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Pennsylvania 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.

Speech-language pathologist license

Ordinary independent-practice license. Assistant employment is governed by employer filing under §45.302, rather than a separate Board-issued SLP license; the Volunteer Health Services Act defines its eligible boards without this Board. HB80 compact authorization remains a bill without executive action.

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

Licensure by endorsement under Act 41
No examination is required for this applicant pathway.
Application
Apply in the Board’s required format and pay the initial license fee.
Child Abuse Training
Complete at least 3 hours of approved child abuse recognition and reporting training, with provider electronic reporting, or obtain the §45.408(c) exemption.
Competency
Demonstrate at least 2 years of active licensed practice in the immediately preceding 5 years OR complete 20 hours of qualifying continuing education in the immediately preceding 24 months. Child-abuse training may count toward those 20 hours.
Discipline
No grounds for refusal, suspension or revocation and no discipline by the issuing jurisdiction, unless the Board determines the act or discipline is not an impediment.
Interview
The Board may require a personal interview and supporting competency/experience documentation; video interview may be requested for good cause.
License
Hold an SLP license, certificate, registration or permit in good standing from a jurisdiction whose standards equal or exceed Pennsylvania’s; supply the jurisdiction’s actual governing text and enactment date, professionally translated and verified if needed.

Official no-examination sources

Effective from 2026-09-22.

Licensure by current ASHA clinical competence certification
No examination is required for this applicant pathway.
Application
Submit a completed, signed and dated application, applicable documentation and fees to the Board.
Certification
Hold a current appropriate ASHA Certificate of Clinical Competence; ASHA must submit certification of the applicant’s status. The certification is an applicant condition; the state text does not independently name an examination for this waived route.
Character
Demonstrate good moral character to the satisfaction of the Board.
Child Abuse Training
Complete at least 3 hours of approved child abuse recognition and reporting training, with provider electronic reporting, or obtain the §45.408(c) exemption.
Waiver
§45.21 waives education, experience and examination requirements.

Official no-examination sources

Effective from 2026-09-22.

Biennial renewal
No examination is required for this applicant pathway.
Continuing Education
Complete 20 hours of approved continuing education during the preceding biennium, including at least 2 hours of approved child abuse recognition/reporting training, subject to §45.502 and §45.408(c) exemptions or waivers; certify completion and furnish records if requested.
Fee
Pay the required renewal fee; late fees and disciplinary consequences may apply to practice after expiration.
Prior License
Hold the Pennsylvania SLP license; apply to renew for the next biennium.
Renewal Period
The biennial period runs August 1 of an even-numbered year to July 31 of the next even-numbered year.

Official no-examination sources

Effective from 2026-09-22.

Licensure by statutory current practitioner waiver
No examination is required for this applicant pathway.
Application
Submit a completed, signed and dated application, applicable documentation and fees to the Board.
Board Instruction Discrepancy
§45.21(3) states: (3) Is a current practitioner who falls within the exemption in section 7(c) of the act (63 P.S. § 1707(c)), earned a bachelor’s degree in speech-language pathology or a master’s degree in audiology from an accredited college or uni- versity as of February 19, 1982, and was employed as a speech-language pathologist or audiologist for at least 9 consecutive months during the period February 19, 1982—February 19, 1985. The applicant shall file an application with the Board, and shall provide documentation evidencing completion of the degree and employment as a speech-language pathologist or audiologist. The statutory effective-date criterion governs; the Board rule’s earlier degree cutoff remains visible as an application condition.
Character
Demonstrate good moral character to the satisfaction of the Board.
Child Abuse Training
Complete at least 3 hours of approved child abuse recognition and reporting training, with provider electronic reporting, or obtain the §45.408(c) exemption.
Historical Eligibility
Section 7(c) requires the specified SLP bachelor’s degree and at least 9 consecutive months of SLP employment within the 3 years before the Act’s effective date; submit bona fide degree/employment proof and the application fee.

Official no-examination sources

Effective from 2026-09-22.

Reactivation after deployment, more than 5 years
Speech-Language Pathology (5331)
Application
Pay the current registration fee and verify no Pennsylvania practice while expired/inactive; pay applicable late fees for any period of Pennsylvania practice.
Competency Alternatives
§45.14(d) allows Praxis OR qualifying CE for the affected biennia OR an equivalent good-standing SLP license and practice elsewhere within the last 5 years. Deployment does not abolish this competency requirement.
Continuing Education
Prove compliance with the preceding biennial CE requirement, including 2 hours of approved child-abuse training, using CE from the 24 months immediately before reactivation; this is additional to CE for the next renewal.
Duration
The lapsed/inactive period exceeds 5 years.
Military Status
Servicemember, or qualifying accompanying military spouse, whose renewal period occurred during deployment outside Pennsylvania.
Prior Status
Previously licensed in Pennsylvania; apply to reactivate an expired or inactive license.
Timing
Seek reactivation within one month after deployment ends for discretionary reactivation without penalty; §3305(c) allows a CE/continued competency extension up to 6 months.
Reactivation after deployment, no more than 5 years
No examination is required for this applicant pathway.
Application
Pay the current registration fee and verify no Pennsylvania practice while expired/inactive; pay applicable late fees for any period of Pennsylvania practice.
Continuing Education
Prove compliance with the preceding biennial CE requirement, including 2 hours of approved child-abuse training, using CE from the 24 months immediately before reactivation; this is additional to CE for the next renewal.
Duration
The period of expired/inactive licensure is no more than 5 years.
Military Status
Servicemember, or qualifying accompanying military spouse, whose license renewal period occurred during deployment outside Pennsylvania.
Prior Status
Previously licensed in Pennsylvania; apply to reactivate an expired or inactive license.
Timing
Seek reactivation within one month after deployment ends; the Board may reactivate without penalty. CE/continued competency completion may be extended up to 6 months after deployment.

Official no-examination sources

Effective from 2026-09-22.

Renewal with deployment accommodations
No examination is required for this applicant pathway.
Continuing Education
Up to 6 months after deployment to complete CE or continued competency when all other renewal requirements are met.
Military Status
Servicemember deployed outside Pennsylvania, or military spouse residing with the servicemember during deployment.
Renewal
Meet ordinary renewal requirements under §45.13, including approved CE, child-abuse training or exemption and fees; requirements may be submitted before scheduled deployment under §3305(a).

Official no-examination sources

Effective from 2026-09-22.

Licensure by examination
Speech-Language Pathology (5331)
Application
Submit a completed, signed and dated application, applicable documentation and fees to the Board.
Character
Demonstrate good moral character to the satisfaction of the Board.
Child Abuse Training
Complete at least 3 hours of approved child abuse recognition and reporting training, with provider electronic reporting, or obtain the §45.408(c) exemption.
Education
Possess a master’s degree or higher in speech-language pathology from a program accredited by a Board-approved accrediting agency (§45.17(a)).
Professional Experience
Begin supervised professional experience within 4 years of degree conferral and complete at least 1,260 hours in at least 9 months and no more than 2 years; §45.20(b) permits a hardship, military-service or other good-cause waiver.
Supervision
Experience must be supervised by a currently licensed SLP; comply with §45.20(c)-(h) consultation, direct-client-contact and supervised-activity requirements; supervisor attestation and Board approval are required.
Licensure by examination — foreign trained applicant
Speech-Language Pathology (5331)
Application
Submit a completed, signed and dated application, applicable documentation and fees to the Board.
Character
Demonstrate good moral character to the satisfaction of the Board.
Child Abuse Training
Complete at least 3 hours of approved child abuse recognition and reporting training, with provider electronic reporting, or obtain the §45.408(c) exemption.
Education
Submit Board-satisfactory evidence of substantially equivalent education, including a credential evaluation from a recognized, accredited and Board-approved agency, before examination.
Professional Experience
Begin supervised professional experience within 4 years of degree conferral and complete at least 1,260 hours in at least 9 months and no more than 2 years; §45.20(b) permits a hardship, military-service or other good-cause waiver.
Supervision
Experience must be supervised by a currently licensed SLP; comply with §45.20(c)-(h) consultation, direct-client-contact and supervised-activity requirements; supervisor attestation and Board approval are required.
Military applicant licensure with education substitution
Speech-Language Pathology (5331)
Application
Submit a completed, signed and dated application, applicable documentation and fees to the Board.
Character
Demonstrate good moral character to the satisfaction of the Board.
Child Abuse Training
Complete at least 3 hours of approved child abuse recognition and reporting training, with provider electronic reporting, or obtain the §45.408(c) exemption.
Education Substitution
The Board may grant licensure without the otherwise required education when the §3303(a) requirements are met; relevant military practice, training and education are credited under §3304.
Military Status
Document status as a servicemember, veteran or military spouse.
Other Requirements
Meet all noneducational licensing requirements and necessary §3304 qualifications; expedited review applies; initial fees are waived for a military spouse relocating under military orders.
Practice Experience
Engage in active practice for at least 2 of the preceding 5 years, including credited relevant military service experience and official duties.
Reactivation after more than 5 years
Speech-Language Pathology (5331)
Application
Pay the current registration fee and verify no Pennsylvania practice while expired/inactive; pay applicable late fees for any period of Pennsylvania practice.
Competency Alternatives
Under §45.14(d), demonstrate competency by passing the Board-approved initial licensing examination, OR completing the required CE for the biennial periods of lapse/inactivity, OR holding an SLP license in good standing in a substantially similar jurisdiction and having practiced there within the last 5 years. The examination is an identified alternative; an applicant using a non-exam alternative may be excused from sitting it.
Continuing Education
Prove compliance with the preceding biennial CE requirement, including 2 hours of approved child-abuse training, using CE from the 24 months immediately before reactivation; this is additional to CE for the next renewal.
Duration
The lapsed or inactive period exceeds 5 years.
Prior Status
Previously licensed in Pennsylvania; apply to reactivate an expired or inactive license.
Reactivation after no more than 5 years
No examination is required for this applicant pathway.
Application
Pay the current registration fee and verify no Pennsylvania practice while expired/inactive; pay applicable late fees for any period of Pennsylvania practice.
Continuing Education
Prove compliance with the preceding biennial CE requirement, including 2 hours of approved child-abuse training, using CE from the 24 months immediately before reactivation; this is additional to CE for the next renewal.
Duration
The expired or inactive period is no more than 5 years.
Prior Status
Previously licensed in Pennsylvania; apply to reactivate an expired or inactive license.

Official no-examination sources

Effective from 2026-09-22.

Licensure by reciprocity with waiver
No examination is required for this applicant pathway.
Application
Submit a completed, signed and dated application, applicable documentation and fees to the Board.
Character
Demonstrate good moral character to the satisfaction of the Board.
Child Abuse Training
Complete at least 3 hours of approved child abuse recognition and reporting training, with provider electronic reporting, or obtain the §45.408(c) exemption.
Out Of State License
Hold a currently valid SLP license from a state whose standards the Board determines are at least equal to Pennsylvania’s standards; the licensing agency must submit a letter attesting good standing.
Waiver
The Board exercises the statutory waiver in §45.21: education, experience and examination requirements are waived for a qualifying applicant.

Official no-examination sources

Effective from 2026-09-22.

Restoration after removal of revocation
No examination is required for this applicant pathway.
Board Decision
The Board must determine removal of the revocation is just and proper and restore the licensee’s name to its record under Section 11(c).
Order Conditions
Comply with the Board’s individual restoration order; Section 11(c) does not identify a separate licensing examination.

Official no-examination sources

Effective from 2026-09-22.

Restoration after suspension exceeding 5 years
Speech-Language Pathology (5331)
Board Decision
The Board must remove the suspension as just and proper under Section 11(c); comply with the restoration order.
Competency Alternatives
§45.14(d) permits the initial licensing examination OR the required CE for each affected biennium OR a good-standing SLP license in a substantially similar jurisdiction with practice there within the preceding 5 years. Praxis remains an identified examination alternative.
Duration
The Pennsylvania SLP license has been suspended for more than 5 years.
Registration
Submit the reactivation application, fees and CE documentation under §§45.13-45.14 and 45.503.
Restoration after suspension of no more than 5 years
No examination is required for this applicant pathway.
Board Decision
The Board must remove the suspension as just and proper under Section 11(c); comply with its restoration order.
Duration
Suspension has lasted no more than 5 years.
Registration
Maintain or reactivate the underlying license registration, with applicable fees and CE under §§45.13-45.14 and 45.503.

Official no-examination sources

Effective from 2026-09-22.

Provisional license as a speech-language pathologist

Provisional speech-language pathology license under Section 7(d) and §45.23; the applicable duration and supervision depend on the applicant pathway.

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

Provisional license while completing clinical fellowship
Speech-Language Pathology (5331)
Application
Submit a completed, signed and dated application, applicable documentation and fees to the Board.
Character
Demonstrate good moral character to the satisfaction of the Board.
Child Abuse Training
Complete at least 3 hours of approved child abuse recognition and reporting training, with provider electronic reporting, or obtain the §45.408(c) exemption.
Education
Complete didactic education and submit a transcript.
Professional Experience
The clinical fellowship is not yet complete; submit a letter describing the plan for completion.
Statutory Exam Prerequisite
Section 7(d)(1) requires all licensure requirements except the clinical fellowship to be met. This retains Praxis even though §45.23(b)(2) lists a plan and transcript without separately listing the score.
Supervision
Practice under a Pennsylvania licensee of the same type; if no graduate degree is held, the supervisor must be physically present in the practice area or unit.
Term
Valid for up to 18 months and renewable once.
One time renewal of clinical fellowship provisional license
No examination is required for this applicant pathway.
Existing License
Hold the clinical-fellowship provisional license issued under §45.23(a)(1)(ii).
Extension Request
Provide a detailed written explanation of why an extension is requested and the status of supervised professional experience; pay the provisional renewal fee.
Renewal Limit
One renewal is permitted under Section 7(d)(1).
Supervision
Continue to practice under the applicable same-type-license supervision requirements.

Official no-examination sources

Effective from 2026-09-22.

90 day provisional license for an out of state licensee
No examination is required for this applicant pathway.
Application
Submit a completed, signed and dated application, applicable documentation and fees to the Board.
Character
Demonstrate good moral character to the satisfaction of the Board.
Child Abuse Training
Complete at least 3 hours of approved child abuse recognition and reporting training, with provider electronic reporting, or obtain the §45.408(c) exemption.
License
Hold a valid SLP license in another state and apply for ordinary Pennsylvania licensure as well as a provisional license; pay both applicable fees.
Supervision
Practice under the supervision of a person fully licensed in Pennsylvania with the same license type.
Term
Valid for not more than 90 days while awaiting approval of the ordinary-license application.

Official no-examination sources

Effective from 2026-09-22.

Six month provisional license after completing ordinary requirements
Speech-Language Pathology (5331)
Application
Submit a completed, signed and dated application, applicable documentation and fees to the Board.
Character
Demonstrate good moral character to the satisfaction of the Board.
Child Abuse Training
Complete at least 3 hours of approved child abuse recognition and reporting training, with provider electronic reporting, or obtain the §45.408(c) exemption.
Education
Possess a master’s degree or higher in speech-language pathology from a program accredited by a Board-approved accrediting agency (§45.17(a)).
Eligibility
Complete all §45.12(b)(1) requirements and submit both the provisional application and the ordinary-license application with their respective fees.
Professional Experience
Begin supervised professional experience within 4 years of degree conferral and complete at least 1,260 hours in at least 9 months and no more than 2 years; §45.20(b) permits a hardship, military-service or other good-cause waiver.
Supervision
§45.23(c) excepts this provisional category from its supervision restriction.
Term
Valid for 6 months from submission of the ordinary-license application.

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