Test Design and
Test Framework
Field 232: Speech-Language Pathologist
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The test design below describes general test information. The framework that follows is a detailed outline that explains the knowledge and skills that this test measures.
Test Design
| Format | Computer-based test (CBT) |
|---|---|
| Number of Questions | 100 multiple-choice questions |
| Time* | 3 hours, 15 minutes |
| Passing Score | 240 |
*Does not include 15-minute CBT tutorial
Test Framework
Pie chart of approximate test weighting outlined in the table below.
| Test Subarea | Number of Test Objectives | Number of Scorable Items | Number of Non-Scorable Items | subarea weight as percent of total test score |
|---|---|---|---|---|
| Subarea 1—Foundations of Communication | 3 | 15 | 4 | 19 percent |
| Subarea 2—Students with Communication Disorders | 5 | 25 | 6 | 31 percent |
| Subarea 3—Assessment of Communication Disorders | 3 | 15 | 4 | 19 percent |
| Subarea 4—Program Planning and Intervention for Students with Communication Disorders | 3 | 15 | 4 | 19 percent |
| Subarea 5—Collaboration and Professional Responsibilities | 2 | 10 | 2 | 12 percent |
| Totals | 16 | 80 | 20 | 100 percent |
Subarea 1—Foundations of Communication
0001—Understand characteristics and features of typical and atypical speech and language development.
For example:
- Identify and analyze theories of speech and language development.
- Distinguish between characteristics of typical and atypical human growth and development, including typical sequences of language and speech sound acquisition.
- Understand the impact of bilingualism or multilingualism on language development, including the typical processes of second-language acquisition.
- Recognize the range of individual variation in the acquisition of language skills and speech sound production.
- Analyze characteristics of speech and language differences, and distinguish between speech and language differences and disorders as related to phonology, morphology, syntax, semantics, and pragmatics.
- Analyze the influence of hearing on speech and language development.
- Identify literacy milestones and chronological development, including the influence of phonological awareness, vocabulary, and oral language on the stages of early reading and writing development.
0002—Understand the principles of speech and language science.
For example:
- Identify and analyze anatomical and physiological bases of cognition, speech, language, and hearing.
- Analyze characteristics of oropharyngeal function as related to speech sound production, voice, resonance, and swallowing.
- Identify and describe the neurological basis of speech and voice production.
- Apply principles of speech sciences, such as acoustic features and perception of speech production.
- Apply principles of linguistics and language science (e.g., phonetics, phonology, syntax, morphology, semantics, pragmatics) to speaking, listening, reading, writing, and manual modalities.
- Analyze the characteristics and uses of various communication modalities (e.g., oral, gestural, augmentative and alternative communication [AAC], and assistive technologies).
0003—Understand the role of cognitive, social, and cultural aspects of language on the development of language and communication skills.
For example:
- Identify and analyze the role of attention, memory, and executive function on the development of language and communication skills.
- Identify and analyze the relationship between language abilities and executive function, including initiating, goal prioritizing, self-evaluation, planning, organization, flexibility, reasoning, and problem solving.
- Identify and analyze the foundational social cognitive skills, such as reciprocity, joint attention, and perspective-taking, that influence language learning and development.
- Recognize the role of pragmatics and social language, including nonverbal communication and nonliteral language, on the development of language and communication skills.
- Recognize the influence of demographic differences, such as socio-economics, culture, and linguistic diversity, on the development of language and communication skills.
Subarea 2—Students with Communication Disorders
0004—Understand prevention and intervention techniques for students who are underperforming or at risk of developing communication disorders.
For example:
- Identify and analyze risk factors for developing communication disorders.
- Select appropriate screening procedures to identify students who would benefit from using Multi-Tiered System of Supports (MTSS) interventions.
- Identify appropriate ways to support students within the classroom using MTSS to meet the needs of all students within their learning environment (e.g., tiered level of supports.)
- Integrate principles of MTSS when developing student recommendations.
0005—Understand characteristics and etiologies of speech disorders (e.g., disorders of articulation, phonology, voice, resonance, and fluency) and their effects on students' speech and language development.
For example:
- Identify possible etiologies and characteristics of speech disorders due to structural or neurological anomalies impacting respiration, phonation, voice, and resonance.
- Recognize factors and possible etiologies contributing to speech disorders (e.g., hearing loss, neurological disorder, physical disabilities).
- Identify and analyze characteristics of articulation, fluency, and phonological disorders.
- Distinguish and examine characteristics of motor speech disorders (e.g., dysarthria, childhood apraxia of speech) and their effects on voice and speech production.
0006—Understand characteristics of disorders of receptive and expressive language and their effects on students' speaking, listening, reading, writing, and gestural modalities of communication.
For example:
- Analyze the impact of language disorders on the development of receptive and expressive language (e.g., speaking, listening, reading, writing, and gestural modalities of language).
- Identify the types and characteristics of various language disorders and language-based learning disabilities.
- Identify the influence of receptive and expressive language disorders on the development of literacy skills, and risk factors associated with language-based learning disabilities.
- Demonstrate knowledge of the characteristics associated with, but not limited to, developmental delays, autism spectrum disorder, social communication disorders, and learning disabilities and their impact on receptive, expressive, and social aspects of communication.
- Identify and analyze characteristics of cognitive impairment and genetic syndromes and conditions and their effects on receptive and expressive language and social aspects of communication.
0007—Understand characteristics of hearing impairments and their effects on speech and language development.
For example:
- Identify types and etiologies of hearing loss and their effects on speech and language development, including reading and writing.
- Demonstrate knowledge of the types and applications of technologies to address hearing loss (e.g., hearing aids, FM systems, cochlear implants) and their effects on speech and language development.
- Understand approaches to aural habilitation/rehabilitation to enhance speech and language development.
0008—Understand characteristics of neurogenic/neurological disorders and swallowing and feeding disorders and their effects on speech and language development.
For example:
- Identify and analyze characteristics of neuromotor, neuromuscular, and neurological disabilities affecting speech production and language development (e.g., cerebral palsy, traumatic brain injury, childhood apraxia of speech).
- Identify types and analyze characteristics of neurological disorders on speech and language (e.g., aphasia, traumatic brain injury).
- Identify and analyze characteristics of neuromotor, neuromuscular, and neurological disabilities affecting swallowing.
- Identify and analyze characteristics of oral, pharyngeal, and/or esophageal dysphagia and feeding needs in school-aged children.
Subarea 3—Assessment of Communication Disorders
0009—Understand characteristics, uses, and limitations of formal and informal assessments.
For example:
- Recognize basic and specialized terminology used in the assessment of students with communication disorders.
- Apply appropriate procedures for screening, prereferral, referral, and classification of students with communication disorders.
- Identify types and analyze characteristics, uses, strengths, and limitations of formal and informal assessments, including parent/guardian and teacher interviews.
- Identify criteria for selecting and appropriately adapting assessments for students from economically, culturally, and linguistically diverse backgrounds.
- Understand the role of Dynamic Assessment in Multi-Tiered System of Supports (MTSS).
0010—Understand how to apply accepted procedures for assessing students' speech and language.
For example:
- Identify the protocols and components of a formal or informal speech and language assessment.
- Differentiate between formal and informal assessments and analyze the utility of each given the student's speech and language disorder.
- Apply accepted procedures for conducting various types of speech and language assessments.
- Apply accepted procedures for assessing communication of individuals with neurogenic/neurological disorders and for assessing swallowing and feeding disorders.
- Apply accepted procedures for selecting, adapting, and modifying assessments for students from socioeconomically, culturally, and linguistically diverse backgrounds.
- Apply accepted procedures for assessing students with complex communication needs.
0011—Understand strategies for interpreting and communicating assessment results.
For example:
- Interpret data from formal and informal assessments.
- Analyze and interpret the results of formal and informal assessments as related to intervention recommendations and objectives.
- Use assessment results in making appropriate intervention decisions (e.g., least restrictive environment, appropriate service delivery models).
- Identify and analyze strategies for presenting evaluation reports and assessment results to caregivers and the multidisciplinary team.
- Identify and analyze strategies for ongoing assessment, and apply data collection to evaluate the effectiveness of intervention.
- Analyze and interpret assessment results from culturally and linguistically diverse students.
Subarea 4—Program Planning and Intervention for Students with Communication Disorders
0012—Understand effective, evidence-based interventions and instructional practices for students with speech disorders.
For example:
- Recognize procedures for developing and implementing individualized programs for students with speech disorders.
- Identify and analyze appropriate treatment objectives for students with speech disorders.
- Identify and analyze strategies for providing students with diverse experiences to meet specified goals related to speech disorders.
- Identify and analyze appropriate evidence-based approaches to intervention for students with articulation and phonological disorders (e.g., phonetic complexity, maximal/minimal oppositions, developmental approach, phonological processes).
- Apply strategies for using research results to determine effective diagnostic and treatment procedures for students with speech disorders.
- Evaluate appropriate intervention techniques for students with fluency disorders (e.g., relaxation techniques, delayed auditory feedback, fluency shaping, stuttering modification, self-advocacy).
- Evaluate appropriate intervention techniques for students with anatomical/structural anomalies and neurological disorders impacting speech sound production (e.g., cleft palate, hearing impairment, childhood apraxia of speech).
- Identify and develop strategies to collect data for assessing and monitoring the effectiveness of intervention of students with speech disorders.
0013—Understand effective, evidence-based instructional practices for students with receptive and expressive language disorders.
For example:
- Identify and analyze procedures for developing and implementing individualized, standards-based programs for students with receptive and expressive language disorders.
- Develop appropriate treatment objectives that reflect state learning standards and grade-level materials for students with receptive and expressive language disorders.
- Develop appropriate strategies for providing students with diverse experiences to meet specified goals related to receptive and expressive language disorders.
- Identify and analyze appropriate evidence-based intervention techniques for students with developmental delays, autism spectrum disorder, and social communication disorders.
- Identify and analyze strategies for providing students with diverse experiences to meet specified goals related to cognitive and social aspects of communication.
- Apply strategies for using research results to determine effective diagnostic and treatment procedures for students with receptive and expressive language disorders.
- Identify and analyze ways to evaluate, select, and adapt instructional methods, resources, learning environments, and technologies for promoting students' receptive and expressive language in listening, speaking, reading, and writing.
- Analyze strategies and procedures for monitoring and reporting the progress of students with receptive and expressive language disorders.
0014—Understand effective, evidence-based instructional practices for students with hearing impairments.
For example:
- Identify and analyze procedures for developing and implementing individualized programs for students with hearing impairments.
- Identify and analyze appropriate treatment goals for students with hearing impairments, and strategies for providing students with diverse experiences to meet specified goals related to disorders involving hearing impairments.
- Identify and analyze ways to evaluate, select, and adapt instructional methods, resources, and technologies for improving the communication skills of students with hearing impairments.
- Identify various modalities of communication for students with hearing impairments.
- Analyze strategies and procedures for monitoring and reporting the progress of students with hearing impairments.
Subarea 5—Collaboration and Professional Responsibilities
0015—Understand strategies for working and collaborating with family, school, and relevant local community professionals.
For example:
- Analyze and apply strategies for fostering strong home–school relationships.
- Analyze and apply strategies for providing information, training, support, counseling, and referrals to families of students with communication disorders.
- Analyze and apply strategies to provide effective, collaborative service in a variety of service delivery models.
- Analyze and apply strategies for educating members of the school community about communication issues and communication-related disorders and the relationship between behavior, social interaction, and communication disorders.
- Analyze and apply strategies for working with school staff, support service providers, and community agencies to address the needs of students with communication disorders.
0016—Understand the roles and professional and ethical responsibilities of a speech language pathologist.
For example:
- Demonstrate knowledge of community agencies and resources for families and students with communication disorders and how to assist in determining transition service needs for students.
- Understand the role of special educators and speech language pathologists as advocates in ensuring student access to educational resources and services.
- Demonstrate knowledge of laws, regulations, and guidelines pertaining to students with communication disorders.
- Understand guidelines for supervision and appropriate scope of practice for graduate student interns and clinical fellows.
- Demonstrate knowledge of privacy laws and regulations pertaining to protecting or releasing personally identifying information (i.e., Family Educational Rights and Privacy Act [FERPA]).
- Demonstrate understanding of self-evaluation as an integral part of professional growth and improvement and the need to make ongoing adjustments to assessment and intervention techniques to improve services to students.
- Recognize the importance of developing a plan for professional development.
- Demonstrate knowledge of historical, philosophical, legal, and ethical foundations and issues in speech-language pathology and special education.
- Understand ethical practice guidelines published by the American Speech-Language-Hearing Association (ASHA).