Speech-Language Impaired K–12
For Testing until 6/30/2023

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Competencies and Skills and Blueprint

The test design below describes general testing information. The blueprints that follow provide a detailed outline that explains the competencies and skills that this test measures.

Test Design

table describing the format of the test, including test time, number of questions, and required passing score
Format Computer-based test (CBT)
Number of Questions Approximately 80 multiple-choice questions
Time 2 hours and 30 minutes
Passing Score A scaled score of at least 200

 

Competencies, Skills, and Approximate Percentages of Questions

Pie chart of approximate test weighting outlined in the table below.



table describing the competencies, skills, and approximate percentage of each competency's weight toward overall test score
Competency Approximate Percentage of Total Test Questions
1 Knowledge of basic communication processes 20%
2 Knowledge of the assessment process for students served in the school population 30%
3 Knowledge of intervention techniques for students served in the school population 30%
4 Knowledge of professional and legal issues 15%
5 Knowledge of research and theory 5%

Competencies and Skills

Competency 1—Knowledge of basic communication processes

  1. Identify the anatomy of speech and hearing mechanisms, including neurological components.

  2. Distinguish physiological components of the anatomical speech and hearing mechanisms, including the neurological aspects.

  3. Identify terms related to articulation; fluency; voice; and oral and written language, including pragmatics, phonology, and auditory perception.

  4. Identify the normal development and parameters of articulation; fluency; voice; and oral and written language, including pragmatics, phonology, and auditory perception.

  5. Distinguish between communication disorders and communication differences.

Competency 2—Knowledge of the assessment process for students served in the school population

  1. Identify general terminology and principles of assessment.

  2. Interpret data to determine strengths and weaknesses.

  3. Select appropriate procedures to assess articulation; fluency; voice; and oral and written language, including pragmatics, phonology, auditory perception, and alternative and augmentative communication.

  4. Select appropriate assessment procedures for culturally and linguistically diverse populations.

  5. Select appropriate methods for communicating assessment information to families, professionals, related service personnel, and community agencies.

Competency 3—Knowledge of intervention techniques for students served in the school population

  1. Identify appropriate methodologies and strategies for use in the remediation of communication disorders in the following areas: oral and written language, pragmatics, articulation, phonology, fluency, voice, and auditory perception.

  2. Identify appropriate accommodations and strategies that support students' communication in the educational environment.

  3. Identify appropriate service delivery models for a variety of student needs and classroom settings.

  4. Identify appropriate and effective collaboration strategies with families, professionals, related service personnel, and community agencies.

  5. Select appropriate assistive technology and materials to support communication.

  6. Identify methodologies and strategies that are appropriate for culturally and linguistically diverse populations.

Competency 4—Knowledge of professional and legal issues

  1. Identify the major components of federal regulations related to students with disabilities.

  2. Select educationally relevant individual educational plan (IEP) goals, objectives, and benchmarks for specific communication disorders.

  3. Identify procedures for effective records management and data collection.

  4. Identify strategies to ensure involvement of families, professionals, related service personnel, and community agencies in the management of students' communication and educational plans.

  5. Identify ethical behaviors and practices for speech-language pathologists in the public school setting.

  6. Identify the roles and responsibilities of speech-language pathologists in the public school setting.

Competency 5—Knowledge of research and theory

  1. Identify criteria for evaluating sources of information for assessment and intervention strategies.

  2. Identify leading theorists and researchers and their contributions to the field of speech-language pathology.