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Rhode Island Speech-Language Pathology — Requirements & Free Practice

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Speech-Language Pathologist

Ordinary Rhode Island speech-language pathologist license for in-person practice and telepractice. Initial examination, endorsement, completion of provisional licensure, and military recognition are distinguished below.

Licensing authority: Rhode Island Department of Health, State Board of Examiners for Speech-Language Pathology and Audiology · Application information

Reinstatement after inactive status exceeds two licensing periods
No examination is required for this applicant pathway.
Application
Submit a reinstatement application to resume practice; provide the continuing education documentation and fees required by the applicable reinstatement procedure.
Continuing Education
Complete twenty clock hours of approved continuing education in the preceding two years; thirty hours for dual SLP/audiology licensure. Hours cannot carry over. Retain records for four years. Clinical supervisors require at least two hours of professional development in clinical instruction/supervision.
Continuing Education Exceptions
The statute exempts qualifying newly examined licensees until the next cycle and allows the Board to extend, reduce or waive continuing education for hardship or other extenuating circumstances.
Eligibility
Inactive status maintained beyond two consecutive licensing periods terminates licensure.

Official no-examination sources

Effective from 2025-06-30.

Reinstatement following suspension or revocation
No examination is required for this applicant pathway.
Application
Apply to the Board for reinstatement.
Board Decision
Reinstatement may be granted upon the affirmative vote of at least a majority of Board members; conditions of the individual disciplinary order continue to apply.

Official no-examination sources

Effective from 2023-06-21.

Licensure by endorsement from another jurisdiction
Speech-Language Pathology (5331)
Application
Submit the Department-prescribed application.
Application Fee
Submit the applicable application fee.
Clinical Competence
Provide verification of ASHA’s certificate of clinical competence or that of another national accrediting association approved by the Board.
Clinical Practicum
Complete supervised clinical practicum in accordance with the current certificate of clinical competence requirements.
Compact Availability
RIDOH’s licensing page, last updated August 13, 2026, states: “While this legislation has passed in RI, the compact is not currently operational.” The compact privilege defined in § 5-48.3-2(8) is a remote-state practice authorization, not an additional ordinary license issued under §§ 5-48-7 and 5-48.2-5.
Education
Provide an official transcript of a master’s, doctoral or equivalent speech-language pathology degree from a CAA-accredited institution or another national accrediting association approved by the Board; coursework must meet the current certificate of clinical competence requirements.
Endorsement Applicant
The current application labels this pathway “Endorsement (From Another State)”; no examination waiver replaces § 5-48-7(6). Verification is required from every jurisdiction where the applicant has held a license. A prior passing result satisfies the examination requirement; it remains a currently offered examination leaf.
Military Expedition
The application offers expedited processing to active military members, reservists, honorably discharged veterans and qualifying spouses with supporting documentation.
Moral Character
Be of good moral character under R.I. Gen. Laws § 5-48-7(1).
Other Approved Accrediting Association
The statute permits another national accrediting association approved by the Board; it does not identify another examination for that alternative.
Other Licensure Verification
If previously or currently licensed elsewhere, have each licensing board submit verification of licensure status.
Telepractice
R.I. Gen. Laws § 5-48.2-4(c) requires Rhode Island licensure for telepractice to clients in Rhode Island regardless of the provider’s residence.
Initial licensure by examination
Speech-Language Pathology (5331)
Application
Submit the Department-prescribed application.
Application Fee
Submit the applicable application fee.
Clinical Competence
Provide verification of ASHA’s certificate of clinical competence or that of another national accrediting association approved by the Board.
Clinical Practicum
Complete supervised clinical practicum in accordance with the current certificate of clinical competence requirements.
Compact Availability
RIDOH’s licensing page, last updated August 13, 2026, states: “While this legislation has passed in RI, the compact is not currently operational.” The compact privilege defined in § 5-48.3-2(8) is a remote-state practice authorization, not an additional ordinary license issued under §§ 5-48-7 and 5-48.2-5.
Education
Provide an official transcript of a master’s, doctoral or equivalent speech-language pathology degree from a CAA-accredited institution or another national accrediting association approved by the Board; coursework must meet the current certificate of clinical competence requirements.
Military Expedition
The application offers expedited processing to active military members, reservists, honorably discharged veterans and qualifying spouses with supporting documentation.
Moral Character
Be of good moral character under R.I. Gen. Laws § 5-48-7(1).
Other Approved Accrediting Association
The statute permits another national accrediting association approved by the Board; it does not identify another examination for that alternative.
Other Licensure Verification
If previously or currently licensed elsewhere, have each licensing board submit verification of licensure status.
Telepractice
R.I. Gen. Laws § 5-48.2-4(c) requires Rhode Island licensure for telepractice to clients in Rhode Island regardless of the provider’s residence.
Ordinary licensure following provisional clinical fellowship
Speech-Language Pathology (5331)
Application
Submit the Department-prescribed application.
Application Fee
Submit the applicable application fee.
Clinical Competence
Provide verification of ASHA’s certificate of clinical competence or that of another national accrediting association approved by the Board.
Clinical Practicum
Complete supervised clinical practicum in accordance with the current certificate of clinical competence requirements.
Compact Availability
RIDOH’s licensing page, last updated August 13, 2026, states: “While this legislation has passed in RI, the compact is not currently operational.” The compact privilege defined in § 5-48.3-2(8) is a remote-state practice authorization, not an additional ordinary license issued under §§ 5-48-7 and 5-48.2-5.
Education
Provide an official transcript of a master’s, doctoral or equivalent speech-language pathology degree from a CAA-accredited institution or another national accrediting association approved by the Board; coursework must meet the current certificate of clinical competence requirements.
Military Expedition
The application offers expedited processing to active military members, reservists, honorably discharged veterans and qualifying spouses with supporting documentation.
Moral Character
Be of good moral character under R.I. Gen. Laws § 5-48-7(1).
Other Approved Accrediting Association
The statute permits another national accrediting association approved by the Board; it does not identify another examination for that alternative.
Other Licensure Verification
If previously or currently licensed elsewhere, have each licensing board submit verification of licensure status.
Provisional License Held
Hold a Rhode Island speech pathology provisional license; the application’s conversion checklist requires a $145 fee and certification sent directly by ASHA.
Telepractice
R.I. Gen. Laws § 5-48.2-4(c) requires Rhode Island licensure for telepractice to clients in Rhode Island regardless of the provider’s residence.
Restoration from inactive to active status
No examination is required for this applicant pathway.
Application
File an application for licensure renewal.
Board Information
Provide any other information requested by the Board.
Eligibility
Restore within two licensing periods of transfer to inactive status.
Fee
Pay the renewal fee without a penalty fee.

Official no-examination sources

Effective from 2025-06-30.

Transfer to inactive status
No examination is required for this applicant pathway.
Application
Request transfer to inactive status.
Eligibility
Already licensed in Rhode Island and not actively practicing within Rhode Island.
Inactive Duration
Inactive status lasts at most two consecutive licensing periods; no biennial registration or fee is required while inactive.
Practice Restriction
Resume practice only after restoration or reinstatement.

Official no-examination sources

Effective from 2025-06-30.

Late renewal of lapsed license
No examination is required for this applicant pathway.
Application
Submit renewal application.
Continuing Education
Complete twenty clock hours of approved continuing education in the preceding two years; thirty hours for dual SLP/audiology licensure. Hours cannot carry over. Retain records for four years. Clinical supervisors require at least two hours of professional development in clinical instruction/supervision.
Continuing Education Exceptions
The statute exempts qualifying newly examined licensees until the next cycle and allows the Board to extend, reduce or waive continuing education for hardship or other extenuating circumstances.
Eligibility
License lapsed through failure to renew by June 30 of an even year; lapse beyond two consecutive licensing periods uses the separate reinstatement pathway.
Fees
Pay renewal and additional late fees.

Official no-examination sources

Effective from 2025-06-30.

Reinstatement after more than two consecutive licensing periods
No examination is required for this applicant pathway.
Application
File a reinstatement application for licensure.
Continuing Education
Complete twenty clock hours of approved continuing education in the preceding two years; thirty hours for dual SLP/audiology licensure. Hours cannot carry over. Retain records for four years. Clinical supervisors require at least two hours of professional development in clinical instruction/supervision.
Continuing Education Documentation
Provide documentation of continuing education taken during the previous two years.
Continuing Education Exceptions
The statute exempts qualifying newly examined licensees until the next cycle and allows the Board to extend, reduce or waive continuing education for hardship or other extenuating circumstances.
Eligibility
The license has lapsed longer than two consecutive licensing periods.
Fees
Pay the current renewal fee plus the late fee.

Official no-examination sources

Effective from 2025-06-30.

Military member or spouse recognition of substantially equivalent license
No examination is required for this applicant pathway.
Criminal Record
No disqualifying criminal record as determined by the Board under § 28-5.1-14.
Decision Period
The Board must provide a written decision within sixty days after receipt of the application under § 5-88-3.
Documentation
RIDOH requires proof of military status, change-of-station orders, good standing, a Rhode Island Attorney General BCI unless already required in the initial application, and the form’s attestations.
Fees
Pay all applicable Rhode Island fees.
Good Standing
The other licensing board must hold the applicant in good standing.
Military Equivalence
The Board evaluates substantially equivalent military education, training or experience, or a spouse’s qualifying experience obtaining licensure elsewhere, under § 5-88-6.
Military Status
Be a member of the United States armed forces or the spouse of a member.
Pending Matters
No pending complaint, allegation or investigation before another board concerning unprofessional conduct or an alleged crime.
Prior License
Hold certification or licensure in the same profession in another jurisdiction for at least one year.
Relocation
Be subject to military orders to a Rhode Island duty station, in the process of transfer, or the spouse of a member transferring to Rhode Island.
Revocation History
No other board has revoked the occupational license for negligence or intentional misconduct.
Spouse Employment
An applicant spouse must have left employment to accompany the military member.
Substantial Equivalence
The Board must consider the other jurisdiction’s licensure requirements substantially equivalent for full recognition.
Surrender History
No surrender because of negligence or intentional misconduct.
Territorial Effect
A license issued under chapter 5-88 is valid only in Rhode Island and does not itself create compact or reciprocity eligibility under § 5-88-5.

Official no-examination sources

Effective from 2023-08-30.

Biennial renewal
No examination is required for this applicant pathway.
Application
Submit renewal application.
Continuing Education
Complete twenty clock hours of approved continuing education in the preceding two years; thirty hours for dual SLP/audiology licensure. Hours cannot carry over. Retain records for four years. Clinical supervisors require at least two hours of professional development in clinical instruction/supervision.
Continuing Education Exceptions
The statute exempts qualifying newly examined licensees until the next cycle and allows the Board to extend, reduce or waive continuing education for hardship or other extenuating circumstances.
Renewal Fee
Pay the applicable renewal fee before July 1 of even years.

Official no-examination sources

Effective from 2025-06-30.

Provisional Speech-Language Pathologist

Clinical fellow license authorizing only supervised postgraduate professional experience, limited to thirty-six months and expiring ninety days after the experience ends.

Licensing authority: Rhode Island Department of Health, State Board of Examiners for Speech-Language Pathology and Audiology · Application information

Annual renewal during extended clinical fellowship
No examination is required for this applicant pathway.
Application
Submit the annual renewal application.
Eligibility
The postgraduate professional experience has exceeded one year.
Expiration After Fellowship
Expires ninety days after postgraduate professional experience ends.
Fee
Pay the provisional renewal fee.
Maximum Term
No more than thirty-six months after professional experience starts.

Official no-examination sources

Effective from 2025-06-30.

Initial clinical fellow provisional licensure
Speech-Language Pathology (5331)
Application
Submit the Department-prescribed application.
Application Fee
Submit the applicable application fee.
Clinical Fellowship
Perform the supervised postgraduate professional experience meeting ASHA trainee/fellow standards or another Board-approved national accrediting association’s standards; practice under this license is solely connected to that experience.
Clinical Practicum
Complete supervised clinical practicum in accordance with the current certificate of clinical competence requirements.
Education
Provide an official transcript of a master’s, doctoral or equivalent speech-language pathology degree from a CAA-accredited institution or another national accrediting association approved by the Board; coursework must meet the current certificate of clinical competence requirements.
Expiration After Fellowship
The provisional license expires ninety days after postgraduate professional experience ends.
Maximum Term
Renew annually if experience exceeds one year; the license may not exceed thirty-six months from initiation of the professional experience.
Military Expedition
The application offers expedited processing to active military members, reservists, honorably discharged veterans and qualifying spouses with supporting documentation.
Moral Character
Be of good moral character under R.I. Gen. Laws § 5-48-7(1).
Other Approved Accrediting Association
The statute permits another national accrediting association approved by the Board; it does not identify another examination for that alternative.
Passing Score Documentation
The current provisional application’s office checklist requires a Praxis Score.
Telepractice
R.I. Gen. Laws § 5-48.2-4(c) requires Rhode Island licensure for telepractice to clients in Rhode Island regardless of the provider’s residence.

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