III A: The student must demonstrate knowledge of the principles of biological sciences, physical sciences, mathematics, and the social/behavioral sciences.

III B: The student must demonstrate knowledge of basic human communication and swallowing processes, including their biological, neurological, acoustic, psychological, developmental, and linguistic and cultural bases.

III C: The student must demonstrate knowledge of of the nature of speech, language, hearing, and communication disorder and differences and swallowing disorders, including the etiologies, characteristics, anatomical/physiological, acoustic, psychological, developmental, and linguistic and cultural correlates. Specific knowledge must be demonstrated in the following areas:

- articulation

- fluency

- voice and resonance, including respiration and phonation

- receptive and expressive language
(phonology, morphology, syntax, semantics, and pragmatics) in speaking, listening, reading, writing, and manual modalities

- hearing, including the impact on speech and language

- swallowing
(oral, pharyngeal, esophageal, and related functions, including oral function for feeding; orofacial myofunction)

- cognitive aspects of communication
(attention, memory, sequencing, problem-solving, executive functioning)

- social aspects of communication
(including challenging behavior, ineffective social skills, lack of communication opportunities)

- communication modalities
(including oral, manual, augmentative, and alternative communication techniques and assistive technologies)

III D: The student must possess knowledge of the principles and methods of prevention, assessment, and intervention for people with communication and swallowing disorders, including consideration of anatomical/physiological, psychological, developmental, and linguistic and cultural correlates of the disorders.

III E: The student must demonstrate knowledge of standards of ethical conduct.

III F: The student must demonstrate knowledge of processes used in research and the integration of research principles into evidence-based clinical practice.

III G: The student must demonstrate knowledge of contemporary professional issues.

III H: The student must demonstrate knowledge about certification, specialty recognition, licensure, and other relevant professional credentials.

IV A: The student must complete a curriculum of academic and clinical education that follows an appropriate sequence of learning sufficient to achieve the skills outcomes in Standard IV G.

IV B: The student must possess skill in oral and written or other forms of communication sufficient for entry into professional practice.

IV C: The student for certification in speech-language pathology must complete a minimum of 400 clock hours of supervised clinical experience in the practice of speech-language pathology. Twenty-five hours must be spent in clinical observation, and 375 hours must be spent in direct client/patient contact.

IV D: At least 325 of the 400 clock hours must be completed while the student is engaged in graduate study in a program accredited in speech-language pathology by the Council on Academic Accreditation in Audiology and Speech-Language Pathology.

IV E: Supervision must be provided by individuals who hold the Certificate of Clinical Competence in the appropriate area of practice. The amount of supervision must be appropriate to the student's level of knowledge, experience, and competence. Supervision must be sufficient to ensure the welfare of the client/patient.

IV F: Supervised practicum must include experience with client/patient populations across the life span and from culturally/linguistically diverse backgrounds. Practicum must include experience with client/patient populations with various types and severities of communication and/or related disorders, differences, and disabilities.

IV G: The student must complete a program of study that includes supervised clinical experiences sufficient in breadth and depth to achieve the following skills outcomes:

1. Evaluation:

a. conduct screening and prevention procedures (including prevention activities)

b. collect case history information and integrate information from clients/patients, family, caregivers, teachers, relevant others, and other professionals

c. select and administer appropriate evaluation procedures, such as behavioral observations, nonstandardized and standardized tests, and instrumental procedures

d. adapt evaluation procedures to meet client/patient needs

e. interpret, integrate, and synthesize all information to develop diagnoses and make appropriate recommendations for intervention

f. complete administrative and reporting functions necessary to support evaluation

g. refer clients/patients for appropriate services

2. Intervention:

a. develop setting-appropriate intervention plans with measurable and achievable goals that meet clients'/patients' needs. Collaborate with clients/patients and relevant others in the planning process

b. implement intervention plans (involve clients/patients and relevant others in the intervention process)

c. select or develop and use appropriate materials and instrumentation for prevention and intervention

d. measure and evaluate clients'/patients' performance and progress

e. modify intervention plans, strategies, materials, or instrumentation as appropriate to meet the needs of clients/patients

f. complete administrative and reporting functions necessary to support intervention

g. identify and refer clients/patients for services as appropriate

3. Interaction and Personal Qualities:

a. communicate effectively, recognizing the needs, values, preferred mode of communication, and cultural/linguistic background of the client/patient, family, caregivers, and relevant others

b. collaborate with other professionals in case management

c. provide counseling regarding communication and swallowing disorders to clients/patients, family, caregivers, and relevant others

d. adhere to the ASHA Code of Ethics and behave professionally