Skill Building Resources for Speech-Language Pathology Assistants (SLPAs)
The following list of skill building resources for speech-language pathology assistants and audiology assistants is for informational purposes only; this list is not meant to be exhaustive. These resources have not been reviewed or evaluated in any way by ASHA for training or education of speech-language pathology assistants or audiology assistants. Placement on this list does not indicate any endorsement by ASHA.
Clerical/Administrative Skills and Responsibilities
Assists with clerical duties and departmental operations (i.e., preparing materials, scheduling activities, keeping records)
Participates in in-service training
Performs checks, maintenance, and calibration of equipment
Supports supervising SLP in research projects and public relations programs
- An online "light edition" of a beginning data analysis textbook Teach/Me Data Analysis, by Hans Lohninger, Springer-Verlag publishing, 1999.
Collects data for quality improvement
Prepares and maintains patient/client charts, records, graphs for displaying data
Interpersonal Skills and Responsibilities
Uses appropriate forms of address with patient/client, family, caregivers, and professionals (i.e., Dr., Mr., or Mrs.)
Greets patient/client and family and identifies self as a speech-language pathology assistant
Restates information /concerns to supervising SLP as expressed by patient/client, family, and caregivers as appropriate
Directs patient/client, family, and caregivers to supervisor for clinical information
- Competencies and Strategies for Speech-Language Pathology Assistants is an introductory text that provides a comprehensive understanding of the roles and responsibilities, as well as the day to day expectations, of Speech Language Pathology Assistants (SLPAs). It augments the coverage of traditional SLPA topics with chapters on "Professionalism and Ethical Issues," "Health and Safety," and "Observation," thus providing the user with concrete skills that are applicable in all treatment settings. The text acknowledges the ASHA approved criteria for SLPAs, and in addition offers alternative models based on individual state licensure requirements. The text approaches the SLPA degree with the understanding that it may be the starting point to a professional support personnel career, or it may be a ladder to a Speech Language Pathology undergraduate or graduate degree. The content reflects the varied possibilities the SLPA degree can hold for different individuals, in varied treatment settings, across the United States, and encourages users to explore these possibilities.
Is courteous and respectful in various communication situations
Uses language appropriate to a patient/client, family, or caregiver's education level, communication style, developmental age, communication disorder, and emotional state
Demonstrated awareness of patient/client needs and cultural values
Expected Conduct in a Work Setting
Recognizes own limitations within the ASHA-approved SLPA job responsibilities
Maintains client records in accordance with confidentiality regulations/laws as prescribed by supervising SLP