assessments are conditions, not invented examination leaves.
Ordinary requirements
Meet the ordinary license qualifications, including the identified licensure examination unless the Board grants a supported waiver.
Waiting period
Reapply no sooner than five years after revocation.
Initial licensure by reciprocity
Speech-Language Pathology (5331)
Application
Submit the completed application, nonrefundable fee and supporting documents; submit within thirty days of beginning practice under 17 CAR 180-202.
Oral interview
17 CAR 180-206(b) states: "Oral interviews may be required under the provisions of this part." It does not identify a separately registered examination or scored assessment.
Other license
Hold a current speech-language pathology license issued by a jurisdiction whose professional standards the Board considers equivalent; furnish evidence for staff verification.
Verification
Provide official verification of every jurisdiction in which currently or previously licensed.
Waiver
Examination waiver is subject to the Board’s reciprocity determination; the Board’s generic licensure examination remains identified, and its implementing checklist requests Praxis or ASHA certification.
Renewal while the license is suspended
No examination is required for this applicant pathway.
Renewal
Pay the renewal fee and satisfy applicable renewal and CPE requirements.
Restriction
Renewal does not authorize practice during suspension or conduct contrary to the suspension order.

Official no-examination sources

Effective from 2026-09-22.

Speech-Language Pathology Provisional License

Supervised licensure while completing the postgraduate professional experience, limited to thirty-six months from its initiation.

Licensing authority: Arkansas Board of Examiners in Speech-Language Pathology and Audiology · Application information

Supervised clinical fellowship provisional licensure
Speech-Language Pathology (5331)
Application
Apply within thirty days of starting professional experience; submit a clinical fellowship plan signed by an Arkansas-licensed supervisor.
Duration
Renew annually; provisional licensure cannot continue beyond thirty-six months from initiation of the professional experience.
Education
Hold a qualifying master’s or doctoral degree in communicative disorders and provide official transcripts or the permitted program-director statement.
Exam timing
The Board graduate presentation distinguishes the initial provisional packet from additional information to be sent, including the official Praxis passing score. A score need not accompany the initial provisional packet.
Score
The Board checklist requests an official ETS Praxis score of 162 or better sent directly to the Board; recipient code R8773.
Supervision
Practice only under the supervision required by 17 CAR 180-203(d).
Late renewal after two years and within five years
No examination is required for this applicant pathway.
Expiration
More than two but no more than five years have elapsed since expiration.
Practice
Do not practice until renewal is approved.
Provisional limit
No renewal extends provisional practice beyond thirty-six months from the start of professional experience.
Review
Renewal is subject to Board review, the renewal fee and late penalty, together with applicable CPE documentation.

Official no-examination sources

Effective from 2026-09-22.

Late renewal within two years
No examination is required for this applicant pathway.
Expiration
The license expired no more than two years before renewal.
Practice
Do not practice until renewal is approved.
Provisional limit
No renewal extends provisional practice beyond thirty-six months from the start of professional experience.
Submissions
Submit the paper renewal, renewal fee, late fee and renewal affidavit; satisfy applicable CPE requirements.

Official no-examination sources

Effective from 2026-09-22.

Annual renewal
No examination is required for this applicant pathway.
Continuing education
Complete ten hours per license period, at least five in Content Area I; report and retain evidence, subject to the initial-year exemption.
Deadline
Renew annually by October 31; the timely-postmark grace period extends through November 15.
Initial year
No CPE report/audit in the initial licensing year; a clinical fellowship extending beyond that year requires ten hours for each following period.
Provisional limit
No renewal extends provisional practice beyond thirty-six months from the start of professional experience.

Official no-examination sources

Effective from 2026-09-22.

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