Speech-Language Impaired K–12

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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 philosophical, historical, and legal foundations of communication and swallowing disorders and their impact on the education of students 10%
2 Knowledge of typical and atypical communication and swallowing processes and development 25%
3 Knowledge of culturally- and linguistically-responsive evaluation processes for students served in the school population 25%
4 Knowledge of culturally- and linguistically-responsive service delivery techniques for students served in the school population 25%
5 Knowledge of ethics and professional scope of practice 15%

Competencies and Skills

Competency 1—Knowledge of philosophical, historical, and legal foundations of communication and swallowing disorders and their impact on the education of students

  1. Identify and interpret philosophical bases and historical theories of educational and therapeutic practices.

  2. Interpret and apply the philosophical bases and historical theories of speech and language acquisition and development.

  3. Identify and apply the major components of federal and state regulations related to students with communication and swallowing disorders.

Competency 2—Knowledge of typical and atypical communication and swallowing processes and development

  1. Distinguish physiological, neurological, and anatomical components of the speech, language, hearing, and swallowing mechanisms.

  2. Identify and apply the characteristics of typical development of speech production (e.g., fluency, articulation, phonological processes, and voice), oral and written language (e.g., literacy, pragmatics, phonology, morphology, syntax, semantics, and cognition), and swallowing (e.g., educational impact and safety of feeding and swallowing).

  3. Differentiate among communication disorders and communication differences.

  4. Differentiate characteristics of communication and swallowing disorders.

Competency 3—Knowledge of culturally- and linguistically-responsive evaluation processes for students served in the school population

  1. Identify terminology and apply principles of assessment.

  2. Select evidence-based procedures to assess communication to include speech production (e.g., fluency, articulation, phonological processes, and voice), oral and written language (e.g., literacy, pragmatics, phonology, morphology, syntax, semantics, and cognition), and swallowing (e.g., educational impact and safety of feeding and swallowing).

  3. Interpret multiple sources of data to make recommendations, plan for treatment, and monitor progress as it relates to student performance.

  4. Select appropriate content and methods to communicate assessment information to students, families, professionals, related service personnel, and community agencies.

Competency 4—Knowledge of culturally- and linguistically-responsive service delivery techniques for students served in the school population

  1. Apply evidence-based practices and strategies for use from prevention through treatment of communication and swallowing disorders.

  2. Identify and apply appropriate accommodations, assistive technology, and strategies to promote independent communication in various settings.

  3. Determine educationally relevant IEP goals and objectives to address communication and swallowing deficits.

  4. Identify and apply a continuum of service delivery models for diverse student needs and settings.

  5. Identify appropriate and effective collaboration and advocacy strategies with students, families, professionals, related service personnel, and community agencies to maximize outcomes.

Competency 5—Knowledge of ethics and professional scope of practice

  1. Identify and apply ethical behaviors and practices for speech-language pathologists using the highest level of professional competence and performance.

  2. Identify and differentiate among the roles and responsibilities of speech-language pathologists in the school setting.

  3. Identify and apply strategies to advocate for students and the profession.