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Iowa 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.

Temporary Speech Pathology License for a Veteran or Active-Duty Military Spouse

Temporary authorization to complete additional education or training when the applicant’s licensed scope is not substantially equivalent to Iowa’s; the board fixes its period and conditions.

Licensing authority: Iowa Board of Speech Pathology and Audiology, Department of Inspections, Appeals, and Licensing · Application information

Temporary licensure pending additional military reciprocity education or training
Speech-Language Pathology (5331)
Completion
Under §272C.12A(3), submit completion records to obtain full licensure.
Military status
Veteran or active-duty military spouse holds an unrestricted professional license in another jurisdiction.
Previous exam
481—7.3(5)(a) says an applicant who has not passed the required examinations may not receive the temporary license. The profession’s examination is Praxis under 481—740.4; passage may precede the application.
Scope deficiency
The other licensed scope is not substantially equivalent; the board identifies the additional education or training required.
Statutory issuance
§272C.12A(2) directs issuance when verification fails because of dissimilar scope; the identified prior-examination requirement is recorded from the board’s implementing rule.
Temporary conditions
Request the temporary license to complete additional education or training for the period and public-protection conditions specified by the board; extensions are case by case for good cause.

Speech Pathologist License

Permanent Iowa license to practice speech pathology. Initial, endorsement, verification, work-experience, military, renewal, reactivation and reinstatement pathways are distinguished below. Inactive status is a status of this same license, not a separate authorization to practice.

Licensing authority: Iowa Board of Speech Pathology and Audiology, Department of Inspections, Appeals, and Licensing · Application information

Licensure by endorsement with a current ASHA Certificate of Clinical Competence
Speech-Language Pathology (5331)
Application
Submit a completed online application and the required fee under 481—740.2(1).
Board page verification
The DIAL permanent-license instructions additionally state: "Submit official license verification for all states in which the applicant has been licensed. Applicant must verify at a minimum of five years of licensure as an independent licensee in one or more states."
Clinical experience
Complete nine months of full-time clinical experience, or equivalent, following the master’s degree under a licensed speech pathologist.
Clinical training
Provide evidence of at least 400 hours of supervised clinical training.
Education
Possess a master’s degree from an accredited institution with a major in speech pathology, subject to an authorized statutory substitution.
Examination scores
Have ETS send Praxis scores directly to the board under 481—740.4; the statute requires a passing examination.
Foreign education
If foreign trained, provide the equivalency evaluation specified in 481—740.3(2), at the applicant’s expense.
Prior license
Previously licensed as a speech pathologist in another jurisdiction; provide the verifications required by 481—740.2(4) and disclose public or pending complaints.
Qualification documentation
Use an official current ASHA Certificate of Clinical Competence as the qualification documentation alternative.
Waiver
Iowa Code §154F.4 permits the board to waive the examination for holders by examination of licenses or certificates from states with substantially equivalent requirements; this is an applicant waiver condition.
Licensure by endorsement with direct qualification documentation
Speech-Language Pathology (5331)
Application
Submit a completed online application and the required fee under 481—740.2(1).
Board page verification
The DIAL permanent-license instructions additionally state: "Submit official license verification for all states in which the applicant has been licensed. Applicant must verify at a minimum of five years of licensure as an independent licensee in one or more states."
Clinical experience
Complete nine months of full-time clinical experience, or equivalent, following the master’s degree under a licensed speech pathologist.
Clinical training
Provide evidence of at least 400 hours of supervised clinical training.
Education
Possess a master’s degree from an accredited institution with a major in speech pathology, subject to an authorized statutory substitution.
Examination scores
Have ETS send Praxis scores directly to the board under 481—740.4; the statute requires a passing examination.
Foreign education
If foreign trained, provide the equivalency evaluation specified in 481—740.3(2), at the applicant’s expense.
Prior license
Previously licensed as a speech pathologist in another jurisdiction; provide the verifications required by 481—740.2(4) and disclose public or pending complaints.
Waiver
Iowa Code §154F.4 permits the board to waive the examination for holders by examination of licenses or certificates from states with substantially equivalent requirements; this is an applicant waiver condition.
Initial licensure with a current ASHA Certificate of Clinical Competence
Speech-Language Pathology (5331)
Application
Submit a completed online application and the required fee under 481—740.2(1).
Clinical experience
Complete nine months of full-time clinical experience, or equivalent, following the master’s degree under a licensed speech pathologist.
Clinical training
Provide evidence of at least 400 hours of supervised clinical training.
Education
Possess a master’s degree from an accredited institution with a major in speech pathology, subject to an authorized statutory substitution.
Examination scores
Have ETS send Praxis scores directly to the board under 481—740.4; the statute requires a passing examination.
Foreign education
If foreign trained, provide the equivalency evaluation specified in 481—740.3(2), at the applicant’s expense.
Qualification documentation
Submit an official current ASHA Certificate of Clinical Competence under 481—740.2(2)(a) instead of the direct documentation package. The application page offers this proof alternative; §154F.3(3) and 481—740.4 still identify the profession’s examination.
Initial licensure with direct education, experience and examination documentation
Speech-Language Pathology (5331)
Application
Submit a completed online application and the required fee under 481—740.2(1).
Clinical experience
Complete nine months of full-time clinical experience, or equivalent, following the master’s degree under a licensed speech pathologist.
Clinical training
Provide evidence of at least 400 hours of supervised clinical training.
Education
Possess a master’s degree from an accredited institution with a major in speech pathology, subject to an authorized statutory substitution.
Examination scores
Have ETS send Praxis scores directly to the board under 481—740.4; the statute requires a passing examination.
Foreign education
If foreign trained, provide the equivalency evaluation specified in 481—740.3(2), at the applicant’s expense.
Late renewal within the 30 day grace period
Speech-Language Pathology (5331)
Continuing education or praxis
Complete 26 approved CE hours per biennium, with the stated first-renewal exemption and permitted carryover, or elect the Praxis Examination instead of CE under 481—742.3(2)(a). Praxis is optional for an applicant using CE.
Late status
Complete renewal and pay the late fee within the 30-day grace period; after that the license is inactive.
Renewal period
Renew for the January 1 even-year through December 31 odd-year biennium; submit application and fees and meet continuing education and mandatory reporter requirements.
Reporter training
Licensees treating children or dependent adults complete the applicable HHS abuse-reporting training; active-duty service and an approved hardship waiver are exceptions.
Initial licensure using military education, training or service credit
Speech-Language Pathology (5331)
Application
Submit a completed online application and the required fee under 481—740.2(1).
Clinical experience
Complete nine months of full-time clinical experience, or equivalent, following the master’s degree under a licensed speech pathologist.
Clinical training
Provide evidence of at least 400 hours of supervised clinical training.
Education
Possess a master’s degree from an accredited institution with a major in speech pathology, subject to an authorized statutory substitution.
Examination scores
Have ETS send Praxis scores directly to the board under 481—740.4; the statute requires a passing examination.
Foreign education
If foreign trained, provide the equivalency evaluation specified in 481—740.3(2), at the applicant’s expense.
Military credit
Submit a military service credit application identifying the education or experience requirement to replace and supporting transcripts, affidavits or military records; the board grants qualifying credit. Credit does not replace an examination requirement.
Expedited veteran or active duty military spouse reciprocity by endorsement
Speech-Language Pathology (5331)
Application
Submit a completed online application and the required fee under 481—740.2(1).
Board page verification
The DIAL permanent-license instructions additionally state: "Submit official license verification for all states in which the applicant has been licensed. Applicant must verify at a minimum of five years of licensure as an independent licensee in one or more states."
Clinical experience
Complete nine months of full-time clinical experience, or equivalent, following the master’s degree under a licensed speech pathologist.
Clinical training
Provide evidence of at least 400 hours of supervised clinical training.
Education
Possess a master’s degree from an accredited institution with a major in speech pathology, subject to an authorized statutory substitution.
Examination scores
Have ETS send Praxis scores directly to the board under 481—740.4; the statute requires a passing examination.
Foreign education
If foreign trained, provide the equivalency evaluation specified in 481—740.3(2), at the applicant’s expense.
Military status
Document veteran status or marriage to an active-duty member; a complete application is given priority and expedited.
Prior exam credit
481—7.3(1) requires applicable licensure examinations and credits previously passed examinations consistently with the board’s rules.
Prior license
Previously licensed as a speech pathologist in another jurisdiction; provide the verifications required by 481—740.2(4) and disclose public or pending complaints.
Scope deficiency
If the licensed scope is not substantially equivalent, complete the education or training the board identifies; §272C.12A(3) directs issuance after completion. This route retains the identified examination that rule 7.3 requires to have been passed; it does not require an additional sitting at conversion.
Waiver
Iowa Code §154F.4 permits the board to waive the examination for holders by examination of licenses or certificates from states with substantially equivalent requirements; this is an applicant waiver condition.
Expedited veteran or active duty military spouse licensure by verification
No examination is required for this applicant pathway.
Compact limitation
An applicant already entitled to an Iowa compact privilege is ineligible under 481—501.1(5); this verification license does not confer compact privileges.
Criminal history
No criminal history that prevents holding this license; submit records and any required fingerprint/background-check documentation.
Current license
Hold a current, good-standing license from an issuing jurisdiction with substantially similar scope; all held licenses must be in good standing.
Disciplinary history
No disqualifying revocation or surrender; any disciplinary matter must be corrected and resolved, and pending complaints or investigations must be resolved before issuance.
Fees and documentation
Pay applicable fees and submit the attestation, written scope statement, scope laws, application and other documents under 481—501.1(2).
Lower ranked exam statement
481—7.3(1) states: "A veteran or spouse must pass any examinations required for licensure to be eligible for licensure through reciprocity and will be given credit for examinations previously passed when consistent with the licensing authority’s laws and rules on examination requirements." For applicants qualifying under §272C.12, its explicit issuance-without-examination mandate controls.
Military status
Document veteran status or marriage to an active-duty military member; application processing is expedited under §272C.12A(1).
Original qualifications
The issuing jurisdiction imposed and verifies minimum education and applicable work-experience and clinical-supervision requirements.
Prior examination
Document the examination previously required by the other issuing jurisdiction, if applicable, under §272C.12(1)(d). The statute does not identify an exact examination for this slot.
State law examination exception
§272C.12(3)(c) preserves authority to require an examination specific to Iowa law. The profession’s implementing examination rule 481—740.4 identifies ETS Praxis, rather than exercising that authority for an Iowa law examination.

Official no-examination sources

Effective from 2024-07-31.

Reactivation after five years or less of inactive status
No examination is required for this applicant pathway.
Application
Submit a completed reactivation application and nonrefundable fee.
Continuing education
Provide 26 hours of continuing education completed within two years of applying.
Inactive period
Iowa license inactive for five years or less.
Other license
Provide verification of the license in the jurisdiction where most recently licensed and practicing during Iowa inactivity, with the required identity, date, status and discipline information.

Official no-examination sources

Effective from 2024-05-22.

Reactivation after more than five years of inactive status
Speech-Language Pathology (5331)
Application
Submit a completed reactivation application and nonrefundable fee.
Competence alternatives
Under 481—740.11(2)(b), provide the specified most-recent practicing-license verification and 52 CE hours within two years, or verification of passing Praxis within two years before applying. The applicant may use the nonexamination competence alternative.
Inactive period
Iowa license inactive for more than five years.
Score age
A Praxis score used for this competence alternative must document passage within the two years preceding reactivation application.
Reinstatement with reactivation after more than five years of inactive status
Speech-Language Pathology (5331)
Additional discretion
§272C.3(2)(d) permits additional education, training or unspecified reexamination as a condition of reinstatement; an unidentified ordered examination is an applicant condition, not an invented exam.
Application
Submit a completed reactivation application and nonrefundable fee.
Board order
Comply with the original disciplinary order; if it specifies no reinstatement terms, or the license was surrendered, ordinarily wait one year. Allege and prove that the basis for the disciplinary action no longer exists and reinstatement is in the public interest.
Competence alternatives
Under 481—740.11(2)(b), provide the specified most-recent practicing-license verification and 52 CE hours within two years, or verification of passing Praxis within two years before applying. The applicant may use the nonexamination competence alternative.
Disciplinary status
License revoked, suspended or voluntarily surrendered; obtain board-approved reinstatement and reactivation before practice.
Inactive period
Iowa license inactive for more than five years.
Score age
A Praxis score used for this competence alternative must document passage within the two years preceding reactivation application.
Biennial renewal
Speech-Language Pathology (5331)
Continuing education or praxis
Complete 26 approved CE hours per biennium, with the stated first-renewal exemption and permitted carryover, or elect the Praxis Examination instead of CE under 481—742.3(2)(a). Praxis is optional for an applicant using CE.
Renewal period
Renew for the January 1 even-year through December 31 odd-year biennium; submit application and fees and meet continuing education and mandatory reporter requirements.
Reporter training
Licensees treating children or dependent adults complete the applicable HHS abuse-reporting training; active-duty service and an approved hardship waiver are exceptions.
Licensure by verification under Iowa Code §272C.12
No examination is required for this applicant pathway.
Compact limitation
An applicant already entitled to an Iowa compact privilege is ineligible under 481—501.1(5); this verification license does not confer compact privileges.
Criminal history
No criminal history that prevents holding this license; submit records and any required fingerprint/background-check documentation.
Current license
Hold a current, good-standing license from an issuing jurisdiction with substantially similar scope; all held licenses must be in good standing.
Disciplinary history
No disqualifying revocation or surrender; any disciplinary matter must be corrected and resolved, and pending complaints or investigations must be resolved before issuance.
Fees and documentation
Pay applicable fees and submit the attestation, written scope statement, scope laws, application and other documents under 481—501.1(2).
Original qualifications
The issuing jurisdiction imposed and verifies minimum education and applicable work-experience and clinical-supervision requirements.
Prior examination
Document the examination previously required by the other issuing jurisdiction, if applicable, under §272C.12(1)(d). The statute does not identify an exact examination for this slot.
State law examination exception
§272C.12(3)(c) preserves authority to require an examination specific to Iowa law. The profession’s implementing examination rule 481—740.4 identifies ETS Praxis, rather than exercising that authority for an Iowa law examination.

Official no-examination sources

Effective from 2024-07-31.

Initial licensure using work experience from a jurisdiction without licensure requirements
Speech-Language Pathology (5331)
Documentation
Submit the completed application, fees, work-experience records and proof of similar scope.
Education substitution
Eligible work experience substitutes for education and training; all other requirements including the examination remain.
Residency
Provide proof of Iowa residency.
Work experience
Relocated to Iowa from a jurisdiction that did not require professional licensure; document at least three years of substantially similar practice within the preceding four years.

Temporary Clinical License in Speech Pathology

One-year supervised license for completing the nine-month clinical experience requirement; renewable at board discretion.

Licensing authority: Iowa Board of Speech Pathology and Audiology, Department of Inspections, Appeals, and Licensing · Application information

Initial temporary clinical licensure
Speech-Language Pathology (5331)
Application
Submit the application and temporary clinical license fee.
Clinical plan
Plan includes at least nine months full-time equivalent experience; each supervisor supplies a plan and completion report. Submit changes for approval within 30 days and retain the plan for two years after completion.
Education
Submit an official master’s-degree transcript directly from the institution.
Examination
Provide Praxis results; all statutory initial requirements except the nine-month clinical experience must be fulfilled.
Supervision
Have an active, current Iowa-licensed speech pathologist in good standing supervise under a board-approved clinical experience plan submitted before practice.
Training
Verify at least 400 hours of supervised clinical training.
Board discretionary renewal of a temporary clinical license
No examination is required for this applicant pathway.
Renewal
The one-year temporary clinical license may be renewed at the board’s discretion under §154F.5; pay the renewal fee.
Supervision
Continue supervised clinical practice under the approved experience plan and the applicable board conditions.

Official no-examination sources

Effective from 2024-05-22.

Temporary Permit to Practice Speech Pathology

Discretionary nonresident permit for no more than three months, based on need and substantially equivalent qualifications.

Licensing authority: Iowa Board of Speech Pathology and Audiology, Department of Inspections, Appeals, and Licensing · Application information

Nonresident temporary permit
Speech-Language Pathology (5331)
Application
Submit documentation and the permit fee before the intended date of practice and receive the board’s final determination.
Need
Submit a letter supporting the need for the permit; issuance is at the board’s discretion.
Nonresident
Applicant is a nonresident; practice is limited to no more than three months.
Qualifications
Submit documents demonstrating substantially the same qualifications as ordinary Iowa licensure under §154F.6 and 481—740.7(1)(c), including the examination defined by 481—740.4, which may already have been passed.
Waiver
§154F.4 permits an examination waiver for qualifying holders by examination of substantially equivalent licenses or certificates.

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