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New Jersey Speech-Language Pathology — Requirements & Free Practice

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License to Practice Speech-Language Pathology

Ordinary New Jersey speech-language pathology license, including inactive status and restoration routes.

Licensing authority: New Jersey Division of Consumer Affairs, Audiology and Speech-Language Pathology Advisory Committee · Application information

Biennial renewal of an active license
No examination is required for this applicant pathway.
Continuing Education
20 credit hours related to practice during the preceding biennial period; first biennial renewal is exempt under 13:44C-6.2(b). Required documentation, permitted carryover and Board-approved hardship waivers apply under 13:44C-6.3 through 6.5.
Current License
Submit renewal application and fee before expiration.
Jurisprudence Orientation
Complete the mandatory online Jurisprudence Orientation. The official adoption states: "The orientation is not graded and should take less than an hour to complete." The live instructions call it mandatory training: all 25 answers must be corrected in one session and completion is recorded. This ungraded training is an applicant condition, not a scored examination.

Official no-examination sources

Effective from 2026-09-22.

Licensure under the Uniform Enforcement Act based on an out of state license
No examination is required for this applicant pathway.
Application And Background Check
Submit the application, applicable fees, criminal history authorization and requested disclosures. N.J.S.A. 45:1-15.9 governs disqualifying convictions and National Practitioner Data Bank review.
Board Application Instruction
The Board form asks for a current license held at least five years; the statute requires practice within the preceding five years rather than five years of licensure.
Current Licensure
Valid, current corresponding license in good standing; substantially equivalent education, training and examination requirements. Experience may compensate for disparity. Practice in the profession within the five years preceding application.
Jurisprudence Orientation
Complete the mandatory online Jurisprudence Orientation. The official adoption states: "The orientation is not graded and should take less than an hour to complete." The live instructions call it mandatory training: all 25 answers must be corrected in one session and completion is recorded. This ungraded training is an applicant condition, not a scored examination.
Prior Examination Evidence
The statute compares and verifies the issuing jurisdiction licensing requirements and results; it identifies no new examination for this route.
Verification
Submit verification, required background check and a New Jersey service agent if not resident and without a New Jersey office. Education, training and examination-result documentation must reach the Board within six months after issuance.

Official no-examination sources

Effective from 2026-09-22.

Initial licensure by examination
Speech-Language Pathology (5331)
Application And Background Check
Submit the application, applicable fees, criminal history authorization and requested disclosures. N.J.S.A. 45:1-15.9 governs disqualifying convictions and National Practitioner Data Bank review.
Clinical Internship
At least 1,200 internship hours in nine to 18 months: after the master's degree or during or after a doctoral degree. Obtain a temporary license before a post-degree New Jersey internship, including in an exempt setting. Supervision must comply with 13:44C-3.5(d)-(f).
Education
A qualifying accredited doctoral or master's degree in speech-language pathology and official transcripts are required under 13:44C-3.2(a)1 and 3.4(b)1. Read outdated bachelor-plus-credit and reserved-section application references with the adopted rules.
Examination
Provide proof of passing the ETS Praxis Examination in Speech-Language Pathology. A currently offered examination passed before application remains a leaf.
Jurisprudence Orientation
Complete the mandatory online Jurisprudence Orientation. The official adoption states: "The orientation is not graded and should take less than an hour to complete." The live instructions call it mandatory training: all 25 answers must be corrected in one session and completion is recorded. This ungraded training is an applicant condition, not a scored examination.
Renewal into inactive status
No examination is required for this applicant pathway.
Jurisprudence Orientation
Complete the mandatory online Jurisprudence Orientation. The official adoption states: "The orientation is not graded and should take less than an hour to complete." The live instructions call it mandatory training: all 25 answers must be corrected in one session and completion is recorded. This ungraded training is an applicant condition, not a scored examination.
Renewal Application
Submit inactive renewal application and fee and satisfy requirements applicable to the requested status.
Status
Elect inactive renewal; do not practice or represent eligibility to practice in New Jersey while inactive.

Official no-examination sources

Effective from 2026-09-22.

Late renewal within the 30 day statutory grace period
No examination is required for this applicant pathway.
Continuing Education
20 credit hours related to practice during the preceding biennial period; first biennial renewal is exempt under 13:44C-6.2(b). Required documentation, permitted carryover and Board-approved hardship waivers apply under 13:44C-6.3 through 6.5.
Jurisprudence Orientation
Complete the mandatory online Jurisprudence Orientation. The official adoption states: "The orientation is not graded and should take less than an hour to complete." The live instructions call it mandatory training: all 25 answers must be corrected in one session and completion is recorded. This ungraded training is an applicant condition, not a scored examination.
Timing
Submit application, renewal fee and late fee no later than 30 days after expiration. The license remains valid during the grace period.

Official no-examination sources

Effective from 2026-09-22.

Renewal following qualifying active military service
No examination is required for this applicant pathway.
Continuing Education
20 credit hours related to practice during the preceding biennial period; first biennial renewal is exempt under 13:44C-6.2(b). Required documentation, permitted carryover and Board-approved hardship waivers apply under 13:44C-6.3 through 6.5.
Jurisprudence Orientation
Complete the mandatory online Jurisprudence Orientation. The official adoption states: "The orientation is not graded and should take less than an hour to complete." The live instructions call it mandatory training: all 25 answers must be corrected in one session and completion is recorded. This ungraded training is an applicant condition, not a scored examination.
Service
License extends during qualifying active military service and up to 120 days after return. Submit service verification and apply within 120 days after return.
Waiver
Late renewal fees, reinstatement fees and other reinstatement requirements are waived; normal renewal fees and activities remain.

Official no-examination sources

Effective from 2026-09-22.

Ordinary licensure for an eligible nonresident military spouse by endorsement or reciprocity
No examination is required for this applicant pathway.
Applicant Status
Nonresident spouse of an active-duty member transferred to New Jersey, legally domiciled in New Jersey or moved on a permanent change-of-station basis, within 45:1-15.5(a).
Application Assistance
Contact the Division military liaison for the state-issued license application. Federal SCRA recognition is authority to practice under an existing license, not another New Jersey-issued credential.
Issuance
At Board discretion, use the ordinary endorsement or reciprocity route under 45:1-15.5(b)1 and meet its current-license, equivalence, verification and background requirements.
Jurisprudence Orientation
Complete the mandatory online Jurisprudence Orientation. The official adoption states: "The orientation is not graded and should take less than an hour to complete." The live instructions call it mandatory training: all 25 answers must be corrected in one session and completion is recorded. This ungraded training is an applicant condition, not a scored examination.

Official no-examination sources

Effective from 2026-09-22.

Reactivation of an inactive license
No examination is required for this applicant pathway.
Background Check
Complete reactivation application and criminal history authorization.
Discretionary Remediation
45:1-7.4(e) permits examination or skills assessment, refresher course, education, supervision, monitoring or limitations when review establishes practice deficiencies. Its generic slot names no examination.
Jurisprudence Orientation
Complete the mandatory online Jurisprudence Orientation. The official adoption states: "The orientation is not graded and should take less than an hour to complete." The live instructions call it mandatory training: all 25 answers must be corrected in one session and completion is recorded. This ungraded training is an applicant condition, not a scored examination.
Older Rule Continuing Education
The dated rule asks for credit for every inactive biennial period; the statute prescribes the immediately preceding period. The Board memorandum also requests 20 credits for a specified preceding period.
Status
Previously inactive ordinary license; obtain approval before active practice.
Statutory Submissions
Application, employment certification, renewal or prorated fee and immediately preceding-period renewal conditions including continuing education under 45:1-7.4(b). Corresponding out-of-state licensure and credits may satisfy 45:1-7.4(c).

Official no-examination sources

Effective from 2026-09-22.

Licensure without examination based on substantially equivalent current licensure
No examination is required for this applicant pathway.
Application And Background Check
Submit the application, applicable fees, criminal history authorization and requested disclosures. N.J.S.A. 45:1-15.9 governs disqualifying convictions and National Practitioner Data Bank review.
Board Application Instruction
The Board form adds: "IF YOU DO NOT HAVE A CURRENT LICENSE FOR AT LEAST 5 YEARS, YOU MUST COMPLETE THE REGULAR LICENSE APPLICATION." Neither 45:3B-13 nor 13:44C-3.4(a) states that five-year minimum.
Clinical Internship
At least 1,200 internship hours in nine to 18 months: after the master's degree or during or after a doctoral degree. Obtain a temporary license before a post-degree New Jersey internship, including in an exempt setting. Supervision must comply with 13:44C-3.5(d)-(f).
Current Licensure
Current speech-language pathology license in a jurisdiction with substantially equivalent standards. The statute accepts that license in lieu of the written examination and the rule removes proof of passing Praxis.
Education
A qualifying accredited doctoral or master's degree in speech-language pathology and official transcripts are required under 13:44C-3.2(a)1 and 3.4(b)1. Read outdated bachelor-plus-credit and reserved-section application references with the adopted rules.
Jurisprudence Orientation
Complete the mandatory online Jurisprudence Orientation. The official adoption states: "The orientation is not graded and should take less than an hour to complete." The live instructions call it mandatory training: all 25 answers must be corrected in one session and completion is recorded. This ungraded training is an applicant condition, not a scored examination.

Official no-examination sources

Effective from 2026-09-22.

Reinstatement after nonrenewal suspension exceeding five years
Speech-Language Pathology (5331)
Background Check
Complete criminal history authorization, requested application disclosures and licensure verification.
Discretionary Remediation
45:1-7.4(e) permits examination or skills assessment, refresher course, education, supervision, monitoring or limitations when review establishes practice deficiencies. Its generic slot names no examination.
Examination
13:44C-4.1(f) identifies the initial examination, resolved by 13:44C-3.2(a)2 to ETS Praxis. The statutory provision permits Board-required examination and remediation; its deficiency-based discretion remains a condition while the rule-identified examination remains a leaf.
Jurisprudence Orientation
Complete the mandatory online Jurisprudence Orientation. The official adoption states: "The orientation is not graded and should take less than an hour to complete." The live instructions call it mandatory training: all 25 answers must be corrected in one session and completion is recorded. This ungraded training is an applicant condition, not a scored examination.
Older Rule Submissions
The dated 13:44C-4.1(e)-(f) asks for all delinquent fees and, within five years, credit for every suspended biennial period. The current Board instructions expressly apply 45:1-7.4 and preceding-period credits; statutory submissions govern.
Statutory Submissions
Under 45:1-7.4(a), submit application, employment certification, current and immediately preceding renewal-period fees, reinstatement fee and proof of preceding-period renewal conditions and continuing education. Corresponding out-of-state licensure and continuing education may satisfy statutory credit evidence under 45:1-7.4(c).
Suspension
Nonrenewal suspension; no practice before reinstatement approval.
Timing
More than five years after nonrenewal suspension.
Reinstatement after nonrenewal suspension within five years
No examination is required for this applicant pathway.
Background Check
Complete criminal history authorization, requested application disclosures and licensure verification.
Discretionary Remediation
45:1-7.4(e) permits examination or skills assessment, refresher course, education, supervision, monitoring or limitations when review establishes practice deficiencies. Its generic slot names no examination.
Jurisprudence Orientation
Complete the mandatory online Jurisprudence Orientation. The official adoption states: "The orientation is not graded and should take less than an hour to complete." The live instructions call it mandatory training: all 25 answers must be corrected in one session and completion is recorded. This ungraded training is an applicant condition, not a scored examination.
Older Rule Submissions
The dated 13:44C-4.1(e)-(f) asks for all delinquent fees and, within five years, credit for every suspended biennial period. The current Board instructions expressly apply 45:1-7.4 and preceding-period credits; statutory submissions govern.
Statutory Submissions
Under 45:1-7.4(a), submit application, employment certification, current and immediately preceding renewal-period fees, reinstatement fee and proof of preceding-period renewal conditions and continuing education. Corresponding out-of-state licensure and continuing education may satisfy statutory credit evidence under 45:1-7.4(c).
Suspension
Nonrenewal suspension; no practice before reinstatement approval.
Timing
Within five years of nonrenewal suspension.

Official no-examination sources

Effective from 2026-09-22.

Discretionary restoration after revocation
No examination is required for this applicant pathway.
Individual Order
Comply with the individual disciplinary and restoration order, including its restrictions and conditions.
Revocation
At least one year after revocation; restoration is discretionary with the Director in consultation with the Committee. The statutory and rule restoration provisions name no examination.

Official no-examination sources

Effective from 2026-09-22.

Initial licensure with credit for equivalent military training, education and experience
Speech-Language Pathology (5331)
Application And Background Check
Submit the application, applicable fees, criminal history authorization and requested disclosures. N.J.S.A. 45:1-15.9 governs disqualifying convictions and National Practitioner Data Bank review.
Jurisprudence Orientation
Complete the mandatory online Jurisprudence Orientation. The official adoption states: "The orientation is not graded and should take less than an hour to complete." The live instructions call it mandatory training: all 25 answers must be corrected in one session and completion is recorded. This ungraded training is an applicant condition, not a scored examination.
Military Service
Honorably discharged from active service; show military and other training, education and experience are substantially equivalent. Provide VMET DD Form 2586 and documentation requested by the Board.
Remaining Requirements
Meet remaining initial licensure requirements, including Praxis. Accepted equivalent military credit may satisfy education, training and experience requirements.

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