OpenExamsFREE PRACTICE — ANY EXAM

Hawaii Speech-Language Pathology — Requirements & Free Practice

US-HI · License preparation

307 free questions · Answer explanations · No signup required

Choose what to practice

Start with an exam below. Your examination requirements depend on your application pathway. View licensing requirements

Loading selected examination banks…

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 Pathologist

Permanent speech-pathologist license. Examination and ASHA CCC are separate applicant pathways. HAR §16-100-21 closed grandfather applications on June 30, 1984. HRS §§468E-4 and 468E-8 establish practice exemptions and deemed compliance, including registered temporary services, supervised training, continuing government employment and ninety-day practice while a qualifying application is pending; these are not separate license identities. HRS §468E-2 permits only an individual to be licensed, so business-entity license conversion does not apply.

Licensing authority: Board of Speech Pathology and Audiology, Hawaii Department of Commerce and Consumer Affairs · Application information

Licensure by ASHA Certificate of Clinical Competence
Speech-Language Pathology (5331)
Age And Work Authorization
SP-01 asks whether the applicant is at least 18 and is a U.S. citizen, national or alien authorized to work in the United States.
Application
Submit the complete signed Board application, required fees and Social Security number. HAR §16-100-16 permits further verification. Disclose licensing discipline and nonexpunged criminal convictions with records requested by the application.
Board Documentation
The SP-02 March 2024 ASHA subsection requests SP-03, ASHA certification verification and license verification. It states: “Arrange with ASHA to send directly to the board an official letter verifying the status of your Certificate of Clinical Competence.” The statutory written-examination requirement remains a leaf; the Board’s certificate-evidence pathway does not imply a new examination sitting.
Certification
Hold ASHA CCC in speech pathology. ASHA must send a verification letter directly, dated within six months of the application and stating current CCC, issue date and ASHA account number.
Prior Licenses
Obtain official verification from jurisdictions where licensed. The application expressly states that another license does not bypass permanent or provisional licensing requirements.
Licensure by examination
Speech-Language Pathology (5331)
Age And Work Authorization
SP-01 asks whether the applicant is at least 18 and is a U.S. citizen, national or alien authorized to work in the United States.
Application
Submit the complete signed Board application, required fees and Social Security number. HAR §16-100-16 permits further verification. Disclose licensing discipline and nonexpunged criminal convictions with records requested by the application.
Clinical Fellowship
At least 36 weeks full-time or equivalent part-time experience after coursework and practicum, under an ASHA CCC holder in the practice area, primarily clinical, with periodic formal evaluation; provide SP-06.
Clinical Practicum
At least 375 supervised observation/practicum hours with a variety of communication disorders, at the training institution or a cooperating program; provide SP-05.
Degree
Recognized master’s degree in speech pathology or its equivalent, verified by official transcripts sent directly by a recognized accredited institution.
Degree Equivalence
HAR §16-100-20(d): an accredited bachelor’s degree plus at least 75 semester hours, including 27 basic-science hours (6 biological/physical sciences and mathematics, 6 behavioral/social sciences, 15 basic human communication covering anatomic/physiologic, physical/psychophysical and linguistic/psycholinguistic bases). Require 36 professional hours, including 30 graduate-credit hours with 21 speech-pathology hours; 30 speech-pathology hours with 6 speech-disorder and 6 language-disorder hours; and 6 audiology hours with 3 hearing-disorder/evaluation and 3 habilitative/rehabilitative hours. At most 6 practicum-credit hours count toward the 36 and cannot satisfy those subject minima.
Examination Evidence
ETS must send official passing written-examination verification directly, showing score and date. HAR §16-100-31 sets the passing score by ASHA’s Council for Clinical Certification.
Prior Licenses
Obtain official verification from jurisdictions where licensed. The application expressly states that another license does not bypass permanent or provisional licensing requirements.
Recommendations
Three supervisor or colleague letters concerning work experience or university training.
Reexamination
HAR §16-100-32 allows repeated written attempts within three years; obtain a Board extension if not passed in that period. Register and pay ETS directly.
Late renewal or restoration within two years after expiration
No examination is required for this applicant pathway.
Fees
Submit the renewal form, renewal fees and monthly late-renewal penalty; satisfy applicable disciplinary restrictions.
Time Limit
Apply within two years after expiration; HRS §468E-14(b) expressly prohibits examination as a renewal condition within this interval.

Official no-examination sources

Effective from 2026-09-22.

Restoration after qualifying active duty military deployment
No examination is required for this applicant pathway.
Deadline
Request restoration within 120 days after discharge or release.
Deployment
HRS §436B-14.5 applies to armed-forces, National Guard or reserve members whose license expired, was forfeited or became delinquent during active-duty deployment in a state or national crisis; it also covers current licenses expiring within 120 days after discharge/release.
Evidence
Provide deployment and discharge/release orders, pay the current renewal fee, and submit financial-integrity or federally required evidence if applicable.
Exclusions
Scheduled annual/specialized training and suspended, revoked or adjudicated disciplined licenses are excluded.

Official no-examination sources

Effective from 2026-09-22.

New licensure after expiration lasting more than five years
Speech-Language Pathology (5331)
Age And Work Authorization
SP-01 asks whether the applicant is at least 18 and is a U.S. citizen, national or alien authorized to work in the United States.
Application
Submit the complete signed Board application, required fees and Social Security number. HAR §16-100-16 permits further verification. Disclose licensing discipline and nonexpunged criminal convictions with records requested by the application.
Pathway Qualifications
Provide HAR §16-100-20 examination-pathway education, practicum, fellowship, recommendations and ETS evidence, or the current ASHA CCC evidence of HAR §16-100-22.
Prior Licenses
Obtain official verification from jurisdictions where licensed. The application expressly states that another license does not bypass permanent or provisional licensing requirements.
Prior Termination
HRS §468E-14(e) bars renewal/restoration after five years; apply as a new applicant under current chapter requirements.
New licensure after disciplinary revocation
Speech-Language Pathology (5331)
Age And Work Authorization
SP-01 asks whether the applicant is at least 18 and is a U.S. citizen, national or alien authorized to work in the United States.
Application
Submit the complete signed Board application, required fees and Social Security number. HAR §16-100-16 permits further verification. Disclose licensing discipline and nonexpunged criminal convictions with records requested by the application.
Disqualification
HRS §468E-13.5(g) bars restoration, renewal or reinstatement when its sex-offender registration and patient/client conditions apply.
Pathway Qualifications
Provide the examination-pathway qualifications or current ASHA CCC evidence, as applicable.
Prior Licenses
Obtain official verification from jurisdictions where licensed. The application expressly states that another license does not bypass permanent or provisional licensing requirements.
Waiting Period
Under HRS §436B-21, apply after five years from revocation and meet all current requirements for new applicants.
Waiver
The authority may waive education or examination requirements under §436B-21 upon documentation of equivalent knowledge, competence and qualifications maintained through work, training or education.
Automatic cessation of conviction based revocation or denial following reversal on appeal
No examination is required for this applicant pathway.
Conviction Reversal
HRS §468E-13.5(e) automatically ends the conviction-based revocation or denial if the related conviction is overturned on appeal.
Other Discipline
The Board may pursue discipline on other grounds; §468E-13.5(g) continues to apply if its separate mandatory conditions hold.
Other License Status
This route resolves only the conviction-based action; another suspension or expiration remains subject to the corresponding route.

Official no-examination sources

Effective from 2026-09-22.

Reinstatement after suspension
No examination is required for this applicant pathway.
Discipline
Remain subject to statutory disciplinary restrictions.
Expired License
HRS §468E-14(c) governs renewal of an expired suspended license; renewal alone does not permit practice.
Fees
Pay all applicable reinstatement and other lawful fees.
Order Compliance
HRS §436B-20 requires complete compliance with the suspension order and reinstatement only to the extent authorized by law. A case-specific order condition must be satisfied; the statute identifies no independent examination.

Official no-examination sources

Effective from 2026-09-22.

Biennial renewal
No examination is required for this applicant pathway.
Discipline
Renewal remains subject to statutory disciplinary restrictions, including HRS §468E-13.5.
Existing License
Submit the Board renewal form and fee by December 31 of each odd-numbered year.
Revoked License
HRS §468E-14(d) prohibits renewal following disciplinary revocation.
Suspended License
HRS §468E-14(c) allows renewal while suspended but permits no practice until reinstatement.

Official no-examination sources

Effective from 2026-09-22.

Restoration more than two years and within five years after expiration
Speech-Language Pathology (5331)
Board Discretion
HAR §16-100-43 states the licensee “may be required to be reexamined by the board.” HAR §16-100-3 identifies the written examination as the ETS national speech-pathology examination. The current registered examination is a leaf and Board discretion a condition.
Expired License
More than two years and no more than five years have elapsed since expiration.
Fees
Submit the renewal/restoration application and appropriate renewal and late fees, with any lawful Board conditions.

Military & Military Spouse Temporary Professional License — Speech Pathologist

Temporary military professional license for speech pathologists. State military-spouse licensure and federal military-license portability have distinct conditions; DCCA supplies a common military application.

Licensing authority: Board of Speech Pathology and Audiology, Hawaii Department of Commerce and Consumer Affairs · Application information

Military license portability and temporary licensure under 50 U.S.C. §4025a
No examination is required for this applicant pathway.
Application
Provide orders, a marriage certificate for a spouse and the §4025a(c) notarized affidavit: identity, truth/completeness, understanding of Hawaii licensing and scope requirements, compliance and good standing where licensed.
Background Check
The licensing authority may perform a background check.
Board Form Conflict
MST-1224 retains an older two-year active-use question and checklist. The current §4025a, amended December 23, 2024, omits that two-year usage requirement; the controlling federal text governs and the published Board demand remains an applicant condition.
Compact Exception
Subsection (e) excludes licenses operated under the specified interstate compact; that compact and applicable state law govern instead.
Covered License
The covered license must be in good standing, have no revocation/discipline, have no pending unprofessional-conduct investigation and not have been surrendered during such an investigation.
Professional Requirements
Submit to Hawaii practice standards, discipline and applicable continuing-education requirements.
Relocation
Be a servicemember or spouse relocating residence because the servicemember receives military orders to Hawaii, holding a covered professional license from another United States jurisdiction.
Temporary License
Under subsection (b), when recognition cannot be completed within 30 days after receipt, the authority may issue a temporary license with permanent-license rights, privileges and responsibilities.

Official no-examination sources

Effective from 2026-09-22.

State temporary licensure for an accompanying military spouse
Speech-Language Pathology (5331)
Application
Pay fees and submit the signed §436B-14.7(a)(11) affidavit with required evidence.
Criminal History
No disqualifying criminal history.
Discipline
Meet the restrictions in §436B-14.7(a)(6)-(8) on license sanctions, surrender, denial and professional membership; resolved discipline may be reviewed by the authority.
Duration
Under §436B-14.7(e), ordinary professional license periods apply, with an aggregate maximum of five years or the Hawaii assignment-order period.
Education And Experience
The issuing jurisdiction must verify original minimum education, applicable work experience and clinical supervision.
Exam Evidence
HRS §436B-14.7(a)(5) requires passing examination requirements if required by Hawaii or the other issuing jurisdiction. HRS §468E-5 and HAR §16-100-3 identify Hawaii’s national written examination. Another jurisdiction’s own examination is only an applicant condition, never a leaf.
Military Status
Be married to an active-duty U.S. armed-forces member and accompany that member under permanent-change-of-station orders to a Hawaii military installation.
Prior License
Hold another United States jurisdiction’s speech-pathologist license for at least one year; all licenses must be current, active, unrestricted and in good standing.
Published Form
MST-1224 also asks about active license use during the immediately preceding two years; this Board application demand is preserved as an applicant condition, not an examination.
Supervision
Supervision may be required where appropriate while remaining licensing requirements are completed under subsection (c).
Renewal within the authorized state military spouse temporary license period
No examination is required for this applicant pathway.
Discipline
Renewal removes neither a suspension nor a statutory disciplinary restriction.
Duration
Subsection (e) applies the profession’s ordinary periods, with an aggregate maximum of five years or the assignment-order period.
License
Hold a temporary license under HRS §436B-14.7(a) and remain eligible under that section and assignment orders.
Renewal
Submit the Board renewal form and fees by December 31 of each odd-numbered year. This route is renewal within the existing temporary authorization.

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