Documents and Links	Relationship to Roles and Responsibilities
Roles and Responsibilities of SLPs With Respect to Reading and Writing in Children and Adolescents (2001)    Position Statement    www.asha.org/docs/html/PS2001-00104.html    Technical Report    www.asha.org/docs/html/TR2001-00148.html    Guidelines    www.asha.org/docs/html/GL2001-00062.html    Knowledge and Skills Needed by SLPs    www.asha.org/docs/html/KS2002-00082.html	Emphasizes knowledge and skills that SLPs possess that qualify them to take a key role in the literacy development of children and adolescents.
A Workload Analysis Approach for Establishing Speech-Language Caseload Standards in the Schools (2002)    Position Statement    www.asha.org/docs/html/PS2002-00122.html    Technical Report    www.asha.org/docs/html/TR2002-00160.html    Guidelines    www.asha.org/docs/html/GL2002-00066.html	Philosophy and strategies for SLPs to manage the number of students served on the caseload, balanced against the workload. Workload includes all the activities necessary to support students' education programs and implement best practices for school speech-language services. Includes strategies to help gain the assistance of administrators to support this philosophical and actual shift in caseload/workload management.
Provision of Instruction in English as a Second Language by Speech-Language Pathologists in School Settings (1998)    www.asha.org/docs/html/PS1998-00102.html	Emphasizes that SLPs who do not have specific preparation and skills in English as a second language (ESL) should not provide instruction in ESL, but may collaborate with ESL instructors to help students in school settings.
Role of SLPs in Working With ESL Instructors in School Settings (1998)    Technical Report    www.asha.org/docs/html/TR1998-00145.html	With workloads increasingly representing students from culturally and linguistically diverse populations, this document helps SLPs determine their role in working with these students, as distinguished from the role of the ESL teacher.
American English Dialects (2003)    Technical Report    www.asha.org/docs/html/TR2003-00044.html	This document provides support to SLPs to make the distinction between a dialect and a disability to reduce the disproportionate referral of students to special education when the student speaks a dialect other than the one used in most classrooms, curriculum texts, and assessment instruments.
Knowledge and Skills Needed by Speech-Language Pathologists and Audiologists to Provide Culturally and Linguistically Appropriate Services (2004)    Knowledge and Skills    www.asha.org/docs/html/KS2004-00215.html#top	Identifies the myriad areas of competency SLPs need to provide appropriate services to clients of varying cultural and linguistic backgrounds, especially with regard to assessment and treatment, including language and dialect acquisition history; cultural approaches to disability; the norms in the client's speech community that are used to determine whether a disorder exists; and various processes of second language learning such as language loss, language transfer, and interlanguage.
Bilingual Speech-Language Pathologists and Audiologists: Definition (1989)    www.asha.org/docs/html/RP1989-00205.html	Provides a definition of a bilingual SLP or audiologist and outlines the knowledge and skills needed to provide bilingual assessment and intervention services.
Clinical Management of Communicatively Handicapped Minority Language Populations (1985)    www.asha.org/docs/html/PS1985-00219.html	Recommends competencies for assessment and remediation of communication disorders of minority language speakers and describes alternative strategies that can be utilized when those competencies are not met.
Cultural Competence (2005)    www.asha.org/docs/html/ET2005-00174.html	This Issues in Ethics statement provides guidance so that SLPs and audiologists may provide ethically appropriate services to all populations, while recognizing their own cultural/linguistic background or life experience and that of their client/patient/student.
Scope of Practice in Speech-Language Pathology (2007)    www.asha.org/docs/html/SP2007-00283.html	This document delineates all of the different roles in which SLPs may function as they provide clinical services.
Professional Performance Review Process for the School-Based SLP (2006)    Guidelines    www.asha.org/NR/rdonlyres/70B0490D-E7E5-451C-9A90-2BDD9AAC4EE5/0/SLPPPRP06.pdf	This document was specifically developed to assess the performance of school-based SLPs. It helps to fulfill mandates by NCLB and IDEA that teachers, administrators, and specialists, including SLPs, use evidence-based practice and adhere to accountability requirements.
Appropriate School Facilities for Students With Speech-Language-Hearing Disorders: Technical Report (2002)    www.asha.org/docs/html/TR2002-00236.html	This document provides facility recommendations in accordance with current legal and technological standards. It contains minimum requirements for creating optimal learning and assessment environments for students. It is designed to be a substantiating reference for use when building a new school, redesigning an existing structure, and/or advocating for improvement of facility work conditions.
Code of Ethics (2010)    www.asha.org/docs/html/ET2010-00309.html	Contains the fundamental principles of acceptable professional conduct and prohibitions. Provides guidance for school-based SLPs in typical and atypical school situations.
Evidence-Based Practice in Communication Disorders: An Introduction (2005)    Position Statement    www.asha.org/docs/html/PS2005-00221.html    Technical Report    www.asha.org/docs/html/TR2004-00001.html	Provides a rationale and strategies for SLPs to develop practice guidelines based on systematic evidence reviews.
Guidelines for Speech-Language Pathologists in Diagnosis, Assessment, and Treatment of Autism Spectrum Disorders Across the Life Span (2006)    Position Statement    www.asha.org/docs/html/GL2006-00049.html    Technical Report    www.asha.org/docs/html/TR2006-00143.html    Knowledge and Skills    www.asha.org/docs/html/KS2006-00075.html	Detailed information focusing on numerous aspects of diagnosis and treatment of autism spectrum disorders. Extensive references in each area including interfacing with families, specific resources for screening and diagnosis, including differential diagnosis. Includes evidence-based approach to effective treatment interventions. Emphasis on the role of the SLP throughout with this ever-increasing population in schools.
Roles and Responsibilities of Speech-Language Pathologists With Respect to Augmentative and Alternative Communication (2004)    Position Statement    www.asha.org/docs/html/PS2005-00113.html    Technical Report    www.asha.org/docs/html/TR2004-00262.html    Knowledge and Skills    www.asha.org/docs/html/KS2002-00067.html	Detailed information highlighting augmentative and alternative communication (AAC), including considerations for AAC usage and cultural and linguistic differences. Specific references for assessment and treatment considerations, focusing on evidence-based practices. Focus on the role of the SLP working with AAC or possible AAC users.
Structure and Function of an Interdisciplinary Team for Persons With Acquired Brain Injury (2007)    Guidelines    www.asha.org/docs/html/GL2007-00288.html	Emphasizes the role of the SLP as a member of an interdisciplinary team addressing the needs of individuals with TBI. Includes a rationale for the team approach and a protocol for working with students with TBI in this way.
Guidelines for Speech-Language Pathologists Providing Swallowing and Feeding Services in Schools (2007)    www.asha.org/docs/html/GL2007-00276.html	Includes a strong rationale for swallowing and feeding as a component of the role of a school-based SLP, with a focus on interdisciplinary decision making. Special emphasis is given to collaboration between medical and educational settings. Focuses on nutrition issues, medication issues, legal issues, and intervention programs to meet the needs of school-based SLPs in serving this population.
Knowledge and Skills Needed by Speech-Language Pathologists Providing Services to Individuals With Swallowing and/or Feeding Disorders (2002)    www.asha.org/docs/html/KS2002-00079.html	Outlines the specific knowledge and skills needed by SLPs in all settings to provide services to individual with swallowing and/or feeding disorders. It is emphasized that knowledge and skills that apply to one population or age group are not presumed to be the knowledge and skills required for a different population or age group.
Roles and Responsibilities of Speech-Language Pathologists in Early Intervention: Technical Report (2008)    www.asha.org/docs/html/TR2008-00290.html	Emphasizes that for children from birth up to age 3 years who are at risk for or who have developmental disabilities or delays, the role of the SLP is to assess communication function including feeding/swallowing skills.
Speech-Language Pathologists Providing Clinical Services Via Telepractice (2005)    Position Statement    www.asha.org/docs/html/PS2005-00116.html    Technical Report     www.asha.org/docs/html/TR2005-00152.html    Knowledge and Skills Needed by SLPs     www.asha.org/docs/html/KS2005-00077.html	These documents can orient school SLPs to the use of telepractice. While not a common practice in schools, as the role of the school-based SLP evolves, a telepractice delivery model may increase in usage. This is currently a successful model in more remote and rural school settings, and is certainly a model that may have wider applications of usage in a broader range of school settings.