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Frequently Asked Questions: Speech-Language Pathology Assistants (SLPAs)

The American Speech-Language-Hearing Association (ASHA) has a Speech-Language Pathology Assistant Scope of Practice document, and a Practice Portal page regarding the Professional Issues Related to Speech-Language Pathology Assistants (SLPAs). SLPAs are to be used only to supplement—not supplant—the services provided by ASHA-certified speech-language pathologists. SLPAs are not trained for independent practice.

Defining Speech-Language Pathology Assistants

Using Speech-Language Pathology Assistants

Supervising Speech-Language Pathology Assistants

Credentialing Speech-Language Pathology Assistants

Training Speech-Language Pathology Assistants

Reimbursing Speech-Language Pathology Assistant Services

Fieldwork for Speech-Language Pathology Assistant Student Trainees

Defining Speech-Language Pathology Assistants

Who are speech-language pathology assistants?

Speech-language pathology assistants are support personnel who, following academic coursework, fieldwork, and on-the-job training, perform tasks prescribed, directed, and supervised by ASHA-certified speech-language pathologists.

Are there other forms of support personnel?

There are typically two levels of support personnel—aides and assistant, but the definitions of aides and assistants vary from state to state. ASHA distinguishes between these two levels based on level of training and responsibilities. Aides, for example, have a different, usually narrower, training base and more limited responsibilities than speech-language pathology assistants. States may use different terminology to refer to support personnel in speech-language pathology (e.g., communication aides, paraprofessionals, service extenders).

Will speech-language pathology assistants be used to replace speech-language pathologists?

No. Assistants cannot replace qualified speech-language pathologists. Rather, they can support clinical services provided by speech-language pathologists. ASHA guidelines were developed to ensure that speech-language pathology services provided to the public are of the highest quality and that speech-language pathologists continue to be responsible for maintaining this quality of service. According to ASHA’s scope of practice for speech-language pathology assistants and state licensure laws, no one can employ a speech-language pathology assistant without a speech-language pathologist as supervisor. ASHA and most states limit the number of speech-language pathology assistants a speech-language pathologist may supervise and define boundaries for how assistants are used.

Is there a need for speech-language pathology assistants?

Yes, more service providers are needed to serve a growing and more diverse client base and an expanding scope of practice. To serve a growing and more diverse client base and an expanding scope of practice, more service providers are needed. In an era of heightened demand for cost efficiency, some tasks may be more appropriate for support personnel than for professional-level providers. The use of assistants may allow ASHA-certified speech-language pathologists to focus more on professional-level clinical services (i.e., those that require ongoing clinical judgment) rather than on routine, day-to-day operational activities. Access the U.S. Bureau of Labor Statistics national job outlook for the professions of speech-language pathology and audiology. Access information on state occupational projections.

What is the demand for speech-language pathology assistants?

According to the ASHA 2009 Membership Survey, 42% of school-based speech-language pathologists and 32% of health care–based speech-language pathologists reported that their facility employed one or more speech-language pathology support personnel.

For speech-language pathologists currently using one or more support person, the mean number reported was one for both school-based SLPs and health care–based speech-language pathologists (ASHA 2015 Work Life Survey Report).

These SLPs indicated that support personnel assist in the following five ways:

  • Providing therapy services (77%)
  • Preparing for a session (61%)
  • Sharing information with patients, their families, or staff (40%)
  • Performing administrative tasks (38%)
  • Engaging in prevention activities (38%).

 For school-based SLPs who currently use at least one SLP assistant, the mean number of assistants that they supervise remained at one in 2018 (ASHA 2018 Schools Survey Report).

What are the advantages to the speech-language pathologist in using speech-language pathology assistants in their practice?

In hiring an assistant, the ASHA-certified speech-language pathologist can then extend services (i.e., increase the frequency and intensity of services to patients or clients on their caseload), focus more on professional-level tasks, increase client access to the program, and achieve more efficient and effective use of their time and resources. According to the ASHA 2018 Schools Survey Report, almost one third (30%) of respondents who reported that they supervised speech-language pathology assistants indicated that this practice decreased their workload, whereas 36% of respondents indicated that this practice decreased their caseload.

According to the ASHA 2018 Schools Survey Report, 54% of respondents said that there were more job openings than job seekers in their type of employment facility in their geographic area.

According to the 2009 ASHA Membership Survey Report, two of the primary effects reported from the use of support personnel were having more time to work with patients or clients who have more complex needs (36% of speech-language pathologists) and having fewer clerical duties (33% of speech-language pathologists). Approximately one quarter of the speech-language pathologists who reported that they currently employ one or more support person at their facility indicated that other effects were to increase frequency or intensity of service and respond to personnel shortages..

Using Speech-Language Pathology Assistants

What can speech-language pathology assistants do?

Assistants Code of Conduct

ASHA has established an Assistants Code of Conduct to guide certified assistants in their clinical practice. Preservation of the highest standards of integrity and ethical conduct is vital to the responsible practice of audiology assistants and speech-language pathology assistants (SLPAs). The intent of the Assistants Code of Conduct is to ensure the welfare of the consumer and to protect the reputation and integrity of the professions.  

Applicants for the ASHA-Certified Speech-Language Pathology Assistant (C-SLPA) credential and those who hold the C-SLPA are automatically subject to the jurisdiction of the ASHA Board of Ethics for complaint adjudication related to the Assistants Code of Conduct.

Provided that the training, supervision, and planning are appropriate, the SLPA may perform certain tasks under the circumstances described below, as stated in the Speech-Language Pathology Assistant Scope of Practice (2019):

Service Delivery

  • Required: Self-identify as SLPAs to families, students, patients, clients, staff, and others. This may be done verbally, in writing, and/or with titles on name badges.
  • Required: Exhibit compliance with Health Insurance Portability and Accountability Act (HIPAA) and Family Educational Rights and Privacy Act (FERPA) regulations, reimbursement requirements, and SLPAs’ responsibilities.
  • Assist the speech-language pathologist with speech, language, and hearing screenings without clinical interpretation.
  • Assist the speech-language pathologist during the assessment of students, patients, and clients exclusive of administration and/or interpretation.
  • Assist the speech-language pathologist with bilingual translation during screening and assessment activities exclusive of interpretation; refer to Issues in Ethics: Cultural and Linguistic Competence (2017).
  • Follow documented treatment plans or protocols developed by the supervising speech-language pathologist.
  • Provide guidance and treatment via telepractice to students, patients, and clients who the supervising speech-language pathologist selects as appropriate for this service delivery model.
  • Document student, patient, and client performance (e.g., tallying data for the speech-language pathologist to use; preparing charts, records, and graphs), and report this information to the supervising speech-language pathologist.
  • Program and provide instruction in the use of augmentative and alternative communication devices.
  • Demonstrate or share information with patients, families, and staff regarding feeding strategies developed and directed by the supervising speech-language pathologist.
  • Serve as interpreter for patients, clients, students, and families who do not speak English.
  • Under the speech-language pathologist’s supervision, provide services in another language for individuals who do not speak English and for English language learners.

Administrative Support

  • Assist with clerical duties, such as preparing materials and scheduling activities, as directed by the supervising speech-language pathologist.
  • Perform equipment checks and maintenance.
  • Assist with departmental operations (e.g., scheduling, recordkeeping, safety checks and maintenance of supplies and equipment).

Prevention and Advocacy

  • Present primary prevention information to individuals and groups known to be at risk for communication disorders and other appropriate groups; promote early identification and early intervention activities.
  • Advocate for individuals and families through community awareness, health literacy, education, and training programs to promote and facilitate access to full participation in communication—including the elimination of societal, cultural, and linguistic barriers.
  • Provide information to emergency response agencies for individuals who have communication and/or swallowing disorders.
  • Advocate at the local, state, and national levels for improved public policies affecting access to services and research funding.
  • Support the supervising speech-language pathologist in research projects, in-service training, public relations programs, and marketing programs.
  • Participate actively in professional organizations.

State laws vary and may differ from ASHA’s guidelines and requirements. Check specific state regulations to determine which tasks are outside the scope of practice for assistants in a particular state.

Is it acceptable for SLPAs to assist with service delivery via telepractice?

ASHA’s Speech-Language Pathology Assistant Scope of Practice includes the following as a responsibility that is within the SLPA scope of practice: “Provide guidance and treatment via telepractice to students, patients, and clients who are selected by the supervising speech-language pathologist as appropriate for this service delivery model” (Service Delivery section, Item g).

Check with both your supervising speech-language pathologist and with your state department of education or health, licensing boards, state boards of education, school districts, and individual schools or other workplaces for existing regulations and requirements that address both the use of assistants and the acceptability of telepractice. Practices differ by state and by work setting.

Every payer also makes its own determination for service provision by SLPAs and for telepractice, so you’ll need to check any requirements for your setting, as well—if applicable.

Related Resource: State-specific guidance to employees and families about use of assistants and telepractice is available at ASHA’s State-by-State webpages.

What is outside of speech-language pathology assistants' scope of responsibilities?

According to ASHA's Speech-Language Pathology Assistant Scope of Practice, which applies across all practice settings, a speech-language pathology assistant should NOT engage in the following:

  • represent himself or herself as an SLP;
  • perform standardized or non-standardized diagnostic tests, formal or informal evaluations, or swallowing screenings/checklists;
  • perform procedures that require a high level of clinical acumen and technical skill (e.g., vocal tract prosthesis shaping or fitting, vocal tract imaging, and oral pharyngeal swallow therapy with bolus material);
  • tabulate or interpret results and observations of feeding and swallowing evaluations performed by SLPs;
  • participate in formal parent conferences, case conferences, or any interdisciplinary team without the presence of the supervising SLP or other designated SLP;
  • provide interpretative information to the student/patient/client, family, or others regarding the patient/client status or service;
  • write, develop, or modify a student's, patient's, or client's treatment plan in any way;
  • assist with students, patients, or clients without following the individualized treatment plan prepared by the certified SLP and/or without access to supervision;
  • sign any formal documents (e.g., treatment plans, reimbursement forms, or reports; the SLPA should sign or initial informal treatment notes for review and co-sign with the supervising SLP as requested);
  • select students, patients, or clients for service;
  • discharge a student, patient, or client from services;
  • make referrals for additional service;
  • disclose clinical or confidential information either orally or in writing to anyone other than the supervising SLP (the SLPA must comply with current HIPPA and FERPA guidelines) unless mandated by law;
  • develop or determine the swallowing strategies or precautions for patients, family, or staff;
  • treat medically fragile students/patients/clients independently;
  • design or select augmentative and alternative communication systems or devices.

State laws vary and may differ from ASHA’s guidelines and requirements. Check specific state regulations to determine which tasks are outside the scope of practice for assistants in a particular state.

What is the average salary for speech-language pathology assistants?

At this time, ASHA collects salary data only on ASHA-certified speech-language pathologists and audiologists. Occupational and physical therapy data show that assistants in those fields make about 60% to 75% of professional-level salaries.

Recently, Payscale.com published salary data for audiologist assistants and SLPAs. Although the data are not exhaustive (this is based on a survey of individuals currently working in the position that respond to a salary survey), the information can still provide a sense of the overall trends of salaries in the states that utilize support personnel.

Who is responsible for services provided by a speech-language pathology assistant?

The fully qualified, ASHA-certified supervising speech-language pathologist is responsible for the services provided by assistants. In states that regulate speech-language pathology assistants, speech-language pathologists who hold full, unrestricted licenses assume these responsibilities for persons working under their direction.

Will caseloads expand when assistants are used?

As has always been the case, caseload size of ASHA-certified speech-language pathologists may or may not increase depending on client needs and the nature of the services provided. If speech-language pathology assistants are used appropriately, and if they are adequately supervised, ASHA-certified speech-language pathologists' caseloads may decrease to permit sufficient time to supervise staff working under their direction; however, workload may increase as the speech-language pathologist assumes responsibilities for training and supervising assistants. Speech-language pathology assistants do not carry their own caseloads. Assistants help to provide services as directed for the caseloads of speech-language pathologists.

Supervising Speech-Language Pathology Assistants

Who can supervise speech-language pathology assistants?

Supervisors and SLPAs need to consider three different forms of requirements and regulations:

  • State regulations, which may include licensure or registration
  • ASHA guidelines in addition to the Council for Clinical Certification in Audiology and Speech-Language Pathology (CFCC) requirements, which are recommendations for practice
  • CFCC requirements for SLPA certification

The supervising speech-language pathologist must meet the following CFCC requirements:

  • Has held the ASHA Certificate of Clinical Competence in Speech-Language Pathology (CCC-SLP) for a minimum of 9 months of full-time clinical experience after being awarded the CCC-SLP.
  • Has completed a minimum of 2 hours of professional development and/or continuing education in clinical instruction and supervision.

As stated in the Assistants Code of Conduct, SLPAs are not independent practitioners and must be supervised by appropriately credentialed speech-language pathologists consistent with state licensing laws (state licensed) and/or with ASHA’s Code of Ethics (i.e., the supervising speech-language pathologist must be ASHA certified). Also, the supervision must be sufficient to ensure the welfare of the client, patient, or student. Applicants should verify that their clinical educator or supervisor meets the above requirements by using the certification verification portal

May supervision of SLPAs be conducted remotely?

ASHA’s Speech-Language Pathology Scope of Practice defines direct supervision to include supervision via telecommunications. That said, telesupervision requirements vary by state.

Related Resource: State-specific guidance to employees and families about use of assistants and telepractice is available at ASHA’s State-by-State webpages.

Should the supervisor of a student in a speech-language pathology assistant training program in an external fieldwork placement hold a current Certificate of Clinical Competence in Speech-Language Pathology (CCC-SLP) from ASHA, or can they hold state licensure only?

To meet ASHA certification requirements, the speech-language pathology assistant student must complete 100 clinical hours under the supervision of an ASHA-certified SLP. To ensure compliance with state requirements, the student should contact their state regulatory agency

How many years' experience does the supervisor need to have to supervise a student in a speech-language pathology assistant training program?

Speech-language pathology certification standards that went into effect in 2020 require that any supervisor have a minimum of 9 months of practice experience post-certification and complete 2 hours of professional development in the area of supervision.

ASHA's Speech-Language Pathology Assistant Scope of Practice recommends additional qualifications for speech-language pathologists supervising SLPAs, including at least 2 years of practice experience post-certification, completion of at least 10 hours of continuing education in supervision, and an appropriate license and/or credential in the state in which the speech-language pathologist is employed.

What supervision-related resources does ASHA offer?

The ASHA Speech-Language Pathology Assistant Scope of Practice includes information regarding supervision of support personnel.

  • ASHA offers a video series of ASHA Professional Development Supervision Courses in which supervisors and supervisees from various settings come together to learn about the supervision process from A to Z.
  • ASHAWire is ASHA’s publishing platform for the ASHA Journals, The ASHA Leader, and Perspectives of the ASHA Special Interest Groups. Search on “supervision of SLPAs.”
  • ASHA Continuing Education offers professional development opportunities in supervision. Search their course listings by keyword.
  • Visit the ASHA Store to purchase courses and publications on the topic of supervision.

How much supervision is recommended?

The ASHA Speech-Language Pathology Assistant Scope of Practice states the minimum requirements for the frequency and amount of supervision of support personnel as follows:

The first 90 workdays: A total of at least 30% supervision, including at least 20% direct and 10% indirect supervision, is required weekly. Direct supervision of student, patient, and client care should be no less than 20% of the actual student, patient, and client contact time weekly for each SLPA. This ensures that the supervisor will have direct contact time with the SLPA as well as with the student, patient, or client. During each week, data on every student, patient, and client seen by the SLPA should be reviewed by the supervisor. In addition, the direct supervision should be scheduled so that all students, patients, and clients seen by the assistant are directly supervised in a timely manner. Supervision days and time of day (morning/afternoon) may be alternated to ensure that all students, patients, and clients receive some direct contact with the SLP at least once every 2 weeks.

After the first 90 workdays: The amount of supervision can be adjusted if the supervising SLP determines the SLPA has met appropriate competencies and skill levels with a variety of communication and related disorders.

Minimum ongoing supervision must always include documentation of direct supervision provided by the SLP to each student, patient, or client at least every 60 calendar days.

A minimum of 1 hour of direct supervision weekly and as much indirect supervision as needed to facilitate the delivery of quality services must be maintained.

Documentation of all supervisory activities, both direct and indirect, must be accurately recorded.

Further, 100% direct supervision of SLPAs for medically fragile students, patients, or clients is required.

The supervising SLP is responsible for designing and implementing a supervisory plan that ensures the highest standard of quality care can be maintained for students, patients, and clients. The amount and type of supervision required should be consistent with the skills and experience of the SLPA; the needs of the students, patients, and clients; the service setting; the tasks assigned; and the laws and regulations that govern SLPAs. Treatment of the student, patient, or client remains the responsibility of the supervisor.

Direct supervision means on-site, in-view observation and guidance while a clinical activity is performed by the assistant. This can include the supervising SLP viewing and communicating with the SLPA via telecommunication technology as the SLPA provides clinical services, because this allows the SLP to provide ongoing immediate feedback. Direct supervision does not include reviewing a taped session at a later time.

Supervision feedback should provide information about the quality of the SLPA's performance of assigned tasks and should verify that clinical activity is limited to tasks specified in the SLPA's ASHA-approved responsibilities. Information obtained during direct supervision may include, but is not limited to, data relative to (a) agreement (reliability) between the assistant and the supervisor on correct/incorrect recording of target behavior, (b) accuracy in implementation of assigned treatment procedures, (c) accuracy in recording data, and (d) ability to interact effectively with the patient, client, or student during presentation and application of assigned therapeutic procedures or activities.

Indirect supervision does not require the SLP to be physically present or available via telecommunication in real time while the SLPA is providing services. Indirect supervisory activities may include demonstration tapes, record review, review and evaluation of audio- or videotaped sessions, and/or supervisory conferences that may be conducted by telephone and/or live, secure webcam via the Internet. The SLP will review each treatment plan as needed for timely implementation of modifications.

An SLPA may not perform tasks when a supervising SLP cannot be reached by personal contact, phone, pager, or other immediate or electronic means. If for any reason (i.e., maternity leave, illness, change of jobs) the supervisor is no longer available to provide the level of supervision stipulated, the SLPA may not perform assigned tasks until an ASHA-certified and/or state-licensed SLP with experience and training in supervision has been designated as the new supervising SLP.

Any supervising SLP who will not be able to supervise an SLPA for more than 1 week will need to (a) inform the SLPA of the planned absence and (b) make other arrangements for the SLPA's supervision of services while the SLP is unavailable or (c) inform the clients/student/patients that services will be rescheduled.

State laws vary and may differ from ASHA’s guidelines and requirements. Check specific state regulations to determine amount of supervision required and qualifications for supervisors of assistants in a particular state.

Credentialing Speech-Language Pathology Assistants

Does ASHA credential speech-language pathology assistants?

In 2017, the ASHA Board of Directors voted to move forward with the creation of an Assistants Certification Program that will allow audiology assistants and speech-language pathology assistants to become certified practitioners. The first certifications will be awarded in late 2020.

How does one become a certified speech-language pathology assistant?

ASHA’s Speech-Language Pathology Assistant Scope of Practice provides minimum recommended qualifications, which include the following:

  • Completion of an approved course of academic study. The academic course of study must include or be equivalent to an associate degree from a technical training program with a program of study designed to prepare the student to be a speech-language pathology assistant or a bachelor’s degree in a speech-language pathology or communication disorders program.
  • Fieldwork under the supervision of an ASHA-certified and/or licensed SLP. The fieldwork includes successful completion of a minimum of 100 hours of supervised fieldwork experience or its clinical experience equivalent.
  • On-the-job training specific to SLPA responsibilities and workplace behaviors.
  • Demonstration of competency in the skills required of an SLPA.

How do individual states credential speech-language pathology assistants?

Because the requirements for speech-language pathology support personnel vary across the country, persons interested in serving as speech-language pathology assistants should check with the state of intended employment for that state's specific requirements.

State agencies (licensure boards) currently regulating support personnel have training requirements that range from a high school diploma to a baccalaureate degree plus graduate credit hours—as well as a variety of differing requirements for the people supervising these individuals.

In addition to state regulatory agencies, state education agencies may credential support personnel to work solely in schools to support service delivery provided by a qualified speech-language pathologist. Several states do require annual continuing education for assistants.

Is the use of speech-language pathology assistants permitted in every state?

No. Some states that regulate speech-language pathology do not permit the use of speech-language pathology support personnel. In addition, state departments of education may credential speech-language pathology support personnel. Some school districts hire assistants under the classification of teacher assistants. If a state regulates speech-language pathology support personnel (i.e., under the term of assistant, aide, paraprofessional, apprentice, etc.), then individuals who wish to become employed in that state must meet the state requirements for practice under a licensed and ASHA-certified speech-language pathologist. Call the state licensure board or department of education for specific state regulations. Addresses and phone numbers can be obtained through the ASHA State-by-State pages.

Training Speech-Language Pathology Assistants

Is this a career ladder?

There is the potential for a career continuum—from SLPA to SLP—depending on the state and work setting regulations in place for the intended state of practice. Traditionally, the support personnel career continuum has not been specifically intended as such because the associated course work and field work experiences required in the SLPA program may differ from those at the bachelor's, pre-professional, or master's levels.

Anyone interested in pursuing academic course work and field work as an assistant prior to entering the field of speech-language pathology should check with bachelor's degree programs and master's degree programs in speech-language pathology in his or her state to determine if any courses taken in the associate degree speech-language pathology assistant program will be credited for future studies.

What information is available to help a training institution start a speech-language pathology assistant training program?

ASHA does not accredit undergraduate or technical training (associate degree) programs at this time.

In developing a new program, ASHA recommends that the curriculum follow the guidelines listed Speech-Language Pathology Assistant Scope of Practice, as it provides minimum recommended qualifications for SLPA education.

Incorporating the prerequisite coursework and clinical hours listed in the ASHA Assistants Eligibility pathways and using the SLPA Exam Blueprint [PDF] for course development would provide the opportunity for the graduate to apply for ASHA Assistants certification upon graduation.

Can an institution establish a speech-language pathology assistant training program in a state that prohibits the use of speech-language pathology assistants?

Such decisions are under the purview of state agencies that have degree-granting authority and that regulate the professions. Consult with the appropriate state entity that performs such oversight to determine if starting such a program is permissible under postsecondary requirements in place and whether the program would be at variance with state law and regulations for the profession.

How can I find qualified speech-language pathology assistants?

Call states that regulate them. Addresses and phone numbers of state licensure boards and regulatory agencies can be obtained from the ASHA State-by-State pages. Another option is to call associate’s degree programs and institutions that train and graduate speech-language pathology assistants. A list of speech-language pathology assistants who are ASHA Associates may be obtained via the mailing list requests page.

How many training programs are there for speech-language pathology assistants?

As of April 2020, there are 32 operational associate degree programs for speech-language pathology assistants. Some of these programs offer training opportunities through distance learning and collaborations between community colleges and higher education institutions. For a list of speech-language pathology assistant training programs, please visit ASHA’s webpage, Training Programs for Speech-Language Pathology Assistants.

Reimbursing Speech-Language Pathology Assistant Services

Can speech-language pathologists receive reimbursement for speech-language pathology assistant services?

Medicare policy currently does not recognize speech-language pathology assistants—regardless of the level of supervision—and does not reimburse for speech-language pathology assistant services.

Medicaid reimbursement of speech-language pathology assistants varies from state to state. Visit their websites for additional information.

Private insurers may cover licensed or registered speech-language pathology assistants.

  • Query each payer to verify coverage.
  • Private insurers may or may not provide a different rate of reimbursement for services provided by a speech-language pathologist as opposed to the services provided by a speech-language pathology assistant.

Fieldwork for Speech-Language Pathology Assistant Student Trainees

Introduction

The questions and answers below are provided to assist technical training programs for speech-language pathology assistants in establishing fieldwork arrangements that provide speech-language pathology assistant students with the technical skills for supervisors to verify their technical proficiency. This section is applicable to speech-language pathology assistant student trainees, not necessarily assistants in the employment setting.

Should the fieldwork hours completed by speech-language pathology assistant students be performed at specific types of settings or distributed across specific age groups or disorders?

ASHA does not specify types of settings for fieldwork or distribution of hours, but recommends that the fieldwork provides speech-language pathology assistant students with a variety of experiences with individuals with communication disorders. The intent is for training programs to have flexibility in arranging their fieldwork, and to provide speech-language pathology assistant students with experience with both children and adults in more than one setting; however, ASHA policies do not suggest a specific distribution.

Does the minimum of 100 clock hours of fieldwork include observation hours?

No. ASHA guidelines recommend a minimum of 100 clock hours of fieldwork that includes direct and indirect client contact activities covering all of the job responsibilities of a speech-language pathology assistant, but no observation hours. ASHA recommends that observation hours be undertaken before starting the 100 fieldwork hours. It is up to the training program to set the appropriate number of observation hours.

When speech-language pathology assistant students are engaged in patient/client contact, does ASHA recommend that they receive direct supervision or indirect supervision for the specified minimum of 50% of the time?

When students are engaged in patient/client contact, ASHA recommends that the speech-language pathology assistant student be supervised a minimum of 50% of the time. The patient/client contact refers to direct supervision of the speech-language pathology assistant student, which is defined as on-site, in-view observation and guidance.

When speech-language pathology assistant students are placed in fieldwork settings, can they be supervised by more than one speech-language pathologist?

Yes. ASHA recommends that each speech-language pathologist supervising the student complete a technical proficiency or skills competency checklist [PDF] (or whatever specific format your institution uses for fieldwork assessments) for that particular student.

Should the supervisor of a speech-language pathology assistant student in an external fieldwork placement hold a current Certificate of Clinical Competence in Speech-Language Pathology (CCC-SLP) from ASHA, or can he/she hold state licensure only?

ASHA recommends that an ASHA-certified speech-language pathologist supervise the first 100 clock hours of fieldwork for each speech-language pathology assistant student. Any fieldwork hours completed that are more than 100 clock hours may be under the supervision of a qualified speech-language pathologist who is either state-licensed or ASHA-certified.

How many years' experience does the supervisor need to have to supervise a speech-language pathology assistant student?

According to ASHA's new Speech-Language Pathology Assistant Scope of Practice, a speech-language pathologist may supervise support personnel if the SLP is certified by ASHA and has been practicing for at least 2 years following ASHA certification, has completed not less than ten(10) hours of continuing professional development in supervision training prior to supervision of an SLPA, and is licensed and/or credentialed by the state (where applicable) in which the SLP is employed.

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