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Free Speech-Language Pathology (5331) Practice Questions

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Try these 10 sample questions from the Speech-Language Pathology (5331) practice bank. Each includes the answer and explanation. Continue with the interactive practice above to review the full question set.

  1. 1A speech-language pathologist in a rehabilitation hospital has direct knowledge that a certified colleague has repeatedly been unable to deliver treatment sessions with reasonable skill and safety. The hospital has an established internal reporting mechanism. Under the ASHA Code of Ethics, what is this speech-language pathologist required to do?

    1. A. Report the information to the appropriate authority, internally because such a mechanism exists and, when appropriate, externally as well
    2. B. Seek professional assistance to determine whether the affected practitioner's professional responsibilities should be limited or suspended
    3. C. Give reasonable notice to the persons served and provide them with information about alternatives for their continued care
    4. D. Disclose the relationship to the employer and manage it so that objectivity in professional responsibilities is preserved

    Answer: A

    Explanation: The Code states: "Individuals who have knowledge that a colleague is unable to provide professional services with reasonable skill and safety shall report this information to the appropriate authority, internally if such a mechanism exists and, when appropriate, externally to the applicable professional licensing authority or board, other professional regulatory body, or professional association." Because the hospital has an internal mechanism, the obligation runs there first. The other options restate real rules of the same Code that are triggered by different circumstances: seeking professional assistance is the duty of the practitioner whose own practice is adversely affected, since "Individuals shall not allow personal hardships, psychosocial distress, substance use/misuse, or physical or mental health conditions to interfere with their duty to provide professional services with reasonable skill and safety"; giving reasonable notice applies "in the event that they can no longer provide professional services"; and disclosure and management is the remedy prescribed for conflicts of interest.

    Reference: Code of Ethics — Principle of Ethics I, Rules of Ethics (duty to report a colleague unable to practice with reasonable skill and safety; duty to seek professional assistance; duty to give reasonable notice) and Principle of Ethics III, Rules of Ethics (conflicts of interest)

  2. 2A speech-language pathologist wants to gather a family's own view of the child's communication without leading them toward the clinician's assumptions. Which interviewing technique is described as using open-ended questions, restatement, and summarizing while avoiding leading questions?

    1. A. Ethnographic interviewing
    2. B. Parent and self-report rating scales
    3. C. Naturalistic observation
    4. D. Analog task administration

    Answer: A

    Explanation: ASHA describes the technique as follows: "Ethnographic interviewing is a technique that uses open-ended questions, restatement, and summarizing for clarification for obtaining information from the perspective of the individual and other people in his or her environment (e.g., family members/caregiver, teacher). The technique avoids the use of leading questions". The same page assigns other functions to the remaining options: report measures are "completed by the family members/caregiver, teacher, or individual", naturalistic observation occurs "in everyday social settings with others," and analog tasks involve "simulated or staged communication contexts".

    Reference: Assessment Tools, Techniques, and Data Sources — 'Ethnographic Interviewing', 'Parent/Teacher/Self-Report Measures', 'Naturalistic Observation', and 'Analog Tasks'

  3. 3A speech-language pathologist is choosing treatment targets for a preschooler with multiple speech sound errors and wants to order them by when typically developing children acquire the sounds. Which target selection approach does ASHA describe in those terms?

    1. A. A developmental approach, in which targets are selected by order of acquisition in typically developing children
    2. B. A dynamic systems approach, in which simple targets introducing no new feature contrasts are stabilized first
    3. C. A complexity approach, in which the most marked targets are trained in order to induce broader change
    4. D. A stimulability approach, in which only the sounds the child can already imitate correctly are targeted

    Answer: A

    Explanation: ASHA describes the approach as follows: "Developmental —Target sounds are selected based on the order of acquisition in typically developing children." The contrasting approach named on the same page is defined differently: a dynamic systems approach "focuses on teaching and stabilizing simple target phonemes that do not introduce new feature contrasts in the child's phonological system to assist in the acquisition of target sounds and more complex targets and features". Options C and D describe selection logics that run on markedness and on current stimulability rather than on developmental order.

    Reference: Speech Sound Disorders: Articulation and Phonology — Treatment section, target selection approaches

  4. 4A speech-language pathologist who holds the Certificate of Clinical Competence is asked by a clinic manager to have a speech-language pathology assistant independently select the test battery, administer it, and render the diagnosis for new referrals. Under the ASHA Code of Ethics, what makes this assignment impermissible?

    1. A. Tasks that require the unique skills, knowledge, judgment, or credentials within the profession's scope may not be delegated to assistants
    2. B. Persons served must be informed of the name, role, and professional credentials of the individuals who are providing their services
    3. C. Services must be evaluated for effectiveness and provided only when a benefit to the person served can reasonably be expected
    4. D. Technology and instrumentation used to deliver services must be in proper working order and must be properly calibrated

    Answer: A

    Explanation: The Code states: "Individuals who hold the Certificate of Clinical Competence shall not delegate tasks that require the unique skills, knowledge, judgment, or credentials that are within the scope of their profession to aides, assistants, technicians, or any nonprofessionals over whom they have supervisory responsibility." Selecting a diagnostic battery and rendering a diagnosis are exactly such tasks, so no amount of preparation or supervision makes the assignment permissible. The remaining options are genuine rules of the same Code, but each governs a different obligation: disclosure of credentials, evaluation of service effectiveness, and equipment condition. The Code separately permits delegation of other tasks "only if those persons are adequately prepared and are appropriately supervised."

    Reference: Code of Ethics — Principle of Ethics I, Rules of Ethics (delegation of tasks requiring unique skills; disclosure of credentials; evaluation of effectiveness) and Principle of Ethics II, Rules of Ethics (working order and calibration of instrumentation)

  5. 5A speech-language pathologist wants to supplement standardized testing with measures derived from a child's spontaneous connected speech across several contexts. Which technique yields measures such as mean length of utterance and type-token ratio?

    1. A. Language sampling
    2. B. Analog task administration
    3. C. Criterion-referenced probing
    4. D. Systematic observation

    Answer: A

    Explanation: ASHA describes the technique as follows: "Language sampling techniques are used to elicit spontaneous language in various communication contexts (e.g., free play, conversation/dialogue, narration, expository speech) and then derive measures (e.g., Mean Length of Utterance [MLU], Type-Token Ratio [TTR], Developmental Sentence Scoring [DSS], clausal density, use of subordinate clauses) to complement data obtained from standardized language assessments." The other options name real techniques on the same page that do not generate these measures: analog tasks use "simulated or staged communication contexts", and systematic observation obtains "descriptions of language functioning" across settings.

    Reference: Assessment Tools, Techniques, and Data Sources — 'Language Sampling', 'Analog Tasks', and 'Systematic Observation and Contextual Analysis'

  6. 6A speech-language pathologist wants to document a child's performance on a target before intervention begins so that later change can be interpreted. Which treatment evaluation method does ASHA associate with that purpose?

    1. A. Measuring baseline performance
    2. B. Measuring progress while treatment is ongoing
    3. C. Evaluating performance when treatment concludes
    4. D. Determining the social validity of the treatment outcomes

    Answer: A

    Explanation: The official test outline for this examination lists, under establishing methods for monitoring treatment progress and outcomes, "methods associated with measuring baseline performance" as distinct from "methods associated with measuring progress while treatment is ongoing" and from "methods associated with evaluating performance when treatment concludes (e.g., short- and long-term outcomes)". The fourth option names another listed method with a different purpose: "methods associated with determining the social validity of treatment outcomes and the impact of treatment outcomes on a client/patient's quality of life".

    Reference: Praxis Speech-Language Pathology Study Companion — Study Companion, Study Topics chapter, category III, subcategory B (Treatment Evaluation), numbered leaf on methods for monitoring treatment progress and outcomes

  7. 7The family of an adult with aphasia asks a speech-language pathologist to promise in writing that twelve weeks of treatment will restore the client's conversational speech. Which statement describes the limit the ASHA Code of Ethics places on what the clinician may tell this family?

    1. A. A reasonable statement of prognosis may be made, but the results of a treatment or procedure may not be guaranteed directly or by implication
    2. B. A statement of prognosis may be made only after a second certified clinician has independently reviewed and countersigned the evaluation
    3. C. A statement of prognosis may be provided only in writing so that the family retains a record of what outcome was represented to them
    4. D. A statement of prognosis may be made only when the treatment approach being recommended is supported by a published clinical trial

    Answer: A

    Explanation: The Code states: "Individuals may make a reasonable statement of prognosis, but they shall not guarantee—directly or by implication—the results of any treatment or procedure." The clinician may therefore discuss expected outcome, but not promise recovery of conversational speech. The other options impose conditions the Code does not attach to prognosis: independent countersignature, a written-only format, and a published-trial precondition are not requirements of any rule, although the Code does separately oblige clinicians to "use independent and evidence-based clinical judgment, keeping paramount the best interests of those being served."

    Reference: Code of Ethics — Principle of Ethics I, Rules of Ethics (statement of prognosis; independent and evidence-based clinical judgment)

  8. 8A speech-language pathologist observes that a 4-year-old cannot yet produce a target sound accurately but does imitate it correctly in a syllable when given a model. What is this ability called, and what does ASHA identify as one of its uses?

    1. A. Stimulability, which helps indicate whether the sound is likely to be acquired without intervention
    2. B. Speech perception, which indicates whether the child can hear the contrast between two similar sounds
    3. C. Phonological awareness, which indicates whether the child can manipulate the sounds within spoken words
    4. D. Percentage of consonants correct, which indicates the severity of the child's speech sound disorder

    Answer: A

    Explanation: ASHA defines the term as follows: "Stimulability is the child's ability to accurately imitate a model of the target speech sound that the child currently misarticulates." Its uses include determining "whether the sound is likely to be acquired without intervention" and "which targets are appropriate for therapy". The other options name real constructs described on the same page: speech perception is "the ability to perceive acoustic differences between speech sounds", and a quantitative severity approach "uses the percentage of consonants correct to determine severity".

    Reference: Speech Sound Disorders: Articulation and Phonology — 'Stimulability Testing', 'Speech Perception Testing', and 'Intelligibility Assessment'

  9. 9A team questions whether a child with significant cognitive impairment should be considered for augmentative and alternative communication. According to ASHA, what determines candidacy for AAC intervention?

    1. A. All individuals are candidates if their communication abilities do not meet their communication needs, and there are no prerequisites
    2. B. Candidacy requires demonstrated communicative intent and an understanding of cause and effect before a system is introduced
    3. C. Candidacy requires that natural speech has been treated for at least six months without functional improvement
    4. D. Candidacy requires a measured receptive vocabulary at or above the level of the symbols in the proposed system

    Answer: A

    Explanation: ASHA states: "There are no prerequisites for AAC intervention, and a variety of strategies and techniques should be implemented in order to determine the most effective means of communication for the individual". "All individuals are considered candidates for AAC intervention if their communication abilities do not meet communication needs." The belief described in option B is addressed directly: caregivers and professionals "may think that cognitive skills such as demonstrating communicative intent and understanding cause and effect are prerequisite to AAC use. However, impaired cognition does not preclude communication".

    Reference: Augmentative and Alternative Communication (AAC) — Treatment section, candidacy for AAC intervention

  10. 10A certified clinician proposes to serve a client living in a rural area entirely through written messages exchanged in a secure portal, with no live audio or video contact at any point. Under the ASHA Code of Ethics, how must this proposal be judged?

    1. A. It is prohibited, because clinical services may not be provided solely by written communication
    2. B. It is prohibited, because clinical services may not be provided to a person the clinician has never evaluated in person
    3. C. It is permitted, because the portal protects the confidentiality and security of the records of the services provided
    4. D. It is permitted, because the client has given informed consent to the nature and possible risks of the services

    Answer: A

    Explanation: The Code states: "Individuals who hold the Certificate of Clinical Competence may provide services via telepractice consistent with professional standards and state and federal regulations, but they shall not provide clinical services solely by written communication." Telepractice itself is permitted; the written-only delivery is what the rule forbids. Options C and D cite real duties of the same Code—protecting the confidentiality and security of records, and obtaining informed consent—but satisfying those duties does not cure a delivery mode the Code prohibits outright. Option B states a precondition of in-person evaluation that the Code does not impose.

    Reference: Code of Ethics — Principle of Ethics I, Rules of Ethics (telepractice and written communication; confidentiality and security of records; informed consent)

Topics in this practice bank

These topics describe the available practice for Speech-Language Pathology (5331). Review the examination outline and its sources for scope and allocation details.

  • 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

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These are independent study questions, not actual examination items. For examination requirements and official information, view Speech-Language Pathology (5331) details.