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Michigan Speech-Language Pathology — Requirements & Free Practice

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Speech Language Pathologist License

Full and unlimited license; current initial examination, certification-equivalence, non-accredited education, endorsement, military, renewal, relicensure and reinstatement pathways are accounted for.

Licensing authority: Michigan Department of Licensing and Regulatory Affairs / Michigan Board of Speech-Language Pathology · Application information

Licensure by endorsement — other US state or Canadian province license
Speech-Language Pathology (5331)
Application
Submit a completed Department application, supporting documents and applicable fees through MiPLUS.
Background Check
Submit fingerprints for the criminal background check for initial licensure and relicensure after more than three years.
Canadian Reciprocity
For Canadian reciprocity, meet MCL 333.16186 education, equivalency, place-of-service and reimbursement requirements; the Board may interview an applicant to evaluate qualifications.
Character
Establish good moral character; explain affirmative criminal or disciplinary answers.
Education
Provide the accredited masters or doctoral degree, or a substantially equivalent degree plus NACES-member credential evaluation.
English Proficiency
Demonstrate working knowledge of English through qualifying English-language education, at least 60 credits at an English-speaking institution, or an approved language proficiency examination; the language examination is an applicant condition.
Examination Alternative
Provide a passing score on Praxis or Canada’s Canadian entry-to-practice exam for speech-language pathology used to obtain the other license; the Canadian national examination is a condition, not a Michigan or US examination leaf. ETS score recipient code is 7430.
Human Trafficking
Complete one-time identifying-victims-of-human-trafficking training meeting R 338.604.
Implicit Bias
The January 26, 2026 guide requires two hours within the five years before initial issuance; renewal requires one hour for each year of the license cycle.
Licensure Disclosure
Disclose present and former licenses and obtain issuing-authority verifications; no pending disciplinary proceedings or sanctions in force under MCL 333.16174(2).
Minimum Age
At least 18 years of age (MCL 333.16174(1)(a)).
Other License
Hold a current full speech-language pathologist license in another US state or a Canadian province.
Social Security Number
Supply an SSN or the Department SSN affidavit when exempt or without an SSN.
Licensure by endorsement — current CCC SLP equivalence
Speech-Language Pathology (5331)
Application
Submit a completed Department application, supporting documents and applicable fees through MiPLUS.
Background Check
Submit fingerprints for the criminal background check for initial licensure and relicensure after more than three years.
Character
Establish good moral character; explain affirmative criminal or disciplinary answers.
Current Certification
Provide a current CFCC CCC-SLP. Under R 338.611(2), it presumptively satisfies the education and examination-score evidence in R 338.611(1)(c)-(d); it does not waive the current full other license or disclosure requirements. Praxis remains an involved examination; a Canadian examination alternative is an applicant condition.
English Proficiency
Demonstrate working knowledge of English through qualifying English-language education, at least 60 credits at an English-speaking institution, or an approved language proficiency examination; the language examination is an applicant condition.
Human Trafficking
Complete one-time identifying-victims-of-human-trafficking training meeting R 338.604.
Implicit Bias
The January 26, 2026 guide requires two hours within the five years before initial issuance; renewal requires one hour for each year of the license cycle.
Licensure Disclosure
Disclose present and former licenses and obtain issuing-authority verifications; no pending disciplinary proceedings or sanctions in force under MCL 333.16174(2).
Minimum Age
At least 18 years of age (MCL 333.16174(1)(a)).
Other License
Hold a current full speech-language pathologist license in another US state or Canadian province.
Social Security Number
Supply an SSN or the Department SSN affidavit when exempt or without an SSN.
Renewal of an ASHA grandfathered full license
No examination is required for this applicant pathway.
Application
Apply through MiPLUS and pay the applicable renewal or relicensure fees.
Continuing Development
Complete at least 20 CPD hours in the applicable preceding two-year period, including at least one hour of pain and symptom management, under R 338.627 and R 338.629.
Grandfather Eligibility
Previously obtained the full license under MCL 333.17609(3) based on ASHA certification held on January 12, 2009; maintain the ASHA credential or successor credential and other continuing statutory conditions. Initial applications under this historical provision have closed.
Records
Retain renewal compliance documentation for four years and supply it if audited; a CPD waiver request must be submitted under R 338.627(5).
Training
Complete required human-trafficking and implicit-bias training.

Official no-examination sources

Effective from 2025-05-07.

Reinstatement after revocation subject to a five year waiting period
Speech-Language Pathology (5331)
Application
Submit application and fees with a criminal-history check under MCL 333.16245(7)-(8).
Eligibility
Revoked license falls within the five-year waiting-period category under MCL 333.16245(4); a permanently revoked license cannot be reinstated.
Examination
MCL 333.16247(2) requires passing the current licensure examination for this five-year category; R 338.605 identifies it as Praxis.
Hearing
Establish good moral character, safe and skilled practice, compliance with reinstatement guidelines and public-interest fitness by clear and convincing evidence at a hearing.
Other Evaluations
Any mental or physical examination required under MCL 333.16247(3) is an applicant medical-evaluation condition, not a profession examination.
Probation
Mandatory one-year probation under Board conditions.
Remediation
Meet the Department reinstatement guidelines, including disciplinary-order compliance, applicable treatment, continuing education, remedial training and professional skill evaluation.
Relicensure more than three years after expiration
Speech-Language Pathology (5331)
Alternative Evidence
Under R 338.621(2)(e), either retake and pass Praxis within the preceding two years, provide a current CFCC CCC-SLP, or show a speech-language pathologist license in another state or Canadian province during the preceding three years. Certification and licensure alternatives are conditions; they can excuse an individual from retaking the involved Praxis examination.
Application
Apply through MiPLUS and pay the applicable renewal or relicensure fees.
Character
Establish good moral character and supply fingerprints.
Continuing Development
Complete at least 20 CPD hours in the applicable preceding two-year period, including at least one hour of pain and symptom management, under R 338.627 and R 338.629.
Cpd Timing
Provide proof of 20 qualifying CPD hours during the two years immediately preceding the date of relicensure.
Lapse
Full Michigan license expired more than three years before relicensure.
Records
Retain renewal compliance documentation for four years and supply it if audited; a CPD waiver request must be submitted under R 338.627(5).
Training
Complete required human-trafficking and implicit-bias training.
Relicensure within three years after expiration
No examination is required for this applicant pathway.
Application
Apply through MiPLUS and pay the applicable renewal or relicensure fees.
Character
Establish good moral character.
Continuing Development
Complete at least 20 CPD hours in the applicable preceding two-year period, including at least one hour of pain and symptom management, under R 338.627 and R 338.629.
Cpd Timing
Provide proof of at least 20 qualifying CPD hours during the two years immediately preceding the date of relicensure.
Lapse
Full Michigan license expired no more than three years before relicensure, after the 60-day late-renewal period.
Records
Retain renewal compliance documentation for four years and supply it if audited; a CPD waiver request must be submitted under R 338.627(5).
Training
Complete required human-trafficking and implicit-bias training.

Official no-examination sources

Effective from 2025-05-07.

Renewal, including late renewal within 60 days
No examination is required for this applicant pathway.
Application
Apply through MiPLUS and pay the applicable renewal or relicensure fees.
Continuing Development
Complete at least 20 CPD hours in the applicable preceding two-year period, including at least one hour of pain and symptom management, under R 338.627 and R 338.629.
Cycle
Full-license renewal cycle is two years.
Late Renewal
Renewal within 60 days after expiration requires renewal and late fees and continued competency or continuing education compliance under MCL 333.16201(2).
Records
Retain renewal compliance documentation for four years and supply it if audited; a CPD waiver request must be submitted under R 338.627(5).
Training
Complete required human-trafficking and implicit-bias training.

Official no-examination sources

Effective from 2025-05-07.

Initial licensure by examination — accredited education
Speech-Language Pathology (5331)
Application
Submit a completed Department application, supporting documents and applicable fees through MiPLUS.
Background Check
Submit fingerprints for the criminal background check for initial licensure and relicensure after more than three years.
Character
Establish good moral character; explain affirmative criminal or disciplinary answers.
Clinical Experience
Provide proof of at least nine months or equivalent full-time supervised postgraduate clinical experience under MCL 333.17609(1)(b), consisting of 1,260 hours, including at least 1,008 hours of direct clinical contact, under R 338.615.
Education
Provide proof of a masters or doctoral degree from an educational program accredited under R 338.619(1) and (2) or (3); final official transcripts must be sent directly.
English Proficiency
Demonstrate working knowledge of English through qualifying English-language education, at least 60 credits at an English-speaking institution, or an approved language proficiency examination; the language examination is an applicant condition.
Human Trafficking
Complete one-time identifying-victims-of-human-trafficking training meeting R 338.604.
Implicit Bias
The January 26, 2026 guide requires two hours within the five years before initial issuance; renewal requires one hour for each year of the license cycle.
Licensure Disclosure
Disclose present and former licenses and obtain issuing-authority verifications; no pending disciplinary proceedings or sanctions in force under MCL 333.16174(2).
Minimum Age
At least 18 years of age (MCL 333.16174(1)(a)).
Passing Score
Provide proof of passing Praxis Speech-Language Pathology with the ASHA-recommended passing score adopted in R 338.605; ETS sends the score to the Department.
Social Security Number
Supply an SSN or the Department SSN affidavit when exempt or without an SSN.
Initial licensure — current CCC SLP equivalence
Speech-Language Pathology (5331)
Application
Submit a completed Department application, supporting documents and applicable fees through MiPLUS.
Background Check
Submit fingerprints for the criminal background check for initial licensure and relicensure after more than three years.
Character
Establish good moral character; explain affirmative criminal or disciplinary answers.
Current Certification
Provide direct verification of a current CFCC Certificate of Clinical Competence in Speech-Language Pathology (CCC-SLP); R 338.603(2) and R 338.617(2) presume that it satisfies education, postgraduate clinical experience and Praxis-score requirements. The examination remains involved; the presumption permits certification evidence in place of separate degree, clinical-experience and examination-score documentation.
English Proficiency
Demonstrate working knowledge of English through qualifying English-language education, at least 60 credits at an English-speaking institution, or an approved language proficiency examination; the language examination is an applicant condition.
Human Trafficking
Complete one-time identifying-victims-of-human-trafficking training meeting R 338.604.
Implicit Bias
The January 26, 2026 guide requires two hours within the five years before initial issuance; renewal requires one hour for each year of the license cycle.
Licensure Disclosure
Disclose present and former licenses and obtain issuing-authority verifications; no pending disciplinary proceedings or sanctions in force under MCL 333.16174(2).
Minimum Age
At least 18 years of age (MCL 333.16174(1)(a)).
Social Security Number
Supply an SSN or the Department SSN affidavit when exempt or without an SSN.
Initial licensure — non accredited education
Speech-Language Pathology (5331)
Application
Submit a completed Department application, supporting documents and applicable fees through MiPLUS.
Background Check
Submit fingerprints for the criminal background check for initial licensure and relicensure after more than three years.
Character
Establish good moral character; explain affirmative criminal or disciplinary answers.
Clinical Experience
Provide proof of at least nine months or equivalent full-time supervised postgraduate clinical experience under MCL 333.17609(1)(b), consisting of 1,260 hours, including at least 1,008 hours of direct clinical contact, under R 338.615.
Education
Provide a masters or doctoral degree from a substantially equivalent non-accredited program and an evaluation from a credential evaluation agency that is a NACES member under R 338.617(1)(b).
English Proficiency
Demonstrate working knowledge of English through qualifying English-language education, at least 60 credits at an English-speaking institution, or an approved language proficiency examination; the language examination is an applicant condition.
Human Trafficking
Complete one-time identifying-victims-of-human-trafficking training meeting R 338.604.
Implicit Bias
The January 26, 2026 guide requires two hours within the five years before initial issuance; renewal requires one hour for each year of the license cycle.
Licensure Disclosure
Disclose present and former licenses and obtain issuing-authority verifications; no pending disciplinary proceedings or sanctions in force under MCL 333.16174(2).
Minimum Age
At least 18 years of age (MCL 333.16174(1)(a)).
Passing Score
Provide proof of passing Praxis Speech-Language Pathology with the ASHA-recommended passing score adopted in R 338.605; ETS sends the score to the Department.
Social Security Number
Supply an SSN or the Department SSN affidavit when exempt or without an SSN.
Initial licensure without examination — military member, veteran or dependent
No examination is required for this applicant pathway.
Background Check
Comply with MCL 333.16174(3) criminal history check.
Competence
Demonstrate competence by training, experience or another method prescribed by the Department in consultation with the Board.
Military Status
Demonstrate qualifying armed forces or uniformed services membership, veteran status or qualifying dependent status.
Other License
Hold a current license in good standing in another state or country with substantially equivalent or higher requirements, as determined by the Department.
Override
MCL 333.16186a grants this initial license without examination notwithstanding contrary Article 15 requirements.

Official no-examination sources

Effective from 2025-05-07.

Temporary Speech-Language Pathologist License (MCL 333.16181)

General Public Health Code temporary license, distinct from the postgraduate clinical-experience license; statutory pending-examination and military-dependent pathways are retained.

Licensing authority: Michigan Department of Licensing and Regulatory Affairs / Michigan Board of Speech-Language Pathology · Application information

Temporary license — qualifying military or veteran dependent
No examination is required for this applicant pathway.
Background Check
Comply with MCL 333.16174(3).
Dependent Status
Provide Department-acceptable proof of dependent status for an armed forces or uniformed services member or veteran.
Duration
Six months; one additional six-month term may be granted if eligibility continues and additional time to fulfill initial-license requirements is needed.
Other License
Hold a current license in good standing in the same health profession from an equivalent licensing authority in another state or country, as determined by the Department with the Board.
Supervision
Practice under a full licensee of the same profession, not a limited or temporary licensee.

Official no-examination sources

Effective from 2025-05-07.

One renewal of a military dependent temporary license
No examination is required for this applicant pathway.
Continued Eligibility
The Board determines that subsection (5) eligibility continues and that additional time is needed to fulfill initial-licensure requirements.
Duration
Only one additional six-month term.
Existing License
Hold the qualifying temporary license issued under MCL 333.16181(5).
Supervision
Continue practicing under a full licensee of the same profession.

Official no-examination sources

Effective from 2025-05-07.

Temporary licensure pending examination
Speech-Language Pathology (5331)
Discretion
The Board may grant this temporary license under MCL 333.16181(1).
Duration
Nonrenewable, valid for 18 months and automatically void if the applicant fails the examination or other evaluation.
Eligibility
Complete all full-license requirements except the examination or other required evaluation; no previous examination failure or suspended or revoked license.
Exam Timing
Praxis is the identified full-license examination that remains pending; temporary issuance precedes passing it.
Supervision
Practice under a full licensee in the same profession; a limited or temporary licensee cannot supervise.

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