Reformatted 8/01

Professional Teaching Standards for Speech-Language Pathologists

SLPs/Therapists possess a strong knowledge of normal communication development and of the impact on student learning of communication disorders in the processes of hearing, language, and/or speech.

• exhibiting awareness of and using current best practices and professional standards in the fields of SLP/audiology/education.
• using appropriate and effective therapeutic strategies to facilitate student learning. May include interventions for articulation, fluency, hearing impairment, language, and voice.
• using appropriate technology to enhance student communication or functioning. May include augmentative communication, FM systems, hearing aids, computers, and other diagnostic equipment.
• maintaining appropriate reports and records. May include assessment reports, IEP forms, Medicaid documentation, and therapy logs.

SLPs/Therapists establish a supportive learning environment.

This is demonstrated by:

• establishing rapport with students by demonstrating patience, acceptance, and positive attitude.
• communicating clear expectations for students’ goals, objectives and behavior.
• motivating students to learn by exhibiting enthusiasm, making tasks relevant and encouraging self-assessment.
• establishing an environment that is conducive to learning considering appropriate noise level, physical space, ventilation, lighting, privacy/confidentiality, etc.
• utilizing a variety of behavior management techniques appropriate to the students’ needs and abilities.
• providing a continuum of service delivery options as appropriate for student needs. May include pull-out, small group, in-class, staff inservice, and/or parent education.

SLPs/Therapists are responsible for assessing children’s communication abilities and developing reflective practices.

This is demonstrated by:

• employing a variety of assessment strategies which take into account individual cognitive, physical, emotional, and social needs. May include formal and informal evaluation; observations; feedback from student, teachers, and/or family; data collection and information from district frameworks/benchmarks.
• qualifying students for services based on the Washington Administrative Code.
• using assessment results, data, and reflection to create and modify IEP goals/objectives and to assess student progress.
• guiding students in developing self-monitoring and self-assessment skills.
• participating in multidisciplinary teams to provide and interpret assessment information and to recommend goals and program placement/modifications.
• considering multicultural issues in assessment and service delivery.

SLPs/Therapists encourage connections among children, families, school, and community.

This is demonstrated by:

• utilizing effective strategies to promote open, two-way communication with students, families, and school staff. May include conferences, phone calls, written progress reports/notes, completed work, and voice mail system.
• identifying and using resources from outside the school when appropriate.
• helping students/families access community resources and support when appropriate.

SLPs/Therapists are responsible for enhancing their professional development.

This is demonstrated by:

• participating in planning and implementing professional growth and development strategies for themselves and their colleagues.
• participating as an active member of the SLP/Audiology/Educational community. May include professional memberships, group meetings/forum participation, and attendance at workshops, seminars, or conferences.
• collaborating with colleagues and parents regarding instructional strategies, goals, and classroom/home interventions.