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North Carolina Speech-Language Pathology — Requirements & Free Practice

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Each license and applicant pathway has its own requirements and exemptions. Choosing practice questions does not determine your eligibility.

Speech and Language Pathologist License

Permanent individual SLP license under Article 22. Assistants are registered under a supervisor and are not individual licensees. Article 22A distinguishes a compact privilege from a single-state license; neither an assistant registration nor a compact privilege is emitted as an individual SLP license.

Licensing authority: North Carolina Board of Examiners for Speech and Language Pathologists and Audiologists · Application information

Annual renewal of the permanent SLP license
No examination is required for this applicant pathway.
Continuing Education
The Board requires 30 contact hours over each three-year continuing-education reporting period under 21 NCAC 64 .0218.
Military Renewal Fee
Board instructions require renewal fees unless appropriate documentation verifies active-duty status.
Renewal
Pay the annual renewal fee and complete the renewal form; a courtesy reminder is not a prerequisite to the applicant’s responsibility to renew.

Official no-examination sources

Effective from 2026-09-22.

Permanent licensure based on the ASHA Certificate of Clinical Competence
No examination is required for this applicant pathway.
Application
Submit the Board’s permanent application and required supporting academic and credential records.
Application Quiz
Board implementing instructions request completion of the Open Book Quiz; the statutory examination exemption governs this credential pathway.
Certificate
Hold a current ASHA Certificate of Clinical Competence in speech-language pathology and provide official verification. G.S. 90-296(c)(1) makes an examination unnecessary as a licensure prerequisite.
Military Fee
G.S. 93B-15.1(k) exempts qualifying military-trained applicants and military spouses from the initial application fee; the Board requires proof of military status and a marriage certificate when surnames differ.

Official no-examination sources

Effective from 2026-09-22.

Renewal after expiration of less than one year
No examination is required for this applicant pathway.
Board Review
If delinquent at least twice within five years, Board approval is required; any practice under the expired license also requires Board review.
Continuing Education
If expired more than 90 days, the Board requires evidence of 30 hours of continuing education.
Expired License
Expired North Carolina license for less than one year; the statute allows renewal after the grace period and forbids an examination condition for nonrenewal suspension.
Fees
Renewal fee; $25 delinquency fee applies after the 30-day grace period.
Records
Completed renewal form and statement confirming whether services were provided under the expired license.

Official no-examination sources

Effective from 2026-09-22.

Permanent licensure by examination after supervised experience
Speech-Language Pathology (5331)
Application
Submit the Board application, official academic and clinical records, required fees and any supplemental information the Board requests.
Application Quiz
The Board’s Supporting Documentation requires an Open Book Quiz at the end of the application and states it is on North Carolina laws and rules. This application-document condition is retained separately from the ETS examination designated in 21 NCAC 64 .0103; no independently scored SLP licensure examination is established by the obtained quiz instructions.
Clinical Practicum
G.S. 90-295(a)(3) requires at least 400 supervised direct clinical hours and a verified summary signed by the clinic or program director.
Conduct
Good moral conduct under Board rules or the adopted code of moral conduct.
Coursework
G.S. 90-295(a)(2) requires 75 semester hours, including 15 in normal communication development, 36 in communication disorders, 36 acceptable toward a graduate degree and 21 graduate hours in speech and language pathology. The statute literally states at least 24 of these 30 hours in speech and language pathology within the 36-hour disorders requirement; the Board evaluates the transcript.
Degree
At least a master’s degree in speech and language pathology or Board-approved equivalent qualifications from an accredited institution.
Military Fee
G.S. 93B-15.1(k) exempts qualifying military-trained applicants and military spouses from the initial application fee; the Board requires proof of military status and a marriage certificate when surnames differ.
Supervised Experience
Nine months full-time professional experience after academic and clinical-practicum completion, at least 30 hours per week; half-time is at least 18 months over two calendar years and at least 20 hours per week; supervisor holds the applicable state license or ASHA CCC.
Permanent licensure for a military trained applicant through the proficiency examination pathway under G.S. 93B 15.1(a2)
Speech-Language Pathology (5331)
Application
Use the appropriate Board application and provide military-status proof; its Open Book Quiz is retained as an application condition.
Examination
G.S. 93B-15.1(a2) expressly accepts the proficiency examination routinely offered by the licensing board. Read with 21 NCAC 64 .0103, which designates the ETS examination as the written examination required, and the Board’s identification of that examination as Praxis, this route involves the registered Speech-Language Pathology Praxis examination.
Failure
If the applicant fails the proficiency examination, the Board may require satisfaction of the military training, experience and other conditions in G.S. 93B-15.1(a).
Fees
G.S. 93B-15.1(k) exempts qualifying military-trained applicants and military spouses from the initial application fee; the Board requires proof of military status and a marriage certificate when surnames differ.
Military Documentation
Present official notarized documentation, such as DD-214 or similar substantiation, attesting to military occupational specialty certification and experience within the Board’s purview.
Permanent licensure by endorsement for a military spouse under G.S. 93B 15.1(b)
No examination is required for this applicant pathway.
Board Instructions
The military page directs applicants to the appropriate existing application. Its reciprocal application requests completion of the Open Book Quiz; G.S. 93B-15.1(b) supplies the controlling issuance criteria.
Competency
Demonstrate occupational competency by Board-determined methods, such as continuing education or recent experience in at least two of the preceding five years.
Conduct
No disqualifying act; good standing, no prior discipline and no pending complaints.
Fees
G.S. 93B-15.1(k) exempts qualifying military-trained applicants and military spouses from the initial application fee; the Board requires proof of military status and a marriage certificate when surnames differ.
Other License
Current license in another jurisdiction with substantially equivalent or higher requirements.
Spouse Status
Qualifying military spouse; submit proof of military status and marriage documentation when surnames differ.

Official no-examination sources

Effective from 2026-09-22.

Permanent licensure based on military training and occupational experience under G.S. 93B 15.1(a)
No examination is required for this applicant pathway.
Application
Apply to the Board, submit proof of military status and equivalency records, and use the appropriate application described by the Board.
Conduct
No disqualifying act and no pending complaints.
Fees
G.S. 93B-15.1(k) exempts qualifying military-trained applicants and military spouses from the initial application fee; the Board requires proof of military status and a marriage certificate when surnames differ.
Military Training
Awarded a military occupational specialty, with military training, testing or equivalent training and experience, and performance substantially equivalent to or exceeding the Board’s licensing requirements. The statute identifies no currently offered examination for this pathway.
Recent Practice
Active practice in the occupation for at least two of the preceding five years; all relevant military duty experience receives credit.

Official no-examination sources

Effective from 2026-09-22.

Permanent licensure for an applicant holding a temporary or provisional license elsewhere
Speech-Language Pathology (5331)
Application
Submit the Board application, official academic and clinical records, required fees and any supplemental information the Board requests.
Application Quiz
The Board’s Supporting Documentation requires an Open Book Quiz at the end of the application and states it is on North Carolina laws and rules. This application-document condition is retained separately from the ETS examination designated in 21 NCAC 64 .0103; no independently scored SLP licensure examination is established by the obtained quiz instructions.
Certificate Waiver
The Board accepts a passing Praxis score or official verification of ASHA CCCs. Holding the applicable ASHA CCC invokes the statutory examination exemption; this applicant condition does not create a no_exam branch in the examination route.
Clinical Practicum
G.S. 90-295(a)(3) requires at least 400 supervised direct clinical hours and a verified summary signed by the clinic or program director.
Conduct
Good moral conduct under Board rules or the adopted code of moral conduct.
Coursework
G.S. 90-295(a)(2) requires 75 semester hours, including 15 in normal communication development, 36 in communication disorders, 36 acceptable toward a graduate degree and 21 graduate hours in speech and language pathology. The statute literally states at least 24 of these 30 hours in speech and language pathology within the 36-hour disorders requirement; the Board evaluates the transcript.
Degree
At least a master’s degree in speech and language pathology or Board-approved equivalent qualifications from an accredited institution.
Military Fee
G.S. 93B-15.1(k) exempts qualifying military-trained applicants and military spouses from the initial application fee; the Board requires proof of military status and a marriage certificate when surnames differ.
Previous License
Hold an out-of-state temporary or provisional SLP license and request permanent North Carolina licensure in writing.
Supervised Experience
Nine months full-time professional experience after academic and clinical-practicum completion, at least 30 hours per week; half-time is at least 18 months over two calendar years and at least 20 hours per week; supervisor holds the applicable state license or ASHA CCC.
Supervision Credit
Submit the North Carolina SEY Report completed by the supervisor; contact the Board for instructions on crediting prior supervised experience.
Permanent licensure by reciprocal credentials with an active unrestricted license
No examination is required for this applicant pathway.
Application Quiz
The Board states: "For either license applicant complete the Open Book Quiz at the end of the application." G.S. 90-296(c)(2) exempts this equivalent-credentials route from an examination prerequisite; the Board instruction remains an application condition.
Equivalency
Have met that jurisdiction’s educational, practical-experience and examination requirements, which must be equivalent to or higher than North Carolina’s. Unnamed examinations from the other jurisdiction are applicant credential evidence.
Fees
The Board lists a $30 application fee and $60 permanent license fee, plus any online convenience charge; qualifying military applicants have the statutory initial application fee exemption.
Other License
Hold an active, full, unrestricted SLP license in another jurisdiction.
Verification
Arrange an official license verification directly from one licensing board and an official transcript showing the master’s degree conferred.

Official no-examination sources

Effective from 2026-09-22.

Permanent licensure based on an expired license from another jurisdiction
No examination is required for this applicant pathway.
Application Quiz
The Board’s expired-license instructions state: "Complete the Reciprocal Application, and Open Book Quiz." The higher-ranked statutory examination waiver remains controlling.
Equivalency
G.S. 90-296(c)(2) applies when educational, practical-experience and examination requirements already met in that jurisdiction were equivalent to or higher than North Carolina’s; the Board reviews those credentials. The statute does not make current status of that prior license an examination condition.
Previous License
Previously licensed in another jurisdiction, now expired, with no active license elsewhere.
Records
Submit the Reciprocal Application, official letter of license verification and an official transcript showing the master’s degree; arrange ASHA CCC verification if currently held.
Review
The Board considers the application at its monthly meeting.

Official no-examination sources

Effective from 2026-09-22.

Reinstatement of a North Carolina SLP license expired for more than one year
No examination is required for this applicant pathway.
Application Quiz
The Board instructions say "Fill out the Reciprocal Application and Open Book Quiz." This implementing demand is preserved as an application condition under the controlling statutory no-examination renewal rule.
Continuing Education
The Board page requires proof of 30 hours of continuing education when the license has been expired for less than three years.
Expired License
Previously held North Carolina SLP license, now expired for more than a year; Board instructions issue a new license number. G.S. 90-300 forbids an examination condition for renewal after a suspension for nonrenewal.
Review
Monthly Board review; no current examination leaf arises from the statutory renewal provision.
Services
Confirm to the Board whether services were provided in North Carolina under the expired license.
Transcripts
The Board page requires an official degree-conferred transcript when the license has been expired for more than five years. It states no additional period-specific requirements for the intervening years.
Verification
The Board requests verification of the most recently active non-NC license, if applicable; active licenses elsewhere follow the reciprocal pathway.

Official no-examination sources

Effective from 2026-09-22.

Conversion of a North Carolina temporary SLP license to a permanent license
Speech-Language Pathology (5331)
Application
Submit the Board application, official academic and clinical records, required fees and any supplemental information the Board requests.
Application Quiz
The Board’s Supporting Documentation requires an Open Book Quiz at the end of the application and states it is on North Carolina laws and rules. This application-document condition is retained separately from the ETS examination designated in 21 NCAC 64 .0103; no independently scored SLP licensure examination is established by the obtained quiz instructions.
Clinical Practicum
G.S. 90-295(a)(3) requires at least 400 supervised direct clinical hours and a verified summary signed by the clinic or program director.
Conduct
Good moral conduct under Board rules or the adopted code of moral conduct.
Conversion Fee
The Board requires the permanent licensure fee of $60 and an official transcript showing the master’s degree conferred.
Coursework
G.S. 90-295(a)(2) requires 75 semester hours, including 15 in normal communication development, 36 in communication disorders, 36 acceptable toward a graduate degree and 21 graduate hours in speech and language pathology. The statute literally states at least 24 of these 30 hours in speech and language pathology within the 36-hour disorders requirement; the Board evaluates the transcript.
Current License
Hold the North Carolina temporary SLP license and submit the completed SEY Report.
Degree
At least a master’s degree in speech and language pathology or Board-approved equivalent qualifications from an accredited institution.
Military Fee
G.S. 93B-15.1(k) exempts qualifying military-trained applicants and military spouses from the initial application fee; the Board requires proof of military status and a marriage certificate when surnames differ.
Supervised Experience
Nine months full-time professional experience after academic and clinical-practicum completion, at least 30 hours per week; half-time is at least 18 months over two calendar years and at least 20 hours per week; supervisor holds the applicable state license or ASHA CCC.

Temporary Speech and Language Pathologist License

Supervised-experience SLP license under G.S. 90-298; passing the Praxis exam may follow initial issuance but is required by the end of the supervised experience.

Licensing authority: North Carolina Board of Examiners for Speech and Language Pathologists and Audiologists · Application information

Temporary SLP licensure for the supervised experience year
Speech-Language Pathology (5331)
Application Quiz
Complete the Board’s application Open Book Quiz on North Carolina laws and rules.
Clinical Practicum
G.S. 90-295(a)(3), incorporated by G.S. 90-298(a), requires a minimum of 400 supervised direct clinical hours. The Board page states it accepts a minimum of 25 guided-observation hours and 375 direct-patient-contact hours; the statutory requirement controls and the Board’s stated practice is preserved for the applicant.
Coursework
G.S. 90-295(a)(2) requires 75 semester hours, including 15 in normal communication development, 36 in communication disorders, 36 acceptable toward a graduate degree and 21 graduate hours in speech and language pathology. The statute literally states at least 24 of these 30 hours in speech and language pathology within the 36-hour disorders requirement; the Board evaluates the transcript.
Degree
At least a master’s degree in speech and language pathology or Board-approved equivalent qualifications from an accredited institution.
Duration
Statutory validity is limited to the supervised-experience period and the temporary license is not renewable. The Board describes expiration as 20 days after the completion date to allow processing of the report.
Examination Timing
A temporary license can be issued before passage of the Praxis exam. The Board’s supporting-document list requires a passing Praxis score by the end of the SEY; examination involvement after issuance is retained as a leaf.
Fees
The Board lists a $30 application fee and $40 temporary-license fee, with any online convenience charge; qualifying military applicants receive the statutory initial application fee exemption.
Supervision Plan
Submit the Board-approved SEY Plan before providing services; all changes require advance approval.
Temporary North Carolina SLP licensure for an out of state temporary or provisional licensee
Speech-Language Pathology (5331)
Application Quiz
Complete the Board’s application Open Book Quiz on North Carolina laws and rules.
Clinical Practicum
G.S. 90-295(a)(3), incorporated by G.S. 90-298(a), requires a minimum of 400 supervised direct clinical hours. The Board page states it accepts a minimum of 25 guided-observation hours and 375 direct-patient-contact hours; the statutory requirement controls and the Board’s stated practice is preserved for the applicant.
Coursework
G.S. 90-295(a)(2) requires 75 semester hours, including 15 in normal communication development, 36 in communication disorders, 36 acceptable toward a graduate degree and 21 graduate hours in speech and language pathology. The statute literally states at least 24 of these 30 hours in speech and language pathology within the 36-hour disorders requirement; the Board evaluates the transcript.
Degree
At least a master’s degree in speech and language pathology or Board-approved equivalent qualifications from an accredited institution.
Duration
Statutory validity is limited to the supervised-experience period and the temporary license is not renewable. The Board describes expiration as 20 days after the completion date to allow processing of the report.
Examination Timing
A temporary license can be issued before passage of the Praxis exam. The Board’s supporting-document list requires a passing Praxis score by the end of the SEY; examination involvement after issuance is retained as a leaf.
Fees
The Board lists a $30 application fee and $40 temporary-license fee, with any online convenience charge; qualifying military applicants receive the statutory initial application fee exemption.
Previous License
Hold an out-of-state temporary or provisional SLP license; arrange official verification and use the Temporary Application.
Prior Supervision
Submit the North Carolina SEY Report completed with the supervisor to obtain Board consideration of supervised work already performed elsewhere.
Records
Provide official transcripts, a signed clinical clock-hour summary and a signed program-director page if the degree is not yet shown as conferred.
Supervision Plan
Submit the Board-approved SEY Plan before providing services; all changes require advance approval.

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