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New York Speech-Language Pathology — Requirements & Free Practice

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Speech-Language Pathologist

Professional license. Statutory government, school and supervised-training exemptions are distinct from this credential. Historical §8208 grandfather applications closed January 1, 1980.

Licensing authority: New York State Education Department, Office of the Professions; State Board for Speech-Language Pathology and Audiology · Application information

Conditional registration for continuing competency deficiency
No examination is required for this applicant pathway.
Deficiency
Agree to remedy the deficiency during the conditional period.
Duration
At most one year; the rule prohibits renewal or extension.
Eligibility
Existing licensee admits noncompliance; statutory issuance is discretionary.
Fees
Pay the conditional fee in addition to triennial registration and continuing-competency fees.
Ongoing learning
At least one continuing-competency hour per month plus additional learning required by the Department.

Official no-examination sources

Effective from 2026-09-22.

Licensure by endorsement — United States license (Path A)
Speech-Language Pathology (5331)
Age
Be at least 21 years old.
Application
Submit Form 1, supporting documents and the applicable initial-license/first-registration fee; the Board lists $294, subject to the fee in law when the application arrives.
Certification
Hold certification from an acceptable certifying agency such as ASHA; certification is an applicant condition.
Education
Complete an acceptable program with practicum and at least 60 speech-language pathology semester hours or equivalent.
English proficiency
If educational credit is from a country where English is not the principal language, pass an acceptable English-proficiency examination or an acceptable licensing examination in English under §59.3. A language-proficiency test is a condition.
Existing license
Hold another United States jurisdiction’s speech-language pathology license.
Experience
At least two acceptable years following licensure, within the six years immediately before the New York application.
Failed examination
Section 59.6 excludes an unsuccessful attempt at a New York-used licensing examination before or after application unless a comparable examination was subsequently passed.
Good standing
Be in good standing in every jurisdiction where licensed.
Immigration
Under §59.4 no otherwise qualified applicant is denied for citizenship or immigration status except applicable federal-law ineligibility; persons not unlawfully present, including DACA recipients, may qualify.
Moral character
Be of good moral character as determined by the Department.
Passing score
The Board identifies Praxis 5331 and the minimum acceptable score of 162; official ETS score transmission is required.
Prior disciplinary history
Prior disciplinary history and moral character are evaluated. Section 28-2.9 permits an unidentified proficiency examination if professional currency and fitness are in question; no identifiable examination is specified, so this is a condition.
Waiver
Regents may waive education, experience or examination requirements under §6506(5) only if substantially met; an individual waiver is an applicant condition.
Licensure by endorsement — foreign license (Path B)
Speech-Language Pathology (5331)
Age
Be at least 21 years old.
Application
Submit Form 1, supporting documents and the applicable initial-license/first-registration fee; the Board lists $294, subject to the fee in law when the application arrives.
Certification
Hold certification from an acceptable certifying agency such as ASHA; certification is an applicant condition.
Education
Complete an acceptable speech-language pathology program or equivalent.
English proficiency
If educational credit is from a country where English is not the principal language, pass an acceptable English-proficiency examination or an acceptable licensing examination in English under §59.3. A language-proficiency test is a condition.
Existing license
Hold a speech-language pathology license issued by another country.
Experience
At least three acceptable years after licensure, within the preceding six years, in New York, another jurisdiction or the licensing country.
Failed examination
Section 59.6 excludes an unsuccessful attempt at a New York-used licensing examination before or after application unless a comparable examination was subsequently passed.
Foreign examination alternative
Instead of Praxis, the Department may accept a satisfactory written licensing examination from the country where licensed. The foreign-country examination is a condition, not a United States examination leaf.
Good standing
Be in good standing in every jurisdiction where licensed.
Immigration
Under §59.4 no otherwise qualified applicant is denied for citizenship or immigration status except applicable federal-law ineligibility; persons not unlawfully present, including DACA recipients, may qualify.
Moral character
Be of good moral character as determined by the Department.
Passing score
The Board identifies Praxis 5331 and the minimum acceptable score of 162; official ETS score transmission is required.
Prior disciplinary history
Prior disciplinary history and moral character are evaluated. Section 28-2.9 permits an unidentified proficiency examination if professional currency and fitness are in question; no identifiable examination is specified, so this is a condition.
Waiver
Regents may waive education, experience or examination requirements under §6506(5) only if substantially met; an individual waiver is an applicant condition.
Initial licensure by examination
Speech-Language Pathology (5331)
Age
Be at least 21 years old.
Application
Submit Form 1, supporting documents and the applicable initial-license/first-registration fee; the Board lists $294, subject to the fee in law when the application arrives.
English proficiency
If educational credit is from a country where English is not the principal language, pass an acceptable English-proficiency examination or an acceptable licensing examination in English under §59.3. A language-proficiency test is a condition.
Equivalent program courses
The Board lists 75 semester hours, at least 36 graduate: 12 communication-process/science hours, 36 professional-practice hours and 27 additional relevant hours.
Experience
After graduate-degree requirements, complete at least 36 acceptable weeks within four years; a full-time week is at least 35 hours. At least two thirds of experience should involve direct clinical contact.
Graduate degree
Complete a registered, acceptably accredited or Department-determined equivalent master’s or higher speech-language pathology degree.
Immigration
Under §59.4 no otherwise qualified applicant is denied for citizenship or immigration status except applicable federal-law ineligibility; persons not unlawfully present, including DACA recipients, may qualify.
Moral character
Be of good moral character as determined by the Department.
Part time
At least 12 hours per week for continuous periods of six months or more; the Board also specifies at least two days weekly and asks part-time applicants to confirm the total required duration.
Passing score
Praxis 5331: at least 162 on the 100–200 scale, with ETS sending official scores to NYSED code R7747.
Practicum
Equivalent program requires at least 400 supervised hours: 375 direct-client contact, 25 observation, and 325 graduate-level hours.
Prior disciplinary history
Prior disciplinary history and moral character are evaluated. Section 28-2.9 permits an unidentified proficiency examination if professional currency and fitness are in question; no identifiable examination is specified, so this is a condition.
Supervision
Regular observation and review by a New York licensed speech-language pathologist; qualifying outside-New-York/exempt-setting experience may use an approved supervisor or ASHA CCC holder.
Training authorization
Use the optional limited license if the setting needs it, or the supervised-training exemption with Form 4A/Form 6 acknowledgement.
Waiver
Regents may waive education, experience or examination requirements under §6506(5) only if substantially met; an individual waiver is an applicant condition.
Expedited licensure for a relocated military spouse
No examination is required for this applicant pathway.
Application
Submit the expedited-process request, Form 1, proof of education, direct-source license verification and applicable experience documentation.
Existing license
Hold a license in good standing in another state with requirements the Department finds substantially equivalent to New York.
Fee
Section 6501(2)(d) halves the initial application fee; the Board lists $58 application plus $179 registration for speech-language pathology.
Implementation instruction
The NYSED military-spouse page directs applicants to the profession’s requirements and states "If you meet all other requirements for licensure, a Temporary Practice Permit may be issued based on your copy of your transcript." The profession page requires Praxis 5331 (minimum 162). These lower-ranked implementation demands remain applicant conditions; §6501(2)(a) directs license issuance on its qualifying-license and equivalency criteria.
Military spouse
Spouse of an active-duty armed forces, National Guard or reserves member transferred to New York; submit military-status attestation and requested documentation.

Official no-examination sources

Effective from 2026-09-22.

Reinstatement after Professional Assistance Program voluntary surrender
No examination is required for this applicant pathway.
Eligibility
Temporary voluntary surrender under §6510-b/Part 18 for substance-abuse treatment without patient/client harm.
Fitness
Show satisfactory treatment progress, compliance with acceptance conditions, and no incapacity for active practice; staff/committee appearance may be required.
Ongoing conditions
Comply with imposed treatment, monitoring, continuing-education, supervision and scope limitations for the specified period.
Registration
Pay applicable fees for the registration period in which the license is reinstated.

Official no-examination sources

Effective from 2026-09-22.

Return to practice after registration lapse
No examination is required for this applicant pathway.
Application
Notify the Department before resuming practice; submit the registration application and fee. Do not practice without the registration certificate.
Completion window
Complete the hours in the three years before registration, at least ten during the immediately preceding twelve months.
Hours
30 acceptable continuing-competency hours plus one hour per month not authorized to practice in any jurisdiction during the prior three years, up to 30 additional hours.
Subjects
At least two thirds of hours must concern professional subjects; the remainder related subjects.

Official no-examination sources

Effective from 2026-09-22.

Triennial registration renewal
No examination is required for this applicant pathway.
Application
Submit a proper registration application, required declarations and fees; the underlying license lasts for life unless revoked, annulled or suspended.
Certification and records
Certify compliance or an authorized exemption/adjustment; retain required learning records for six years.
Continuing competency
At least 30 acceptable learning hours per triennium, at least 20 in professional subjects; hours cannot transfer to a later triennium.
Exemptions
Apply statutory first-license/nonpractice exemptions and Department good-cause adjustments. Section 75.8(b) excludes previously licensed applicants from its first-registration exemption; retain that implementation qualification.
Late registration
No practice without current registration; late fees may apply.

Official no-examination sources

Effective from 2026-09-22.

Speech-Language Pathology (5331)

Provider
Educational Testing Service (ETS); computer delivered at a test center or at home (online); ASHA announces a transition to PSI, a wholly owned ETS subsidiary, on January 11, 2027, with availability through ETS and Prometric through December 31, 2026
Format
Computer-delivered selected-response questions; the test may contain some questions that do not count toward the score; the score is based on the number of questions answered correctly
Exam questions
132 selected-response questions (approximately 44 in each of the three content categories)
Time limit
150 minutes
Passing score
States, institutions, and associations that require the test set their own passing scores; the passing score for purposes of ASHA certification is 162 on a 100-200 scale
Exam fee
$146.00
Examination outline
  • I. Foundations and Professional Practice (approximately 44 questions; approximately 33% of examination). Speech-language pathologists must have strong foundational knowledge about typical communication development, as well as common characteristics of communication and swallowing disorders and potential factors impacting communication. SLPs must also understand the professional practice requirements that support the provision of services. Knowledge about these requirements ensures that ethical, culturally competent services are provided within the framework of legislative and regulatory requirements and are founded in research.
    • A. Foundations — 1. Typical development and performance across the lifespan: a. developmental norms; b. speech sound and phonology; c. receptive and expressive language (–– syntax and morphology; –– semantics; –– pragmatics/social language); d. fluency; e. voice, resonance, and motor speech; f. feeding and swallowing; g. cognition; h. processing; i. motor and linguistic processes
    • A. Foundations — 2. Factors that influence communication, feeding, and swallowing: a. medical; b. cultural and ethnic; c. linguistic; d. psychological; e. anatomy/physiology; f. environmental; g. genetics; h. auditory
    • A. Foundations — 3. Epidemiology and characteristics of common communication and swallowing disorders: a. speech sound and phonology; b. syntax and morphology; c. semantics; d. pragmatics; e. fluency; f. voice, resonance, and motor speech; g. feeding and swallowing; h. cognition; i. processing
    • B. Professional Practice — 1. Wellness and prevention: a. prevention terminology, practices, and public education; b. risk factors for communication disorders
    • B. Professional Practice — 2. Culturally and linguistically appropriate service delivery: a. understanding, respecting, and responding to explicit and implicit cultural factors that influence communication; b. identifying the impact of assimilation and acculturation on communication patterns; c. communication differences between speakers of the same language
    • B. Professional Practice — 3. Counseling, collaboration, and teaming: a. interpersonal communication and counseling techniques; b. integration of other professionals into the assessment and treatment process; c. communication with patient/client/student, families, and other professionals
    • B. Professional Practice — 4. Documentation: a. legal and regulatory requirements; b. purposes of documentation; c. privacy requirements; d. official records
    • B. Professional Practice — 5. Ethics: a. standards of ethical practice (–– permissions, referrals, and record keeping; –– client/patient/student privacy; –– supervisory requirements; –– conflicts of interest; –– professional competence)
    • B. Professional Practice — 6. Legislation and client advocacy: a. federal laws and regulations impacting delivery of services; b. reporting requirements of governmental agencies; c. licensing requirements and standards
    • B. Professional Practice — 7. Research methodology and evidence-based practice: a. criterion for test selection; b. determining reliability of assessment procedures; c. models of research design; d. test construction principles; e. tenets of evidence-based practice
  • II. Screening, Assessment, Evaluation, and Diagnosis (approximately 44 questions; approximately 33% of examination). Speech-language pathologists use a variety of tools and strategies to gather information about clients with communication and swallowing disorders. They must synthesize and analyze the information to develop appropriate management plans. This section will focus on screening, assessment, evaluation, and diagnosis of communication and swallowing disorders. Topics include how SLPs use and interpret various screening and assessment tools to determine whether additional formal evaluation is indicated, as well as issues related to the selection of appropriate tools and approaches for screening, assessment, and evaluation. Identification of relevant factors from the case history, determining an appropriate assessment protocol, and interpretation of findings to determine a diagnosis and formulate recommendations are covered in this section of the exam, as well.
    • A. Screening — 1. Communication disorders: a. role of the SLP in screening for speech, language, and hearing disorders; b. screening procedures and approaches; c. identification of clients/patients and characteristics requiring further evaluation; d. knowledge of populations at risk for communication disorders
    • A. Screening — 2. Feeding and swallowing disorders: a. role of the SLP in screening for feeding and swallowing disorders; b. screening procedures and approaches; c. identification of clients/patients and characteristics which require further evaluation; d. knowledge of factors leading to increased risk of swallowing and feeding disorders in various populations
    • B. Approaches to Assessment and Evaluation — 1. Developing case histories: a. reviewing records for pertinent information; b. interviewing techniques to obtain pertinent information; c. integrating critical factors identified in the case history
    • B. Approaches to Assessment and Evaluation — 2. Selecting appropriate assessment instruments, procedures, and materials: a. identifying factors that influence test/procedure selection; b. identifying factors that require adaptation of traditional assessment procedures, instruments, and materials; c. selecting instrumental approaches that can be utilized to evaluate various communication and swallowing disorders (e.g., imaging, acoustic, aerodynamic, etc.)
    • B. Approaches to Assessment and Evaluation — 3. Assessing factors that influence communication and swallowing disorders: a. cultural and ethnic factors; b. linguistic factors; c. medical factors (e.g., stable versus progressive conditions, early versus late onset, etc.); d. developmental and cognitive factors; e. psychological factors; f. environmental factors
    • B. Approaches to Assessment and Evaluation — 4. Assessment of anatomy and physiology: a. assessment of pertinent anatomy, physiology, and neural substrates for: –– respiration; –– phonation; –– speech sound production; –– resonance; –– speech/language perception and processing; –– feeding and swallowing
    • C. Assessment Procedures and Assessment — 1. Speech sound production: a. standard and nonstandard assessment procedures; b. parameters of assessment of speech sound production; c. instrumental assessment of speech sound production; d. differential diagnosis of speech sound disorders; e. interpretation of assessment data
    • C. Assessment Procedures and Assessment — 2. Fluency: a. standard and nonstandard assessment procedures; b. parameters of assessment of fluency; c. instrumental assessment of fluency disorders; d. differential diagnosis of fluency disorders (e.g., stuttering versus cluttering); e. interpretation of assessment data
    • C. Assessment Procedures and Assessment — 3. Voice, resonance, and motor speech: a. standard and nonstandard assessment procedures; b. parameters of assessment of voice, resonance, and motor speech disorders; c. instrumental assessment of voice, resonance, and motor speech disorders; d. differential diagnosis of voice, resonance, and motor speech disorders; e. interpretation of assessment data
    • C. Assessment Procedures and Assessment — 4. Receptive and expressive language: a. standard and nonstandard assessment procedures; b. parameters of assessment of receptive and expressive language disorders; c. instrumental assessment of language disorders; d. differential diagnosis of language disorders; e. interpretation of assessment data
    • C. Assessment Procedures and Assessment — 5. Social aspects of communication, including pragmatics: a. standard and nonstandard assessment procedures; b. parameters of assessment of social aspects of communication, including pragmatics; c. differential diagnosis of social communication disorders and pragmatic disorders; d. interpretation of assessment data
    • C. Assessment Procedures and Assessment — 6. Cognitive aspects of communication: a. standard and nonstandard assessment procedures; b. parameters of assessment of cognitive communication disorders; c. differential diagnosis of cognitive communication disorders; d. interpretation of assessment data
    • C. Assessment Procedures and Assessment — 7. Augmentative and alternative communication: a. standard and nonstandard assessment procedures; b. low tech and high tech instrumental assessment procedures; c. parameters of assessment for augmentative and alternative communication; d. interpretation of assessment data
    • C. Assessment Procedures and Assessment — 8. Hearing: a. assessment approaches; b. considerations related to age, developmental status, medical condition, etc.; c. interpretation of assessment (e.g., audiograms and tympanograms) and identification of indicators for referral
    • C. Assessment Procedures and Assessment — 9. Feeding and swallowing: a. instrumental and noninstrumental assessment procedures; b. considerations related to age, developmental status, medical/surgical history, etc.; c. differential diagnosis of feeding and swallowing disorders; d. interpretation of assessment data and indications for referral
    • D. Etiology — 1. Genetic: a. modes of inheritance; b. genetic conditions associated with communication disorders and feeding/swallowing disorders, including common syndromes; c. features of common syndromes and their impact on communication and feeding/swallowing (e.g., Trisomy 21, 22q11.2 deletion syndrome, Fragile X syndrome, etc.)
    • D. Etiology — 2. Developmental: a. developmental delay; b. congenital and acquired conditions associated with developmental communication and feeding/swallowing disorders
    • D. Etiology — 3. Disease processes: a. childhood (e.g., congenital vocal fold paralysis, cystic fibrosis); b. acquired (e.g., Bell’s palsy, iatrogenic); c. progressive (e.g., amyotrophic lateral sclerosis, myopathy)
    • D. Etiology — 4. Auditory problems: a. congenital and childhood hearing loss; b. acquired hearing loss
    • D. Etiology — 5. Neurological: a. congenital (e.g., cerebral palsy); b. acquired (e.g., TBI, neoplasms, stroke)
    • D. Etiology — 6. Structural and functional: a. congenital (e.g., craniofacial anomalies); b. acquired (e.g., head and neck surgery, trauma, and iatrogenic causes); c. functional causes (e.g., velopharyngeal mislearning, vocal misuse)
    • D. Etiology — 7. Psychogenic
  • III. Planning, Implementation, and Evaluation of Treatment (approximately 44 questions; approximately 33% of examination). Speech-language pathologists are responsible for designing and implementing evidence-based treatments to help clients maximize their functioning in communication and/or swallowing. Consequently, the test includes a range of items that pertain to treatment planning, implementation, and evaluation. This topic area includes issues related to the development and evaluation of treatment plans, as well as evidence-based principles and procedures associated with specific communication and swallowing disorders.
    • A. Treatment Planning — 1. Evaluating factors that can affect treatment: a. evaluating the evidence base associated with a particular treatment strategy or approach; b. evaluating the role of client factors such as age, disorder type, disorder severity, concomitant disorders, personal goals/aspirations, and sociocultural background when planning and implementing treatment goals; c. evaluating the role of external factors such as caregivers’ interactions with the client, school or workplace policies, public laws, medications and iatrogenic, and societal stereotypes when planning and implementing treatment goals
    • A. Treatment Planning — 2. Initiating and prioritizing treatment and developing goals: a. processes and procedures for developing comprehensive, appropriate treatment goals; b. processes and procedures associated with integrating assessment results, caregiver or client/patient/student preferences, and treatment outcomes research; c. factors that affect when to begin, modify, or terminate a treatment plan; d. factors that affect the order in which treatment goals are addressed
    • A. Treatment Planning — 3. Determining appropriate treatment details: a. factors related to treatment scheduling (e.g., number and duration of sessions, time and location of sessions); b. factors related to treatment delivery (e.g., individual versus group sessions, sequential or simultaneous targeting of goals); c. personnel requirements (e.g., extent to which caregivers, teachers, peers, etc., are involved with treatment); d. training requirements (e.g., extent to which caregivers, teachers, peers, etc., need to be trained prior to participating in treatment or implementing generalization activities)
    • A. Treatment Planning — 4. Generating a prognosis: a. considering/accounting for client/patient/student factors (e.g., age, motivation, nature of disorder) that can affect treatment outcome; b. considering/accounting for external factors (e.g., family support, availability of services) that can affect treatment outcome
    • A. Treatment Planning — 5. Communicating recommendations: a. procedures, requirements, and best practices for communicating treatment-related recommendations to clients/patients/students and (when appropriate) their family members; b. procedures, requirements, and best practices for communicating treatment-related recommendations to other professionals who are involved in the client/patient/student’s treatment plan; c. principles of interprofessional practice
    • A. Treatment Planning — 6. General treatment principles and procedures: a. general principles and procedures to consider when selecting a treatment (e.g., age, disorder, sociocultural background, severity of impairment, nature of disability)
    • B. Treatment Evaluation — 1. Establishing methods for monitoring treatment progress and outcomes to evaluate assessment and/or treatment plans: a. procedures associated with identifying appropriate measures of treatment progress and treatment outcomes; b. methods associated with measuring baseline performance; c. methods associated with measuring progress while treatment is ongoing; d. procedures associated with modifying progress measures, if necessary, while treatment is ongoing; e. methods associated with evaluating performance when treatment concludes (e.g., short- and long-term outcomes); f. methods associated with determining the social validity of treatment outcomes and the impact of treatment outcomes on a client/patient’s quality of life
    • B. Treatment Evaluation — 2. Follow-up on post-treatment referrals and recommendations
    • C. Treatment — 1. Speech sound production: a. principles and characteristics of interventions used in the treatment of disorders that affect speech sound production; b. strategies for preventing, reducing, or eliminating communicative and/or related (e.g., educational, occupational) disability associated with speech sound production disorders or differences
    • C. Treatment — 2. Fluency: a. principles and characteristics of interventions used in the treatment of fluency disorders; b. strategies for preventing, reducing, or eliminating communicative and/or related (e.g., educational, occupational) disability associated with fluency disorders
    • C. Treatment — 3. Voice, resonance, and motor speech: a. voice (–– principles and characteristics of interventions used in the treatment of voice disorders; –– strategies and procedures for preventing, reducing, or eliminating communicative and/or related (e.g., educational, occupational) disability associated with voice disorders); b. resonance (–– principles and characteristics of interventions used in the treatment of resonance disorders; –– strategies for preventing, reducing, or eliminating communicative and/or related (e.g., educational, occupational) disability associated with resonance disorders); c. motor speech (–– principles and characteristics of interventions used in the treatment of motor speech disorders; –– strategies for preventing, reducing, or eliminating communicative and/or related (e.g., educational, occupational) disability associated with motor speech disorder)
    • C. Treatment — 4. Receptive and expressive language: a. principles and characteristics of interventions used in the treatment of receptive and expressive disorders; b. strategies for preventing, reducing, or eliminating communicative and/or related (e.g., educational, occupational) disabilities associated with receptive and expressive language functioning
    • C. Treatment — 5. Social aspects of communication, including pragmatics: a. principles and characteristics of interventions used to treat social aspects of communication, including pragmatics; b. strategies for preventing, reducing, or eliminating communicative and/or related (e.g., educational, occupational) disability associated with social aspects of communication
    • C. Treatment — 6. Communication impairments related to cognition: a. principles and characteristics of interventions used to treat communication impairments that are related to cognitive functioning; b. srategies for preventing, reducing, or eliminating communicative and/or related (e.g., educational, occupational) disability associated with cognitively based communication impairments
    • C. Treatment — 7. Treatment involving augmentative and alternative communication: a. factors involved in determining candidacy for AAC approaches; b. factors involved in selecting an appropriate AAC approach; c. principles and characteristics of AAC options/strategies; strategies for preventing, reducing, or eliminating communicative and/or related (e.g., educational, occupational) disability in those who use AAC
    • C. Treatment — 8. Hearing and aural rehabilitation: a. principles and characteristics of interventions used in the treatment of hearing loss; b. strategies for preventing, reducing, or eliminating speech-language and/or related (e.g., educational, occupational) disability associated with hearing impairment
    • C. Treatment — 9. Swallowing and feeding: a. rationale for selection of interventions used in the treatment of swallowing and feeding disorders based on evaluation data; b. other factors (outside of evaluation data) affecting the likelihood of success for a given treatment for feeding/swallowing disorders; c. strategies for preventing, reducing, or eliminating swallowing and feeding disorders; d. strategies for reducing the common health-related adverse consequences of swallowing and feeding disorders
Examination sources