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Oregon Speech-Language Pathology — Requirements & Free Practice

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Licenses, application pathways and examination requirements

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

Inactive Speech-Language Pathologist License

Inactive form for otherwise qualified persons who are exempt from, or do not require, active licensure; active practice requires reactivation.

Licensing authority: State Board of Examiners for Speech-Language Pathology and Audiology · Application information

Expired inactive license renewal within four years
No examination is required for this applicant pathway.
Deadline
Renew by December 31 of each odd-numbered year; the regular certificate expires January 30 of the following even-numbered year.
Disciplinary status
Renewal of a suspended license does not authorize practice in violation of the suspension; a revoked license cannot be renewed under ORS 681.320(4).
Existing authorization
Hold an inactive Oregon SLP license.
Expiration window
Renew within four years of expiration under ORS 681.320; pay the delinquency fee; the applicant remains inactive.
Professional development
The active-license professional-development reporting requirements in OAR 335-070-0050(2) do not apply to continuing inactive status; reactivation has its own requirements.
Renewal submission
Submit the complete renewal application, nonrefundable renewal fee, and Social Security information or permitted statement; pay a delinquency fee if submitted late or incomplete.
Waiver
The Board may waive or accept partial professional-development fulfillment upon review of written documentation under OAR 335-070-0090.

Official no-examination sources

Effective from 2026-09-22.

Obtain inactive license as an otherwise qualified applicant
Speech-Language Pathology (5331)
Application
Submit the Board application and nonrefundable application fee; provide all requested materials within six months or the application is abandoned.
Background check
Complete the Board fingerprint-based background check through Fieldprint.
Board discretion
ORS 681.290 permits the Board to direct written, oral or applied-skills examinations. No separately identifiable current state examination is specified in that provision; any exercise of this permission is an applicant condition.
Certificate waiver
ORS 681.300 permits the Board to waive the examination for an ASHA Certificate of Clinical Competence holder. The Board Applications page accepts verified ASHA CCCs instead of the Praxis report and clinical-fellowship report; the waiver is an applicant condition.
Clinical experience
After completing graduate degree requirements, complete supervised clinical work with an ASHA CCC supervisor: at least 1260 hours, equivalent to 35 hours weekly for 36 weeks, with at least 80 percent direct patient/client activities.
Current competence
Complete the graduate degree or supervised clinical experience within 12 months of application, or provide 10 hours of professional development completed within those 12 months.
Degree
Hold a masters or doctoral degree in speech-language pathology from a Board-approved accredited institution, or Board-determined equivalent. Doctoral coursework without a conferred masters degree must document the equivalent coursework under OAR 335-060-0005(3)(a).
Degree coursework
For training after January 1, 2006, document the OAR 335-060-0006(1) 75 semester hours, at least 36 graduate credits, and 400 practicum hours (25 observational and 375 direct clinical hours), including at least 325 in the accredited graduate program.
Examination documentation
Submit a passing Praxis Speech-Language Pathology examination report with the Board selected as recipient 8699, and the clinical-fellowship report, unless ASHA CCC verification is accepted instead.
Inactive eligibility
Be otherwise qualified and meet the exemption conditions in ORS 681.230, or not require an active license under ORS 681.250.
Language proficiency
If graduate instruction was not in English, the Board may require language-proficiency scores under OAR 335-060-0006(4): internet TOEFL 100 overall, 26 writing and 26 speaking, or the rule-listed paper/computer TOEFL and TSE alternatives. These language tests are conditions.
Licensing history
Supply verification of good standing from every jurisdiction in which a professional license was held, including educational licensing bodies; verification must be transmitted by that jurisdiction.
Practice status
Obtain inactive rather than active authorization; return to active status requires the professional-development evidence in OAR 335-070-0080.
Social security number
Provide the Social Security number, or the signed statement required by OAR 335-060-0060(3) if none was issued.
Biennial inactive license renewal
No examination is required for this applicant pathway.
Deadline
Renew by December 31 of each odd-numbered year; the regular certificate expires January 30 of the following even-numbered year.
Disciplinary status
Renewal of a suspended license does not authorize practice in violation of the suspension; a revoked license cannot be renewed under ORS 681.320(4).
Existing authorization
Hold an inactive Oregon SLP license.
Professional development
The active-license professional-development reporting requirements in OAR 335-070-0050(2) do not apply to continuing inactive status; reactivation has its own requirements.
Renewal submission
Submit the complete renewal application, nonrefundable renewal fee, and Social Security information or permitted statement; pay a delinquency fee if submitted late or incomplete.
Waiver
The Board may waive or accept partial professional-development fulfillment upon review of written documentation under OAR 335-070-0090.

Official no-examination sources

Effective from 2026-09-22.

Limited Term Speech-Language Pathologist License

Temporary regular-license form for applications submitted after May 1 of an odd-numbered year; regular qualification requirements apply.

Licensing authority: State Board of Examiners for Speech-Language Pathology and Audiology · Application information

Initial regular qualification after May 1 of an odd numbered year
Speech-Language Pathology (5331)
Application
Submit the Board application and nonrefundable application fee; provide all requested materials within six months or the application is abandoned.
Application timing
Application for regular licensure is submitted after May 1 of an odd-numbered year; conditional applicants are not eligible.
Background check
Complete the Board fingerprint-based background check through Fieldprint.
Board discretion
ORS 681.290 permits the Board to direct written, oral or applied-skills examinations. No separately identifiable current state examination is specified in that provision; any exercise of this permission is an applicant condition.
Certificate waiver
ORS 681.300 permits the Board to waive the examination for an ASHA Certificate of Clinical Competence holder. The Board Applications page accepts verified ASHA CCCs instead of the Praxis report and clinical-fellowship report; the waiver is an applicant condition.
Clinical experience
After completing graduate degree requirements, complete supervised clinical work with an ASHA CCC supervisor: at least 1260 hours, equivalent to 35 hours weekly for 36 weeks, with at least 80 percent direct patient/client activities.
Current competence
Complete the graduate degree or supervised clinical experience within 12 months of application, or provide 10 hours of professional development completed within those 12 months.
Degree
Hold a masters or doctoral degree in speech-language pathology from a Board-approved accredited institution, or Board-determined equivalent. Doctoral coursework without a conferred masters degree must document the equivalent coursework under OAR 335-060-0005(3)(a).
Degree coursework
For training after January 1, 2006, document the OAR 335-060-0006(1) 75 semester hours, at least 36 graduate credits, and 400 practicum hours (25 observational and 375 direct clinical hours), including at least 325 in the accredited graduate program.
Examination documentation
Submit a passing Praxis Speech-Language Pathology examination report with the Board selected as recipient 8699, and the clinical-fellowship report, unless ASHA CCC verification is accepted instead.
Language proficiency
If graduate instruction was not in English, the Board may require language-proficiency scores under OAR 335-060-0006(4): internet TOEFL 100 overall, 26 writing and 26 speaking, or the rule-listed paper/computer TOEFL and TSE alternatives. These language tests are conditions.
Licensing history
Supply verification of good standing from every jurisdiction in which a professional license was held, including educational licensing bodies; verification must be transmitted by that jurisdiction.
Social security number
Provide the Social Security number, or the signed statement required by OAR 335-060-0060(3) if none was issued.
Term
Expires January 30 of the next even-numbered year. Regular renewal rules apply.

Speech-Language Pathologist License

Regular authorization to practice speech-language pathology. Applicant waivers and certification evidence remain route conditions.

Licensing authority: State Board of Examiners for Speech-Language Pathology and Audiology · Application information

Upgrade conditional license to regular license
Speech-Language Pathology (5331)
Background disclosures
Complete the upgrade forms criminal and licensing history disclosures and certification.
Board discretion
ORS 681.290 permits the Board to direct written, oral or applied-skills examinations. No separately identifiable current state examination is specified in that provision; any exercise of this permission is an applicant condition.
Certificate waiver
ORS 681.300 permits the Board to waive the examination for an ASHA Certificate of Clinical Competence holder. The Board Applications page accepts verified ASHA CCCs instead of the Praxis report and clinical-fellowship report; the waiver is an applicant condition.
Clinical experience
After completing graduate degree requirements, complete supervised clinical work with an ASHA CCC supervisor: at least 1260 hours, equivalent to 35 hours weekly for 36 weeks, with at least 80 percent direct patient/client activities.
Current competence
Complete the graduate degree or supervised clinical experience within 12 months of application, or provide 10 hours of professional development completed within those 12 months.
Degree
Hold a masters or doctoral degree in speech-language pathology from a Board-approved accredited institution, or Board-determined equivalent. Doctoral coursework without a conferred masters degree must document the equivalent coursework under OAR 335-060-0005(3)(a).
Degree coursework
For training after January 1, 2006, document the OAR 335-060-0006(1) 75 semester hours, at least 36 graduate credits, and 400 practicum hours (25 observational and 375 direct clinical hours), including at least 325 in the accredited graduate program.
Examination documentation
Submit a passing Praxis Speech-Language Pathology examination report with the Board selected as recipient 8699, and the clinical-fellowship report, unless ASHA CCC verification is accepted instead.
Existing authorization
Hold an Oregon conditional speech-language pathology license.
Fellowship verification
Supervisor must certify at least 1260 satisfactorily completed clinical-fellowship hours and at least 80 percent direct client/patient activities.
Language proficiency
If graduate instruction was not in English, the Board may require language-proficiency scores under OAR 335-060-0006(4): internet TOEFL 100 overall, 26 writing and 26 speaking, or the rule-listed paper/computer TOEFL and TSE alternatives. These language tests are conditions.
Passing score
The linked upgrade form asks for a Praxis Speech-Language Pathology score of at least 162 and the examination date.
Upgrade submission
Submit the upgrade form and relevant license fee at least 30 days before conditional expiration; no new application fee; a late submission requires the delinquency fee.
Initial licensure after professional training completed before January 1, 2006
Speech-Language Pathology (5331)
Application
Submit the Board application and nonrefundable application fee; provide all requested materials within six months or the application is abandoned.
Background check
Complete the Board fingerprint-based background check through Fieldprint.
Board discretion
ORS 681.290 permits the Board to direct written, oral or applied-skills examinations. No separately identifiable current state examination is specified in that provision; any exercise of this permission is an applicant condition.
Certificate waiver
ORS 681.300 permits the Board to waive the examination for an ASHA Certificate of Clinical Competence holder. The Board Applications page accepts verified ASHA CCCs instead of the Praxis report and clinical-fellowship report; the waiver is an applicant condition.
Clinical experience
After completing graduate degree requirements, complete supervised clinical work with an ASHA CCC supervisor: at least 1260 hours, equivalent to 35 hours weekly for 36 weeks, with at least 80 percent direct patient/client activities.
Current competence
Complete the graduate degree or supervised clinical experience within 12 months of application, or provide 10 hours of professional development completed within those 12 months.
Degree
Hold a masters or doctoral degree in speech-language pathology from a Board-approved accredited institution, or Board-determined equivalent. Doctoral coursework without a conferred masters degree must document the equivalent coursework under OAR 335-060-0005(3)(a).
Degree coursework
For training after January 1, 2006, document the OAR 335-060-0006(1) 75 semester hours, at least 36 graduate credits, and 400 practicum hours (25 observational and 375 direct clinical hours), including at least 325 in the accredited graduate program.
Examination documentation
Submit a passing Praxis Speech-Language Pathology examination report with the Board selected as recipient 8699, and the clinical-fellowship report, unless ASHA CCC verification is accepted instead.
Language proficiency
If graduate instruction was not in English, the Board may require language-proficiency scores under OAR 335-060-0006(4): internet TOEFL 100 overall, 26 writing and 26 speaking, or the rule-listed paper/computer TOEFL and TSE alternatives. These language tests are conditions.
Licensing history
Supply verification of good standing from every jurisdiction in which a professional license was held, including educational licensing bodies; verification must be transmitted by that jurisdiction.
Prior exam evidence
Historical examination evidence under the cohort rule is an applicant condition. The current Board application instructions identify Praxis as the current examination documentation accepted for licensure, or ASHA CCC verification in its place.
Social security number
Provide the Social Security number, or the signed statement required by OAR 335-060-0060(3) if none was issued.
Training cohort
For training completed before January 1, 2006, OAR 335-060-0006(6) defines degree requirements, clinical experience and examinations by ASHA certification standards in effect when training was completed. The post-2006 numeric training requirements do not replace that cohort rule.
Initial licensure by ASHA credentials
Speech-Language Pathology (5331)
Applicant scope
Applicants who hold ASHA Certificate of Clinical Competence in speech-language pathology and request the Board statutory examination waiver.
Application
Submit the Board application and nonrefundable application fee; provide all requested materials within six months or the application is abandoned.
Background check
Complete the Board fingerprint-based background check through Fieldprint.
Board discretion
ORS 681.290 permits the Board to direct written, oral or applied-skills examinations. No separately identifiable current state examination is specified in that provision; any exercise of this permission is an applicant condition.
Certificate verification
Request ASHA verification directly; the Board accepts verification faxed from ASHA.
Certificate waiver
ORS 681.300 permits the Board to waive the examination for an ASHA Certificate of Clinical Competence holder. The Board Applications page accepts verified ASHA CCCs instead of the Praxis report and clinical-fellowship report; the waiver is an applicant condition.
Clinical experience
After completing graduate degree requirements, complete supervised clinical work with an ASHA CCC supervisor: at least 1260 hours, equivalent to 35 hours weekly for 36 weeks, with at least 80 percent direct patient/client activities.
Current competence
Complete the graduate degree or supervised clinical experience within 12 months of application, or provide 10 hours of professional development completed within those 12 months.
Degree
Hold a masters or doctoral degree in speech-language pathology from a Board-approved accredited institution, or Board-determined equivalent. Doctoral coursework without a conferred masters degree must document the equivalent coursework under OAR 335-060-0005(3)(a).
Degree coursework
For training after January 1, 2006, document the OAR 335-060-0006(1) 75 semester hours, at least 36 graduate credits, and 400 practicum hours (25 observational and 375 direct clinical hours), including at least 325 in the accredited graduate program.
Examination documentation
Submit a passing Praxis Speech-Language Pathology examination report with the Board selected as recipient 8699, and the clinical-fellowship report, unless ASHA CCC verification is accepted instead.
Language proficiency
If graduate instruction was not in English, the Board may require language-proficiency scores under OAR 335-060-0006(4): internet TOEFL 100 overall, 26 writing and 26 speaking, or the rule-listed paper/computer TOEFL and TSE alternatives. These language tests are conditions.
Licensing history
Supply verification of good standing from every jurisdiction in which a professional license was held, including educational licensing bodies; verification must be transmitted by that jurisdiction.
Social security number
Provide the Social Security number, or the signed statement required by OAR 335-060-0060(3) if none was issued.
Initial licensure by examination
Speech-Language Pathology (5331)
Applicant scope
Applicants documenting Board-required education, clinical experience and examination, including otherwise-qualified holders of a professional license elsewhere; another license is not substituted for Oregon requirements.
Application
Submit the Board application and nonrefundable application fee; provide all requested materials within six months or the application is abandoned.
Background check
Complete the Board fingerprint-based background check through Fieldprint.
Board discretion
ORS 681.290 permits the Board to direct written, oral or applied-skills examinations. No separately identifiable current state examination is specified in that provision; any exercise of this permission is an applicant condition.
Certificate waiver
ORS 681.300 permits the Board to waive the examination for an ASHA Certificate of Clinical Competence holder. The Board Applications page accepts verified ASHA CCCs instead of the Praxis report and clinical-fellowship report; the waiver is an applicant condition.
Clinical experience
After completing graduate degree requirements, complete supervised clinical work with an ASHA CCC supervisor: at least 1260 hours, equivalent to 35 hours weekly for 36 weeks, with at least 80 percent direct patient/client activities.
Current competence
Complete the graduate degree or supervised clinical experience within 12 months of application, or provide 10 hours of professional development completed within those 12 months.
Degree
Hold a masters or doctoral degree in speech-language pathology from a Board-approved accredited institution, or Board-determined equivalent. Doctoral coursework without a conferred masters degree must document the equivalent coursework under OAR 335-060-0005(3)(a).
Degree coursework
For training after January 1, 2006, document the OAR 335-060-0006(1) 75 semester hours, at least 36 graduate credits, and 400 practicum hours (25 observational and 375 direct clinical hours), including at least 325 in the accredited graduate program.
Examination documentation
Submit a passing Praxis Speech-Language Pathology examination report with the Board selected as recipient 8699, and the clinical-fellowship report, unless ASHA CCC verification is accepted instead.
Language proficiency
If graduate instruction was not in English, the Board may require language-proficiency scores under OAR 335-060-0006(4): internet TOEFL 100 overall, 26 writing and 26 speaking, or the rule-listed paper/computer TOEFL and TSE alternatives. These language tests are conditions.
Licensing history
Supply verification of good standing from every jurisdiction in which a professional license was held, including educational licensing bodies; verification must be transmitted by that jurisdiction.
Social security number
Provide the Social Security number, or the signed statement required by OAR 335-060-0060(3) if none was issued.
Initial licensure with international education
Speech-Language Pathology (5331)
Application
Submit the Board application and nonrefundable application fee; provide all requested materials within six months or the application is abandoned.
Background check
Complete the Board fingerprint-based background check through Fieldprint.
Board discretion
ORS 681.290 permits the Board to direct written, oral or applied-skills examinations. No separately identifiable current state examination is specified in that provision; any exercise of this permission is an applicant condition.
Certificate waiver
ORS 681.300 permits the Board to waive the examination for an ASHA Certificate of Clinical Competence holder. The Board Applications page accepts verified ASHA CCCs instead of the Praxis report and clinical-fellowship report; the waiver is an applicant condition.
Clinical experience
After completing graduate degree requirements, complete supervised clinical work with an ASHA CCC supervisor: at least 1260 hours, equivalent to 35 hours weekly for 36 weeks, with at least 80 percent direct patient/client activities.
Current competence
Complete the graduate degree or supervised clinical experience within 12 months of application, or provide 10 hours of professional development completed within those 12 months.
Degree
Hold a masters or doctoral degree in speech-language pathology from a Board-approved accredited institution, or Board-determined equivalent. Doctoral coursework without a conferred masters degree must document the equivalent coursework under OAR 335-060-0005(3)(a).
Degree coursework
For training after January 1, 2006, document the OAR 335-060-0006(1) 75 semester hours, at least 36 graduate credits, and 400 practicum hours (25 observational and 375 direct clinical hours), including at least 325 in the accredited graduate program.
Degree equivalency
Provide a determination letter from an ASHA-approved credential evaluation service showing equivalency to the required United States degree; foreign coursework must be from an institution recognized or accredited by that countrys appropriate authority.
Examination documentation
Submit a passing Praxis Speech-Language Pathology examination report with the Board selected as recipient 8699, and the clinical-fellowship report, unless ASHA CCC verification is accepted instead.
Language proficiency
If graduate instruction was not in English, the Board may require language-proficiency scores under OAR 335-060-0006(4): internet TOEFL 100 overall, 26 writing and 26 speaking, or the rule-listed paper/computer TOEFL and TSE alternatives. These language tests are conditions.
Licensing history
Supply verification of good standing from every jurisdiction in which a professional license was held, including educational licensing bodies; verification must be transmitted by that jurisdiction.
Social security number
Provide the Social Security number, or the signed statement required by OAR 335-060-0060(3) if none was issued.
Renew limited term license into regular license
No examination is required for this applicant pathway.
Conversion
On meeting all renewal requirements, the limited-term holder may receive a regular license of the same type.
Deadline
Renew by December 31 of each odd-numbered year; the regular certificate expires January 30 of the following even-numbered year.
Disciplinary status
Renewal of a suspended license does not authorize practice in violation of the suspension; a revoked license cannot be renewed under ORS 681.320(4).
Existing authorization
Hold a limited-term SLP license; submit electronically by 11:59 p.m. December 31 of the odd-numbered year.
Professional development
Active SLP renewal requires 20 professional-development hours per period, including 1 hour of cultural competency; initial-cycle requirements are prorated under OAR 335-070-0050(2)(e). An SLPA supervisor must have 2 hours of supervision-related professional development on file.
Renewal submission
Submit the complete renewal application, nonrefundable renewal fee, and Social Security information or permitted statement; pay a delinquency fee if submitted late or incomplete.
Waiver
The Board may waive or accept partial professional-development fulfillment upon review of written documentation under OAR 335-070-0090.

Official no-examination sources

Effective from 2026-09-22.

Renewal of expired license within four years
No examination is required for this applicant pathway.
Deadline
Renew by December 31 of each odd-numbered year; the regular certificate expires January 30 of the following even-numbered year.
Disciplinary status
Renewal of a suspended license does not authorize practice in violation of the suspension; a revoked license cannot be renewed under ORS 681.320(4).
Existing authorization
Hold an Oregon license of the type identified by this route.
Expiration window
Renewal application must be made within four years of license expiration; ORS 681.320(2) prohibits requiring an examination as a condition of that renewal.
Fees
Pay the biennial renewal fee and delinquency fee.
Professional development
If expired less than 23 months, provide the full renewal professional-development requirement earned during the preceding 24 months; if expired 23 to 47 months, provide half the renewal requirement earned during the preceding 12 months; at 48 months or more a new application is required.
Renewal submission
Submit the complete renewal application, nonrefundable renewal fee, and Social Security information or permitted statement; pay a delinquency fee if submitted late or incomplete.
Waiver
The Board may waive or accept partial professional-development fulfillment upon review of written documentation under OAR 335-070-0090.

Official no-examination sources

Effective from 2026-09-22.

Reactivate an inactive license
No examination is required for this applicant pathway.
Existing authorization
Hold an inactive Oregon SLP license and apply to return to active status.
Inactive at least 23 months
If inactive 23 months or more, provide one-half the renewal professional-development requirement completed during the preceding 12 months.
Inactive less than 23 months
If inactive less than 23 months, supply the professional-development hours required for renewal completed during the 24 months preceding the request.
Renewal compliance
Comply with applicable regular-license renewal and fee requirements.

Official no-examination sources

Effective from 2026-09-22.

New licensure application after expiration for four years or more
Speech-Language Pathology (5331)
Application
Submit the Board application and nonrefundable application fee; provide all requested materials within six months or the application is abandoned.
Background check
Complete the Board fingerprint-based background check through Fieldprint.
Board discretion
ORS 681.290 permits the Board to direct written, oral or applied-skills examinations. No separately identifiable current state examination is specified in that provision; any exercise of this permission is an applicant condition.
Certificate waiver
ORS 681.300 permits the Board to waive the examination for an ASHA Certificate of Clinical Competence holder. The Board Applications page accepts verified ASHA CCCs instead of the Praxis report and clinical-fellowship report; the waiver is an applicant condition.
Clinical experience
After completing graduate degree requirements, complete supervised clinical work with an ASHA CCC supervisor: at least 1260 hours, equivalent to 35 hours weekly for 36 weeks, with at least 80 percent direct patient/client activities.
Current competence
Complete the graduate degree or supervised clinical experience within 12 months of application, or provide 10 hours of professional development completed within those 12 months.
Current professional development
Meet the professional-development requirements for new applicants.
Degree
Hold a masters or doctoral degree in speech-language pathology from a Board-approved accredited institution, or Board-determined equivalent. Doctoral coursework without a conferred masters degree must document the equivalent coursework under OAR 335-060-0005(3)(a).
Degree coursework
For training after January 1, 2006, document the OAR 335-060-0006(1) 75 semester hours, at least 36 graduate credits, and 400 practicum hours (25 observational and 375 direct clinical hours), including at least 325 in the accredited graduate program.
Examination documentation
Submit a passing Praxis Speech-Language Pathology examination report with the Board selected as recipient 8699, and the clinical-fellowship report, unless ASHA CCC verification is accepted instead.
Expiration window
An authorization expired four years or more cannot be renewed, restored, reissued or reinstated; submit a new licensure application and meet current applicant requirements.
Language proficiency
If graduate instruction was not in English, the Board may require language-proficiency scores under OAR 335-060-0006(4): internet TOEFL 100 overall, 26 writing and 26 speaking, or the rule-listed paper/computer TOEFL and TSE alternatives. These language tests are conditions.
Licensing history
Supply verification of good standing from every jurisdiction in which a professional license was held, including educational licensing bodies; verification must be transmitted by that jurisdiction.
Social security number
Provide the Social Security number, or the signed statement required by OAR 335-060-0060(3) if none was issued.
Biennial regular license renewal
No examination is required for this applicant pathway.
Deadline
Renew by December 31 of each odd-numbered year; the regular certificate expires January 30 of the following even-numbered year.
Disciplinary status
Renewal of a suspended license does not authorize practice in violation of the suspension; a revoked license cannot be renewed under ORS 681.320(4).
Existing authorization
Hold an Oregon license of the type identified by this route.
Professional development
Active SLP renewal requires 20 professional-development hours per period, including 1 hour of cultural competency; initial-cycle requirements are prorated under OAR 335-070-0050(2)(e). An SLPA supervisor must have 2 hours of supervision-related professional development on file.
Renewal submission
Submit the complete renewal application, nonrefundable renewal fee, and Social Security information or permitted statement; pay a delinquency fee if submitted late or incomplete.
Waiver
The Board may waive or accept partial professional-development fulfillment upon review of written documentation under OAR 335-070-0090.

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