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Wyoming Speech-Language Pathology — Requirements & Free Practice

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Speech-Language Pathologist License

Ordinary Wyoming speech-language pathology license. Initial licensure, endorsement, completion of provisional licensure, renewal, relicensure, home-state change and military expedited pathways are recorded separately. A compact privilege derives from a home-state license under W.S. 33-33-402 and is not a separate license issued under this credential.

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

Licensure by compact home state change
No examination is required for this applicant pathway.
Application and fee
Submit completed application and fee.
Boundary
This is a Wyoming home-state license application under Chapter 2, Section 12(a). A remote-state privilege derives from the home-state license under W.S. 33-33-402, Section 3(G), and is not a separate license or certification identity.
Eligibility
Currently licensed in a compact member jurisdiction and changing the home-state license to Wyoming.
Residency
Submit proof of Wyoming residency.

Official no-examination sources

Effective from 2026-09-22.

Initial licensure by completing provisional
Speech-Language Pathology (5331)
Application
Submit the completed application and required fee; applications expire one year after submission if incomplete.
Background check
Submit fingerprints if not previously supplied with provisional licensure.
Compact eligibility
Submit proof of residency if requesting compact eligibility.
Education
At least a master’s degree or equivalent in speech-language pathology from an institution recognized by the Board (W.S. 33-33-105(a)(i)(A)).
Eligibility
Complete the clinical fellowship year under the provisional license and meet initial-licensure requirements.
Lawful presence
Provide the application packet’s proof of lawful presence.
License verifications
Provide direct verification of current licenses and licenses held during the ten years preceding the application, if applicable.
Praxis prior passage
Successful Praxis passage is required for the prerequisite provisional license; passage before conversion remains a requirement leaf. No new sitting is specified for conversion.
Supervisor verification
Submit the supervisor’s verification documenting completion of the clinical fellowship year.
Licensure by endorsement
No examination is required for this applicant pathway.
Application
Submit the completed application and required fee; applications expire one year after submission if incomplete.
Background check
Submit fingerprints and other information for the criminal history record background check.
Clinical competency
Verify current ASHA certification or submit official transcripts directly from the institution. The Board applies the examination-waiver pathway authorized by W.S. 33-33-303(b).
Education
At least a master’s degree or equivalent in speech-language pathology from an institution recognized by the Board (W.S. 33-33-105(a)(i)(A)).
Eligibility
Actively licensed in another jurisdiction with licensure requirements as stringent as Wyoming’s.
Lawful presence
Provide the application packet’s proof of lawful presence.
License verifications
Provide direct verification of current licenses and licenses held during the ten years preceding the application, if applicable.

Official no-examination sources

Effective from 2026-09-22.

Initial licensure
Speech-Language Pathology (5331)
Application
Submit the completed application and required fee; applications expire one year after submission if incomplete.
Background check
Submit fingerprints and other information for the criminal history record background check.
Clinical competency
Current ASHA certification is accepted instead of the alternative documentation of clinical fellowship, education and successful Praxis passage. The statute permits the Board to waive examination for a clinically competent applicant under W.S. 33-33-303(c).
Clinical fellowship
For the non-certification option, complete the clinical fellowship and provide supervisor verification.
Compact eligibility
Submit proof of residency if requesting compact eligibility.
Education
At least a master’s degree or equivalent in speech-language pathology from an institution recognized by the Board (W.S. 33-33-105(a)(i)(A)).
Eligibility
Applicant is not licensed in another jurisdiction, or that jurisdiction’s licensing requirements are less stringent than Wyoming’s.
Lawful presence
Provide the application packet’s proof of lawful presence.
License verifications
Provide direct verification of current licenses and licenses held during the ten years preceding the application, if applicable.
Praxis score window
For the non-certification option, successfully pass Praxis within the previous five years and arrange direct score submission.
Military expedited licensure
Speech-Language Pathology (5331)
Application and fee
Complete required application procedures and pay applicable fees; provide background-check material required for the credential.
Conduct
No conduct constituting grounds for denial, suspension or revocation; submit to Wyoming practice standards, discipline and continuing education.
Education and fellowship
Applicable master’s-level education and clinical fellowship requirements remain unless a statutory exception applies.
Eligibility
Military service member or military spouse as defined by W.S. 33-1-117(a), holding the relevant active professional license in good standing from another state; provide proof of military status and orders or honorable release as applicable.
Examination waiver
Chapter 2, Section 6 endorsement conditions and W.S. 33-33-303(b) permit the waiver for equivalent-jurisdiction licensees; Chapter 2, Section 5 accepts ASHA certification as alternative competency proof. Otherwise the initial-license Praxis pathway applies.
Other requirements
W.S. 33-1-117(k) retains other title 33 provisions and properly adopted Board requirements except where this section provides otherwise.
Praxis score window
For the non-certification initial pathway, passage within the prior five years.
Timing
Expedited issuance within thirty days of a completed application; the statute also permits a request without completed application after five consecutive years holding the relevant active license in good standing.
Modification of license conditions or restrictions
No examination is required for this applicant pathway.
Decision
The Investigation Committee recommends approval or denial; the Board may approve or deny modification.
Eligibility
Holder of a license with conditions or restrictions imposed by the Board.
Petition
Submit a written petition demonstrating compliance with prior Board orders, consistency with any applicable treatment or medical plan and public protection.
Statutory limits
Modification of a Board order does not remove a restriction imposed directly by statute.

Official no-examination sources

Effective from 2026-09-22.

Relicensure after lapse
No examination is required for this applicant pathway.
Application and fee
Submit a completed relicensure application and fee; do not practice until Board approval.
Background check
Submit fingerprints and information required for a criminal history record background check.
Continuing education
Provide competency evidence through CEUs under Chapter 2, Section 10(b)(ii)(A): ten CEUs for each lapsed year, at one CEU per month, capped at one hundred CEUs.
Eligibility
Previous Wyoming license has lapsed.
Scope
Relicensure does not enlarge a restricted license’s statutory practice authorization.

Official no-examination sources

Effective from 2026-09-22.

Annual license renewal
No examination is required for this applicant pathway.
Aide evaluation
Submit annual competency evaluations for any aides under supervision.
Application and fee
Submit the completed renewal application and renewal fee.
Assistant supervision
Submit proof of supervision for any SLPA under supervision.
Background check
Complete the statutory background check at the next renewal if a prior check available to the Board has not been completed.
Compact eligibility
Proof of residency is required when seeking compact eligibility; a license not meeting compact criteria remains single-state.
Continuing education
Attest to ten CEUs obtained January 1 through December 31 of the expiration year; the Board may grant a waiver for demonstrated extenuating circumstances.
Deadline
Renew on or before December 31 each year; untimely renewal forfeits the right to practice.

Official no-examination sources

Effective from 2026-09-22.

Speech-Language Pathology Provisional License

Supervised clinical-fellowship license, valid for twelve months and renewable once for twelve additional months.

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

Provisional licensure
Speech-Language Pathology (5331)
Application
Submit the completed application and required fee; applications expire one year after submission if incomplete.
Background check
Submit fingerprints and other information for the criminal history record background check.
Duration
Twelve months, with one additional twelve-month renewal available.
Education
At least a master’s degree or equivalent in speech-language pathology from an institution recognized by the Board (W.S. 33-33-105(a)(i)(A)).
Eligibility
Applicant has not completed a clinical fellowship year and has not practiced in another jurisdiction.
Employment
Applicant is seeking or has accepted employment in Wyoming.
Lawful presence
Provide the application packet’s proof of lawful presence.
License verifications
Provide direct verification of current licenses and licenses held during the ten years preceding the application, if applicable.
Praxis
Successfully pass Praxis.
Supervisory agreement
Submit an executed agreement with a Wyoming-licensed supervisor; supervision cannot begin until the provisional license is issued.
One time provisional renewal
No examination is required for this applicant pathway.
Application and fee
Submit renewal application and required fee.
Continuing compliance
Maintain the supervisory agreement, employment and all continued-licensure requirements under W.S. 33-33-303(d).
Continuing education
Chapter 2, Section 7(c)(i) exempts provisional licensees from CEU requirements.
Duration
One additional twelve-month period.
Eligibility
Existing provisional license; one renewal only.

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