Speech Pathologist Assistant SLPA Jobs Speech Therapist Assistant Speech Pathology Assit License School Salary Speech Therapy

Speech Pathologist Assistant Speech Therapist Assistant Speech Pathology Assit License School Salary Speech Therapy

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Speech Language Pathology Assistant

Description
The Speech-Language Pathology Assistant (SLPA) Program provides students with knowledge, skills, and abilities for successful employment in either private or public agencies that provide speech-language pathology services. The SLPA works under the supervision of a Speech-Language Pathologist. SLPAs work with individuals from birth through adulthood, conducting screenings and assisting with assessment for language, voice, fluency, articulation, and hearing impairment disorders. They follow documented treatment plans or protocols under the supervision of the SLP, perform checks and maintenance of equipment, and participate in research projects.

AAAS DEGREE
Certificate of Proficiency

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A.A.A.S. Degree
Speech Language Pathology Assistant
If you want a challenging and fulfilling career in the field of speech pathology, consider the Speech Language Pathology Assistant Program. This is a growing, exciting profession and Speech Pathology Assistants are in very high demand. SLPAs work one on one and in groups with children and adults in clinics and in school settings, to enhance communication skills. You will make a positive difference every day in the lives of your patients.

Speech Language Pathology Assistant Program is a new degree program. Program graduates will have the knowledge, skills, and abilities for successful employment in either private or public agencies that provide speech-language pathology services. SLPAs work under the supervision of a Speech-Language Pathologist, serving individuals from birth through adulthood, conducting screenings and assisting with assessment for language, voice, fluency, articulation, and hearing impairment disorders.

Employment Statistics
Employment is high for SCC professional /technical graduates. Recent reports from the Washington State Employment Security Office indicates that of 565 graduates followed, more that 84% found employment. Placement figures are much higher for SLPAs.

Career Goals (Outcomes)
Students who complete this program will be able to:

Distinguish between normal and delayed communication development.
Distinguish between correct and incorrect responses during communication activities.
Work cooperatively with other professionals and paraprofessionals to implement and support communication activities across different settings.
Implement specific activities to remediate or develop speech and language skills under supervision of an SLP.
Facilitate behavior management in children and adults to keep them on task.
Maximize and enhance opportunities for clients to practice new communication skills.
Record and manage required documentation to show progress toward communication goals.
Career Opportunities
Career opportunities for Speech Language Pathology Assistants are widely available in the public school system. Trained SLPA's are hired by school districts in urban, suburban and rural areas. SLPAs can also be employed in the private sector in hospital SLP departments, rehabilitation clinics and private practice with SLP's.

Potential Positions
Degrees in Speech Language Pathology Assistants are still new to the state of Washington. Entry-level Speech Language Pathology Assistants are expected to earn $15,000 to $27,000 per year.

Certificate of Proficiency

Speech-Language Pathology Assistant

The Speech-Language Pathology Assistant (SLPA) Program provides students with knowledge, skills, and abilities for successful employment in either private or public agencies that provide speech-language pathology services. The SLPA works under the supervision of a Speech-Language Pathologist. SLPAs work with individuals from birth through adulthood, conducting screenings and assisting with assessment for language, voice, fluency, articulation, and hearing impairment disorders. They follow documented treatment plans or protocols under the supervision of the SLP, perform checks and maintenance of equipment, and participate in research projects.

NOTE: The certificate option is appropriate for those who have completed an associates or bachelors degree (in any field). If you do not have an associates or bachelors degree, you should consider the SLPA A.A.A.S. degree option instead.

OUTCOMES

Students who successfully complete this program will be able to:

Frequently Asked Questions
Speech-Language Pathology Assistants

(Updated 10/1/04)

The American Speech-Language-Hearing Association (SLPA) has a position statement and guidelines on the training, use, and supervision of speech-language pathology assistants. SLPA also has resources for supervisors of assistants and continues to support the appropriate training, use, and supervision of speech-language pathology assistants by SLPA-certified speech-language pathologists. Speech-language pathology assistants are to be used only to supplement--not supplant--the services provided by SLPA-certified speech-language pathologists. Speech-language pathology assistants are not trained for independent practice.

A. Defining Speech-Language Pathology Assistants
1. Who are speech-language pathology assistants?

Speech-language pathology assistants (SLPAs) are support personnel who, following academic and/or on-the-job training, perform tasks prescribed, directed, and supervised by SLPA-certified speech-language pathologists.

2. Are there other forms of support personnel?

There are typically two levels of support personnel – aides and assistants. Based on level of training, these support personnel may have a different scope of responsibilities in the work setting. Aides, for example, have a different, usually narrower, training base and a more limited scope of responsibilities than speech-language pathology assistants. States may use different terminology to refer to support personnel in speech-language pathology (e.g., communication aides, paraprofessionals, service extenders).

3. Is the use of speech-language pathology assistants new?

Speech-language pathology assistants have been used and regulated by many states since the 1970s. SLPA has had guidelines for the use of support personnel since 1969. Attention to the use of assistants has increased as professionals seek mechanisms for expanding services and containing costs. In November 2000, SLPA began development of an approval process for associate degree SLPA training programs and a registration process for SLPAs. The approval process was effective January 2002, and the registration process was effective January 2003. However, at its Spring 2003 meeting, SLPA's Legislative Council voted to discontinue both the registration program for SLPAs and the approval process for SLPA training programs as of December 31, 2003, due to financial reasons.

4. Will speech-language pathology assistants be used to replace speech-language pathologists?

No. Assistants cannot replace qualified speech-language pathologists. Rather, they can support clinical services provided by speech-language pathologists. SLPA guidelines were developed to ensure that speech-language pathology services provided to the public are of the highest quality and that speech-language pathologists continue to be responsible for maintaining this quality of service. According to SLPA guidelines and state licensure laws, no one can employ a speech-language pathology assistant without a speech-language pathologist as supervisor. SLPA guidelines and most state laws limit the number of speech-language pathology assistants a speech-language pathologist may supervise and define boundaries for how assistants are used.

5. Is there a need for speech-language pathology assistants?

To serve a growing and more diverse client base and an expanding scope of practice, more service providers are needed. In an era of heightened demand for cost efficiency, some tasks may be more appropriate for support personnel than for professional-level providers. The use of assistants may allow SLPA-certified speech-language pathologists to focus more on professional-level clinical services (i.e., those that require ongoing clinical judgment) rather than on routine day-to-day operational activities. For further information on the U.S. Bureau of Labor Statistics national job outlook for the professions visit www.bls.gov/oco/ocos085.htm#outlook . For information on state occupational projections visit

6. What is the demand for speech-language pathology assistants?

SLPA does not have specific data on the demand for speech-language pathology assistants; however, 16.4% of SLPA certified speech-language pathologists reported that at least one speech-language pathology assistant was employed in their facilities School-based speech-language pathologists reported a greater use of speech-language pathology assistants than did speech-language pathologists in health care facilities. In the school-based setting, 25.4% of SLPA-certified SLPs indicated that their facilities employed one or more SLPAs (2000 The demand for speech-language pathology assistants is likely to grow as the population base for speech-language pathology services continues to increase.

7. What are the advantages to the speech-language pathologist in using speech-language pathology assistants in his/her practice?

The SLPA-certified SLP may extend services (i.e., increase the frequency and intensity of services to patients or clients on his/her caseload), focus more on professional-level tasks, increase client access to the program, and achieve more efficient/effective use of time and resources. According to the SLPA 2000 Schools Survey, 47.3% of respondents indicated that the use of SLPAs led to "more time for direct service," while 23.1% reported that the use of SLPAs led to "more time for planning/consultation with teachers."

B. Using Speech-Language Pathology Assistants

1. What may speech-language pathology assistants do?

According to SLPA's Guidelines for Training, Use, and Supervision of Speech-Language Pathology Assistants, which apply across all practice settings, a speech-language pathology assistant may conduct the following tasks under the supervision of a speech-language pathologist:

Assist speech-language and hearing screenings (without interpretation)
Assist with informal documentation as directed by the speech-language pathologist
Follow documented treatment plans or protocols developed by the supervising speech-language pathologist
Document patient/client performance (e.g., tallying data for the speech-language pathologist to use; preparing charts, records, and graphs) and report this information to the supervision speech-language pathologist
Assist the speech-language pathologist during assessment of patients/clients
Assist with clerical duties such as preparing materials and scheduling activities as directed by the speech-language pathologist
Perform checks and maintenance of equipment
Support the supervising speech-language pathologist in research projects, in-service training, and public relations programs
Assist with departmental operations (scheduling, record keeping, safety/maintenance of supplies and equipment)
Collect data for monitoring quality improvement
Exhibit compliance with regulations, reimbursement requirements, and speech-language pathology assistant's job responsibilities

State laws vary and may differ from SLPA guidelines. Check specific state regulation" Assist speech-language and hearing screenings (without interpretation)

2. What is outside of speech-language pathology assistants' scope of responsibilities?

According to SLPA's Guidelines for Training, Use, and Supervision of Speech-Language Pathology Assistants, a speech-language pathology assistant may not perform the following tasks:

May not perform standardized or nonstandardized diagnostic tests, formal or informal evaluations, or clinical interpretation of test results
May not screen or diagnose patients/clients for feeding/swallowing disorders
May not participate in parent conferences, case conferences, or any interdisciplinary team without the presence of the supervising speech-language pathologist or other SLPA-certified speech-language pathologist designated by the supervising speech-language pathologist
May not write, develop, or modify a patient/client's individualized treatment plan in any way
May not assist with patients/clients without following the individualized treatment plan prepared by the speech-language pathologist or without access to supervision
May not sign any formal documents (e.g., treatment plans, reimbursement forms, or reports; the assistant should sign or initial informal treatment notes for review and co-signature by the supervising professional)
May not select patients/clients for service
May not discharge a patient/client from services
May not disclose clinical or confidential information either orally or in writing to anyone other than the supervising speech-language pathologist
May not make referrals for additional service
May not counsel or consult with the patient/client, family or others regarding the patient/client status or service
May not use a checklist or tabulate results of feeding or swallowing evaluations
May not demonstrate swallowing strategies or precautions to patients, family, or staff
May not represent himself or herself as a speech-language pathologist.

State laws vary and may differ from SLPA guidelines. Check specific state regulations to determine which tasks are outside the scope of responsibilities for assistants in a particular state.

3. What is the average salary for speech-language pathology assistants?

At this time, SLPA collects salary data only on SLPA-certified speech-language pathologists and audiologists. Occupational and physical therapy data show that assistants in those fields make about 60% to 75% of professional-level salaries.

4. How will this program affect the culturally and linguistically diverse professional population?

SLPA places great emphasis on attracting individuals from culturally and linguistically diverse backgrounds into the speech-language pathology/audiology professions. In related professions that use assistants, the proportions of minorities to non-minorities in both the assistant and the professional levels are similar.

5. Who is responsible for services provided by a speech-language pathology assistant?

The fully qualified, SLPA-certified supervising speech-language pathologist is responsible for the services provided by assistants. In states that regulate speech-language pathology assistants, speech-language pathologists who hold full, unrestricted licenses assume these responsibilities for persons working under their direction.

6. Will caseloads expand when assistants are used?

As has always been the case, caseload size of SLPA-certified speech-language pathologists may or may not increase depending on client needs and the nature of the services provided. If speech-language pathology assistants are used appropriately, and if they are adequately supervised, SLPA certified speech-language pathologists’ caseloads may decrease to permit sufficient time to supervise staff working under their direction; however, workload may increase as the speech-language pathologist assumes responsibilities for training and supervising assistants. Speech-language pathology assistants do not carry their own caseloads. Assistants help to provide services as directed for the caseloads of speech-language pathologists.

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C. Supervising Speech-Language Pathology Assistants
1. Who can supervise speech-language pathology assistants?

SLPA's guidelines define a supervisor as a speech-language pathologist certified by SLPA and licensed by the state (where applicable) who has been practicing for at least 2 years following SLPA certification and has completed at least one pre-service course or continuing education unit in supervision.

2. Is the speech-language pathologist supervising an SLPA required to have a course in supervision?

It is recommended, according to SLPA’s 1995 guidelines (see above).

4. If an SLPA-certified speech-language pathologist with less than two years' experience joins a program with an experienced speech-language pathology assistant, should the assistant be terminated to meet SLPA’s 1995 guidelines?

No. However, there should be documentation of the attempt to hire a qualified speech-language pathologist as supervisor (i.e., with more than two years' experience post-SLPA certification). In addition, an alternate plan of supervision should be developed.

5. How much supervision is recommended?

The amount and type of supervision required should be based on the skills and experience of the speech-language pathology assistant, the needs of patients/clients served, the service setting, the tasks assigned, and other factors. SLPA's Code of Ethics requires certificate holders to provide "appropriate supervision." In SLPA's speech-language pathology assistant guidelines, the minimum amount of supervision suggested is 30% weekly (at least 20% direct) for the first 90 workdays and 20% (at least 10% direct) after the initial work period. Direct supervision means on-site, in-view observation and guidance by a speech-language pathologist while an assigned activity is performed by support personnel. The guidelines also recommend that a speech-language pathologist supervise no more than three speech-language pathology assistants.

State laws vary and may differ from SLPA guidelines. Check specific state regulations to determine amount of supervision required and qualifications for supervisors of assistants in a particular state.

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D. Credentialing Speech-Language Pathology Assistants
1. Does SLPA credential speech-language pathology assistants?

Not at this time. SLPA had started a voluntary registration program for speech-language pathology assistants (SLPAs) in 2003, of which one criterion for such registration required an associate degree in SLPA from a technical training program for speech-language pathology assistants. At its Spring 2003 meeting, SLPA's Legislative Council passed a resolution to discontinue the registration program for speech-language pathology assistants and the approval process for SLPA technical training programs as of December 31, 2003, due to financial reasons.

SLPA no longer has a recognition process for associate degree technical training programs for SLPAs nor a registration process for SLPAs. SLPA will continue to disseminate the Guidelines for Training, Use, and Supervision of Speech-Language Pathology Assistants, which wererevised in 2004. The revised Guidelines include recommended curriculum for training programs and a checklist for supervisors of SLPAs that can assist in the verification of technical proficiency of the assistant.

2. How does one become a speech-language pathology assistant?

SLPA's recommends completion of an associate's degree from a technical training program with a program of study designed to prepare the student to be a speech-language pathology assistant. Because the requirements for speech-language pathology support personnel vary across the country, persons interested in serving as speech-language pathology assistants should check with the state of intended employment for that state’s specific requirements. State agencies (licensure boards) currently regulating support personnel have training requirements that range from a high school diploma to a baccalaureate degree + graduate credit hours, as well as a variety of differing requirements for those supervising these individuals. In addition to state regulatory agencies, state education agencies may credential support personnel to work solely in schools to support service delivery provided by a qualified speech-language pathologist. SLPA's Guidelines for Training, Use, and Supervision of Speech-Language Pathology Assistants are national in scope and can serve to promote greater uniformity in the terms used to identify speech-language pathology support personnel, training and educational requirements, and job responsibilities.

3. Is continuing education required for a speech-language pathology assistant?

Currently, SLPA does not have a continuing education requirement for speech-language pathology assistants. State laws may vary from SLPA’s requirements, so check with the state of intended employment, as several states do require annual continuing education for assistants.

4. Is the use of speech-language pathology assistants permitted in every state?

No. Some states that regulate speech-language pathology do not permit the use of speech-language pathology support personnel. In addition, state departments of education may credential speech-language pathology support personnel. Some school districts hire assistants under the classification of teacher assistants. If a state regulates speech-language pathology support personnel (i.e., under the term of assistant, aide, paraprofessional, apprentice, etc.), then individuals who wish to become employed in that state must meet the state requirements for practice under a licensed and SLPA-certified speech-language pathologist. Call the state licensure board or department of education for specific state regulations. Addresses and phone numbers can be obtained at www.SLPA.org/about/legislation-advocacy/state/associations.

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E. Training Speech-Language Pathology Assistants
1. Is this a career ladder?

It could be, but it is not specifically intended as such because the associated coursework and fieldwork experiences required in the speech-language pathology assistant program typically differ from those at the bachelor's, pre-professional, or master's professional levels. Anyone interested in pursuing academic coursework and fieldwork as an assistant prior to entering the field of speech-language pathology may want to check with bachelor's degree programs and master's degree programs in speech-language pathology to determine if any courses taken in the associate degree SLPA program will be credited for future studies.

2. What information is available to help a training institution start a speech-language pathology assistant training program?

The 2004 revised Guidelines for Training, Use, and Supervision of Speech-Language Pathology Assistants include curriculum content for training of SLPAs. (See Section G below for more information.)

3. Can an institution establish a speech-language pathology assistant training program in a state that prohibits the use of speech-language pathology assistants?

Such decisions are under the purview of state agencies that have degree-granting authority and that regulate the professions. Consult with the appropriate state entity that performs such oversight to determine if starting such a program is permissible under postsecondary requirements in place and whether the program would be at variance with state law and regulations for the profession.

4. How can I find qualified speech-language pathology assistants?

Call states that regulate them. Addresses and phone numbers of state licensure boards and regulatory agencies can be obtained from SLPA's Web site at http://www.SLPA.org/about/legislation-advocacy/state/associations. Another option is to call associate degree programs and institutions that train and graduate speech-language pathology assistants. For a list of self-identified training programs for SLPAs, contact actioncenter@SLPA.org.

5. How many training programs are there for speech-language pathology assistants?

As of September 2003, SLPA is aware of 27 operational associate degree programs for speech-language pathology assistants and 73 institutions that are considering and/or developing programs. Some of these programs are exploring training opportunities through distance learning and collaborations between community colleges and institutions of higher education. For a self-identified list of SLPA training programs, contact actioncenter@SLPA.org.

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F. Reimbursing Speech-Language Pathology Assistant Services

1. Who makes the determination of what constitutes a "skilled" versus a "non-skilled" activity, in terms of rate of reimbursement for speech-language pathology (SLP) and speech-language pathology assistant (SLPA) services?

Medicare (as well as private insurers) does not provide a different rate of reimbursement for services provided by a speech-language pathologist as opposed to an SLPA. Services provided by a speech-language pathologist and an SLPA are considered skilled services, as the SLPA is implementing the treatment devised by the speech-language pathologist. Medicare and most private insurers do not cover non-skilled speech-language services. There are some clear definitions of what type of activity constitutes a skilled service in the SLPA compilation that includes "Medicare Medical Review Guidelines for SLPs." Excerpts are reproduced below, although one should refer to the entire document for guidance.

"The services must be of such a level of complexity and sophistication, or the patient's condition must be such that the services required can be safely and effectively performed only by or under the supervision of a qualified speech pathologist. ( Medicare Intermediary Manual, section 3101.10A.2)

Non-skilled activities include:

Non-diagnostic, non-therapeutic, routine, and repetitive and reinforced procedures . . .which may effectively be carried out with the patient by any nonprofessional (e.g., family member, restorative nursing aide) after instruction and training is completed. (Medicare Program Integrity Manual, section 6.6.5.B.)

2. Since there is no clear definition of supervision in Medicare regulations, how should facilities approach the intermediary for a ruling?

If there are any questions regarding supervision, SLPA’s 1995 Guidelines for the Training, Credentialing, Use, and Supervision of Speech-Language Pathology Assistants will address them. If the services provided by the SLPA under the supervision of the speech-language pathologist constitute skilled care and the facility follows SLPA supervision guidelines, then that should be an adequate basis for Medicare coverage.

Some intermediaries (i.e., claims processing organizations) are not certain of their role in determining the adequacy of supervision. The following excerpt form the Medicare Intermediary Manual (section 3101.10A.2) can be cited:

(When you [the claims reviewer] determine the services furnished were of a type that could have been safely and effectively performed only by qualified speech pathologists or under the supervision of a qualified speech pathologist, presume that such services were properly supervised. However, this assumption is rebuttable and, if in the course of processing claims you find that speech pathology services are not being furnished under proper supervision, deny the claim and bring this matter to the attention of the Division of Health Standards and Quality of the RO [CMS Regional Office].). . .

If your Medicare intermediary insists that SLPAs are not covered, request from SLPA a 1996 letter from HCFA (now the Centers for Medicare and Medicaid Services [CMS]) regarding coverage of speech-language pathology support personnel. It states that "it is the intermediary's responsibility to determine whether the type or degree of supervision...is adequate for coverage of speech-language pathology services." The letter can be obtained form Mark Kander at Mkander@SLPA.org .

3. What is being done to ensure Medicare coverage of services rendered by a credentialed SLPA?

Facilities that use SLPAs are encouraged to contact their intermediaries to confirm that services furnished by an SLPA are covered skilled services and appropriately supervised; hence they should be reimbursed. The SLPA Governmental Relations and Public Policy Board and the Health Care Economics Committee are currently studying the ramifications of revised regulations that would recognize SLPAs who meet SLPA criteria.

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G. Fieldwork for Speech-Language Pathology Assistant Student Trainees

INTRODUCTION

The questions and answers below are provided to assist associate degree technical training programs for speech-language pathology assistants (SLPAs) in establishing fieldwork arrangements that provide SLPA students with the technical skills for supervisors to verify their technical proficiency. This section is applicable to SLPA student trainees, not necessarily assistants in the employment setting.

1. Should the fieldwork hours completed by SLPA students be performed at specific types of settings or distributed across specific age groups or disorders?

SLPA does not specify types of settings for fieldwork or distribution of hours, but recommends that the fieldwork provides SLPA students with a variety of experiences with individuals with communication disorders. The intent is for training programs to have flexibility in arranging their fieldwork, and to provide SLPA students with experience with both children and adults in more than one setting; however, SLPA policies do not suggest a specific distribution.

2. Does the minimum of 100 clock hours of fieldwork include observation hours?

No. SLPA guidelines recommend a minimum of 100 clock hours of fieldwork that includes direct and indirect client contact activities covering all of the job responsibilities of an SLPA, but no observation hours. SLPA recommends that observation hours be undertaken before starting the 100 fieldwork hours. It is up to the training program to set the appropriate number of observation hours.

3. When SLPA students are engaged in patient/client contact, does SLPA recommend that they receive direct supervision or indirect supervision for the specified minimum of 50% of the time?

When engaged in patient/client contact, SLPA guidelines recommend that the SLPA student be supervised a minimum of 50% of the time. The patient/client contact refers to direct supervision of the SLPA student, which is defined as on-site, in-view observation and guidance.

4. When SLPA students are placed in fieldwork settings, can they be supervised by more than one SLP?

Yes. SLPA recommends that each SLP supervising the student complete a technical proficiency or skills competency checklist (or whatever specific format your institution uses for fieldwork assessments) for that particular student.

5. Should the supervisor of an SLPA student in an external fieldwork placement hold a current Certificate of Clinical Competence in Speech-Language Pathology (CCC-SLP) from SLPA, or can he/she hold state licensure only?

SLPA suggests that an SLPA-certified speech-language pathologist supervise the first 100 clock hours of fieldwork defined in SLPA guidelines for each SLPA student. Any fieldwork hours completed that are above 100 clock hours may be under the supervision of a qualified speech-language pathologist who is either state-licensed or SLPA-certified.

6. How many years' experience does the supervisor need to have to supervise an SLPA student?

The Guidelines for the Training, Use, and Supervision of Speech-Language Pathology Assistants specify that "the SLPA must be supervised by an SLP who has practiced speech language pathology for at least 2 years following SLPA certification."