speech language pathology reddit

The Truth About the Confidence of Speech-Language Pathologists and How to Expand Yours!

Increase Your Effectiveness - Tips for SLPs

How is it that speech-language pathologists have years of undergraduate and graduate work, hundreds of clinical practicum hours, a full year with supervision, and we can still be years into our career feeling a lack of confidence about what we do?  Now with the additional learning curve of telepractice, the confidence of speech-language pathologists might be at an all time low.

Here is a post on the SLP Reddit group that makes the point:

Dealing with Low Self-Confidence As An SLP

“I am in my 3rd year working in a school and am finding the stress of it overwhelming at times. I am constantly second guessing myself and just always have this feeling like I don’t know what I’m doing. I spend my entire weekend stressing out over the coming week always wondering if I am really doing what the kids most need. Even when I am doing what I know they need I feel like it is just a drop in the bucket because there is not the time to see them but more than once or twice a week… I keep thinking I will feel more confident as I get more experience but I am 3 years in now and am feeling less confident. I’m just wondering if anyone else experiences such a lack of confidence and what you do to manage it and feel successful and like you are making a difference.” Speech Language Pathology Reddit Group

Can you relate?

We can.  But here’s what you need to know.  There are three really good reasons why you might be feeling unconfident or anxious in your job as an SLP.  Knowing what these three things are brings understanding.  With that, we can get past it.

3 Things That Bring Down the Confidence of Speech-Language Pathologists

1. dragging grad school habits into the work environment.

Remember grad school?  I didn’t think so.  What a whirlwind!  Part of the design of grad school is to give us exposure to the full buffet of communication deficits.  It does the job of introducing us to most disorders and giving us experience with some.  But we are at the mercy of an incredible learning curve. 

Here is a pretty savvy research study on SLPs in which they compared the teaching style of programs with the learning styles of the last three generations.  The chart about Generational Characteristics on page 2 is pretty cool. 

Anxiety During Clinical Education

New experiences, situations, and responsibilities encountered can produce anxiety and fears when student clinicians begin their clinical education. In the correct amount, these feelings can be motivating and improve learning; however, too much fear or anxiety can have the opposite effect and impede the clinical learning process.

Speech-Language Pathology Student Anxiety, Expectations, and Needs During Clinical Practicum

In my grad program we had to read so much each week that I didn’t pick up another book until about two years after I finished school. It is intense, and probably needed.  However, many of us carried this toe-dipping, surface-level, learning style and level of stress and anxiety over to our jobs.  You have permission to set it down now (if you are working already!).  Just go to work. Go to work like your non-SLP husband, wife, or partner does.  Know you worked to make a difference, set it down, and come home.

2. Limited Time to “Think Deeply”

Knowledge and/or experience about a subject can raise the confidence of speech-language pathologists. We either need to learn a lot about it, work with it for a long time, or both.  With the speed of our work.  With kids dropping onto our caseload with disorders like Agenesis of the Corpus Callosum or DiGeorge Syndrome , this can be challenging.

With new computer systems to learn…with new research coming out that we are supposed to be reading, how, if ever, can we think deeply?

Here is another post from an SLP on Reddit that sums it up quite nicely:

Deep thinking SLPs

“I know the phrase “deep thinker” can mean a lot of different things. In my case, I love ideas, philosophical conversations, and nuance…This is part of why I am drawn to language, because it’s so symbolic and the confluence of language/linguistics/culture/the mind is fascinating to me. However, since beginning my training as an SLP, I’m realizing some of the things I love about language are antithetical to the job itself. We try to be objective, and there is the (necessary) goal of giving someone a diagnosis so that they qualify for services. There is a lot of planning, following test manuals, etc. Sometimes I worry that my nature will be in conflict with being an SLP, and that I will have to turn off this more philosophical side of myself. Am I being unrealistic? Can you think of any jobs that would be better suited for me, or does the day to day of SLP lend itself to this more than I can see? I also considered being a lawyer or therapist.” Deep thinking SLPs – Reddit

This doesn’t mean that we can’t build confidence as an SLP by thinking deeply.  We just need to choose our topics wisely.  We will talk more about this at the end.

3. What We are Expected to Know is Immense

Using a speech referral system as an example, there are 27 ways a child can be unintelligible and 9 ways they can have suppressed language.  These don’t even include secondary diagnoses!  So the answer here is to give yourself some grace.  Commit to the career and continue to learn.  Once you have learned something, share it with someone.  Drop any notion that you will know everything and feel comfortable reaching out for help from someone with the knowledge you need.

The confidence of speech-language pathology students regarding communicating with people with aphasia

How to Build Confidence as an SLP

There is a lot out there about boosting confidence, and maybe I am a bit jaded, but I am not sure that many of the suggestions help boost the confidence of SLPs. A google search will give you lists of 10, 12, 25 ways to boost your confidence.

All of them researched. 

All of them intended to make you feel better. 

I can’t argue with any of them, but I have trouble remembering to do any of them when things aren’t going well. 

I can’t stomach any suggestions that are coupled with how to “fit them into your day.”  They haven’t seen a healthcare worker’s or educator’s schedule. 

I see most of the suggestions as falling into three camps:  Psychological. Kinesthetic, or Intellectual. 

This is a list I tailored to increase the confidence of speech-language pathologists. Let’s start with psychology.

1 Suggestion from Psychology to Increase Your SLP Confidence

There is one piece of neuroscience that I learned that has had huge implications for my job and I think can change the confidence of speech-language pathologists everywhere.

We are all negatively wired.

The mind has a very important job.  It has to protect you and ensure your survival.  Everything else is secondary.  This means that a massive amount of our programming keeps us on the lookout for bad things happening.

That’s why when negative things happen, they seem so much more important than all of the positive things going on. 

If you are at a party, have 19 amazing interactions, and one person comments about your clothes, which do you remember?

You are driving home for your 40-minute commute.  3999 people drive well and one person next to you is texting.  Who do you remember?

A product you want to buy has 99 5-star reviews and 1 3-star.  Which do you read first?

We are “negatively wired” and we don’t want this to change.  I don’t even know that we can. It’s important to our survival. But there is one thing we can do:

Balance out Negativity with Positivity

Again, I don’t believe we can ever become un-negative but we can add some more positives to our life to balance out the mixture.  I think that on my “best days,” I am probably just coming in even with negative and positive thoughts. 

I think this is part of the power and science behind giving gratitude because you are verbally acknowledging that something positive occurred.  That takes practice.  Seeing the negative is easy and acknowledging fears and doubts is important.  But how can we even the playing field?

• Praise (yourself)
• Gamify your day – For every 10 progress notes I write I get _________ .

Don’t turn it into a battle against negativity.  Just add some positives to your day to even things out.  This way, things will appear less dire and more manageable.

3 Ways to Leverage Your Physiology to Boost Your Confidence

So what is kinesthetic research?  If you aren’t familiar with researcher William James, way back at the end of the 19 th Century he posited the idea that if we change our physiology, we can change our outlook and psychological state.  Here is a question for you:

“Do you smile because you are happy or are you happy because you smiled?”

The truth can be both. Many research studies have shown that by holding your face in a smile, you become happier. The As If Principle: The Radically New Approach to Changing Your Life  by Richard Wiseman   So these suggestions are ways in which you can act first, to produce the desired outcome:

Slow Down Your Speech

The rate of your speech telegraphs to your own mind and those around you whether you are confident or not.  A person in a position of authority speaks slowly.  An unconfident person who does not feel they know what they are talking about or is unsure speaks quickly.  They are basically speaking apologetically. 

Try this in your next IEP meeting.  State only what is important, in a slow decisive manner.  Here are two examples:

“After working with Peter across four sessions, Completing tests on five areas of language, It became clear that he is not communicating at the same level of his classmates and will benefit from services.”

“Wow! Testing takes awhile doesn’t it? Thank you for letting me pull Peter out of class and test him so much.  It took awhile but I finally figured out what was going on and then took a while to write up the report because I wanted you all to know how good of a little worker he is but really struggled with so many parts of the language tests that I feel, I mean, I think it’s important to get this little guy into speech therapy and…”

Stand up, Stand tall

What posture do you hold when you are scared? Where is your head? What is your line of sight? How deep are your breaths? Now compare that to an image of Superman.  Unfortunately, in this modern world, our posture when we sit in front of the computer pulls us forward and down.  It restricts our oxygen and lowers our gaze.  These are all the kinesthetic signals the body needs to be on the lookout, be unsure, and be watchful. 

We can reverse this by standing tall with our head back and breathing deeply. This isn’t “fake it til you make it.”  There is real, fascinating, science behind it. 

As an aside,  I was hit by a car while riding my bike and tore all sorts of bad things in my back.  I was experiencing back, shoulder, and neck pain and went through a process called myofascial release.  Basically, I adopted a protective posture when I was about to be hit. I tore muscles that cemented me into that position when I healed.  Myofascial release was basically a process of retearing the muscles (yes, ouch!) so I could stand up straight again.  One positive outcome is that my mood dramatically improved!  The chiropractor explained that I had been continually holding my body in a position of fear. 

The cool thing is you don’t need to get hit by a car to figure this out. Just stand up tall! And improve the confidence of speech-language pathologists on your team by sharing this idea. No slouching!

There are some really great and bizarre studies in the book: The As If Principle by Richard Wiseman where they trick people into smiling and record mood changes.  For example, they told people they were part of writing study for paraplegics and had to write with a pencil in their mouth.  The people who had the pencil sideways reported better mood and disposition. Bang-for-your-buck this is the easiest suggestion to do. Just hold a smile and count to 6!

Boosting Your Intellectual Confidence

Fear paralyzes us.  In SLP terms this can mean not starting an evaluation because we aren’t familiar with the disorder. Dreading going to the Life Skills classroom because you “stink” at AAC.  Knowledge breaks us free from this paralysis. 

Here is the important point:

Learn Sequentially, Not Simultaneously

I know, I know. This goes completely against who you are as an SLP.  Being thrown into grad school and tackling 6 different disorders each semester. Going to your first job assignment and learning the districts/schools/Medicaid software simultaneously.  Now?

Put everything on autopilot and singularly focus on one thing.  The one thing that scares you the most or will have the greatest impact.  Decide that this is the semester that you will: _________________

• Learn about AAC
• Kill it with taking data
• Eat your lunch without working simultaneously and walking for 5 minutes around the school after you eat
• Master your email

Give yourself permission to become better at the job you are being paid to do.  Then, set that down and move on to the next thing for a few weeks or months.

And a Bonus! Increase Your Student’s Confidence in Speech Therapy

Many of us learn best through teaching.  Well, it just so happens that your students also benefit from the strategies above.

16 Comments

THANK YOU FOR THIS! You perfectly encapsulated how I’ve been feeling, 4 years into this job. I’m so glad to know I’m not the only one.

Your welcome! I don’t think that other jobs have to deal with such an immense body of knowledge that we call “speech language pathology.” There is no way to know it all. And yet we are expected to make confident decisions. 4 years is a ton of time and I am sure you are good at this. I wrote this because I think we all need the reminder some times. Thanks for writing. Scott

This post came at just the right time. I have an intern I’m mentoring and we just had a conversation about this earlier in the week. She is great and will become an excellent SLP but at times she is feeling like “the new kid” and therefore questioning herself a lot. So, thanks for this timely post.

My heart really goes out to the new SLPs who are wrestling with distance learning and everything else about the job. One thing that telepractice did for me was make me feel like a CF again. Kind of happens every time we see a disorder we are not familiar with. Stressful at times but I wonder if the continual newness keeps many of us doing the “same thing” for 20-30 years. Thank you for your comment.

Spot on. Thank you!

Just what I needed to read this morning. I often show myself some grace by reminding myself that SLPs can’t be expected to be immediately proficient in every area/situation that may come up, but that we are well equipped to use our critical thinking skills steeped in our clinical judgment based on years of studying a diverse range of communication disorders. Just yesterday, I was being especially mindful about selecting my words during an evaluation planning meeting, and though I was aware of a bit of ums, ramblings, and asides, at the end, another team member complimented me on my ability to lead a meeting, and, not surprisingly, I slept like a baby. At the end of the day, I’m exhausted, but always proud to call myself an SLP!

Thanks for writing in and sharing your thoughts. Going home satisfied is such a great feeling. After reading what you wrote, it has me thinking about how cool that would be if it were a daily goal.

I’d like to suggest that, after working in the field for 3 years, it’s possible that your diminishing “confidence” is actually a realization that you don’t have all the knowledge you need to address all the disorders you’re encountering, not because of a lack, but because of a deeper understanding of the nature of the problems. It’s a bit of “you didn’t know how much you didn’t know”. I would be more concerned if you felt too comfortable in your work and never questioned your competence. A suggestion: find someone in the field who you respect who can act as a mentor. It doesn’t need to be someone in your department, someone with more experience/expertise with whom you can discuss cases. I’ve had just such a relationship with clinicians in other states. They can help with techniques and knowledge, as well as with maybe shifting your point of view. Hang in there! And commit to professional development every chance you get.

Excellent article, thanks for writing this. I have been in the field for 25 years and still feel inadequate at times. I have developed a lot of knowledge in that time, but the truth is, our field is so diverse. Focusing on learning more, or getting better at, one topic or aspect of my work at a time, does help me not feel so scattered. Also, taking care of the very basics, such as rest, hydration and nutrition make all the difference. I have always eaten in a hurry while trying to “catch up” on notes at my computer. A practice that is not very effective for my body, or my notes!

Great points Kelly, I was so guilty for a while of eating while I was working. Then I went back to a school where everyone was eating in the teachers’ lounge and I remembered what unstressed eating felt like. and 25 years! You’re obviously doing something right to make it that distance.

Scott, Great speaking with you and loved your blog! Will share with other SLPs!

Awesome. Glad to hear.

I was told by an experienced SLP that at 5 years you start to feel like you know what you’re doing. That was comforting to me whenever I really lacked confidence. Somehow, magically, at about 4 1/2 years, I dropped the sense that I might really mess something up, and knew that nothing would go terribly wrong. It was a good place to get to. There’s still so much to learn, but I know I can dive in whenever I’m not sure what to do. I do some research or ask for guidance, and it will work out. And I sometimes really feel competent (about 8 years in)! It’s a big, rich field!

Hi Joanne, I totally agree with you. What can be seen as overwhelming can also be seen as a vast opportunity for a lifetime of learning. Fascinating how many, many ways communication can be disrupted.

Thank you for writing this!! Learning never stops. There are always challenges (personal and professional). After practicing as an SLP for over 33 years, in 5 different states, in 5 different settings and feeling rather successful…… new challenges are presented….. living under the COVID-19 pandemic presents many social, personal, and professional challenges. Useful tips to help us face the new world. Life as an SLP has been fabulous but not easy. Take care of your health and help those in need with passion.

33 years!! I think you get the record for this thread.

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Home / Speech Pathology Career Guide / The Guide to the ASHA Speech Pathology Scope of Practice

The Guide to the ASHA Speech Pathology Scope of Practice

The  ASHA scope of practice is an official policy document of the American Speech-Language-Hearing Association (ASHA) , covering the breadth of practice in speech-language pathology. It defines the job of certified speech language pathologists (SLPs) in the United States—what they do, where they work, and how they help patients. Here’s a summary of the scope of practice—and what it means for you as an aspiring SLP.

What is the ASHA Scope of Practice for Speech Pathologists?

What is a scope of practice? Before getting into that, we first have to understand the role of the ASHA. Borrowing from its website, the ASHA is a “national professional, scientific, and credentialing association” covering a range of disciplines—including speech pathology. 

In brief, the ASHA’s scopes of practice details what licensed and  certified speech pathologists  are expected to do in their respective fields—and what they’re legally allowed to do in their profession. Adhering to scopes of practice are important, both for keeping patients safe and your license from liability. 

Focusing on speech pathology, the  ASHA’s scope of practice  covers the profession in detail. To quote from its website:

“The Scope of Practice in Speech-Language Pathology of the American Speech-Language-Hearing Association (ASHA) includes the following: a statement of purpose, definitions of speech-language pathologist and speech-language pathology, a framework for speech-language pathology practice, a description of the domains of speech-language pathology service delivery, delineation of speech-language pathology service delivery areas, domains of professional practice, references, and resources.”

Definitions of Speech Language Pathologist 

The ASHA defines speech language pathologists as:

 “..professional[s] who [engage] in professional practice in the areas of communication and swallowing across the life span.” 

Communication and swallowing disorders are central to an SLP’s work. These areas are defined below:

• Communication.  SLPs who focus on communication help clients and patients in a number of areas, including language, cognition, fluency, resonance, and hearing.
• Swallowing . SLPs who focus on all aspects of swallowing, including feeding and related behaviors. 

Speech Language Pathology Framework for SLP Practice 

A  career in speech language pathology  involves helping individuals with  swallowing and communication disorders  to improve their quality of life. SLPs play a valuable role in their patients’ development and wellbeing. 

Practitioners in the field of speech therapy, who must obtain at least a  master’s in speech pathology degree , are expected to use high-quality and collaborative research and evidence to inform their decisions. Beyond that, after  becoming an SLP , practitioners work across the span of speech language pathology. In general, the ASHA scope divides SLP into service delivery and professional practice. 

Though service delivery and professional practice are interconnected—and both invaluable to the discipline at large—they approach SLP from slightly different angles. In brief, service delivery is how SLPs work directly with clients and patients, from direct counseling to screening for and treating medical conditions. The ASHA divides SLP service delivery into eight distinct areas:

• Collaboration
• Prevention and Wellness
• Modalities, Technology, and Instrumentation
• Population and Systems

The professional practice aspect goes beyond  clinical practice , encompassing research, education, and administration. This branch of SLP is ideal for individuals who want less direct relationships with patients but still want a lively career in the field. Per the ASHA’s scope of practice, professional practice includes the following five areas:

• Advocacy and Outreach
• Supervision
• Administration/Leadership

Domains of Speech Pathology Service Delivery 

Working in SLP service delivery means being comfortable in different fields. Though not an exhaustive list, here’s an overview of the ASHA’s eight service delivery domain areas.

• Collaboration . SLPs are expected to work with colleagues to create a collaborative culture. In practice, that involves encouraging communication and sharing decision-making—both with other professionals and with patients and their families. When working in a team, you’ll be expected to ensure colleagues have the skills and experience to make a difference.
• Counseling . SLPs educate, guide, and support individuals and their families. The best service delivery SLPs will therefore approach their work sensitively—giving emotional support to patients as they battle communication disorders, feeding and swallowing disorders, or related diseases.
• Prevention and Wellness . SLPs often promote prevention and wellness activities—aimed either at preventing disorders before they appear or mitigating their impact once they have. Public awareness is vital here, with SLPs often working to educate people about communication disorders and swallowing problems.
• Screening.  SLPs are experts at screening people for possible communication or swallowing disorders. Train as a SLP in service delivery, and you’ll use a range of tools to sharpen screening, including coordinating screening programs and analyzing medical records.
• Assessment . Speech language pathologists are experts in diagnosing different types of communication and swallowing disorder. They understand that some conditions occur developmentally, while others happen in isolation, without any obvious underlying condition. SLPs use a range of techniques to make diagnoses, from interviewing patients and their families to understanding their personal backgrounds. 
• Treatment . Speech language services are aimed at helping individuals’ ability to communicate and swallow—improving their quality of life. How treatment looks in practice depends on the patient, but SLPs may find themselves integrating academic research into their therapies, or working with colleagues in related fields. 
• Modalities, Technology, and Instrumentation . SLPs use the latest technologies to evaluate and care for people with communication and swallowing disorders. Endoscopy and fibre-optic machines are commonly used to assess swallowing, while ultrasound and other biofeedback systems can help with speech or voice production. 
• Population and Systems.   Apart from direct care responsibilities, SLPs also have a broader social role. Some focus on education and relating to the public. Others work to reduce the cost of care, liaising with partners to implement case management strategies.

Speech Pathology Service Delivery Areas 

What do SLPs actually do in practice? A career in service delivery means helping patients across a range of areas, from fluency to resonance. What exactly you work on will depend on your interests and job, but here’s an overview.

• Fluency and Speech Production .  From stuttering to cluttering, helping individuals with fluency is a crucial part of SLP. Speech production is important too, with articulation, motor planning, and phonology all key service delivery areas.
• Language . Encompassing both spoken and written communication, SLPs help people across the spectrum of language. This includes working on literacy, syntax, semantics, phonology, morphology, among other areas. 
• Cognition . SLPs often help people with cognitive difficulties. Attention and memory are two common areas of focus, as are problem solving and executive functioning.
• Voice .  Supporting patients with phonation quality, pitch, and loudness are important parts of a SLP’s work. Helping them overcome alaryngeal disorders are too.
• Resonance .  Service delivery SLPs will be expected to help individuals’ resonance, with hypernasality and hyponasality both pillars of the field. Treating cul-de-sac resonance and forward focus resonance are important areas too. 
• Feeding and Swallowing .  Service delivery SLPs cover all three phases of swallowing—oral, pharyngeal and esophageal. They’re also expected to deal with atypical eating disorders, including food refusal and negative physiologic responses.
• Auditory Habilitation/Rehabilitation .  Hearing loss and deafness can negatively affect an individual’s speech, language, or communication. SLPs are there to help—and support auditory processing in general.
• Elective Services .  Though most SLP services are a standard part of the job, more specialized focuses are available too. For instance, some choose to work on transgender communication, while others deal with business communication. Helping people change their accent or dialect is another popular option.

Domains of SLP Professional Practice

Working in SLP professional practice offers a range of career paths, across advocacy, administration, leadership, and more. Here’s a summary of the ASHA’s list of SLP professional practice domains.

• Advocacy and Outreach .  From academic literacy to training programs and political action, SLPs promote their profession in a variety of ways. Their ultimate goal is to reduce social and linguistic barriers in SLP—recruiting colleagues from diverse backgrounds and lobbying for funding and recognition from policymakers. 
• Supervision .  SLPs are responsible for supervising colleagues in the field—from trainees and assistants to clerical staff and other administrative support staff. This work requires strong social skills, as SLPs are expected to promote a collegial atmosphere in their workplace, and support individual growth while providing guidance and support.
• Education .  SLPs are often educators, teaching students in universities and colleagues in the workplace. This formal teaching dovetails with educating individuals, their families, caregivers, and policymakers about communication and swallowing.
• Research .  Research is crucial to a SLP’s work. Whether focusing on cognition, communication, pragmatics, literacy, and feeding and swallowing, there are plenty of areas to explore—either in specific facilities or across different institutions. 
• Administration and Leadership .  SLPs administer programs in schools, universities, healthcare settings, and more. Their responsibilities may include making financial and personnel decisions, designing programs, ensuring regulatory compliance, and cooperating with outside agencies.

Disclaimer: The information in this content is from the  American Speech-Language Hearing Association  as of August 2020. SpeechPathologyMastersPrograms.com is not responsible for changes that may occur after this date. Check ASHA’s website for the most up-to-date information.

13 Pros and Cons of Being a Speech-Language Pathologist

Are you considering a career as a speech-language pathologist? A speech-language pathologist has the unique and essential job of helping people communicate better, but what are the pros and cons of being a speech-language pathologist? Before you make any decisions, it is crucial to weigh the pros and cons of this profession. As a speech-language pathologist, you can expect to face various challenges and rewards in your career. Here are the top 13 pros and cons of being a speech-language pathologist so you can decide if this is the best career move for you.

What Does A Speech-Language Pathologist Do?

Where does a speech-language pathologist work, what is a typical speech-language pathologist work schedule like, how much does a speech-language pathologist make, job outlook for a speech-language pathologist, top cons of being a speech-language pathologist, 1. you will first need to earn a bachelor’s degree., 2. you will need to earn a master’s degree., 3. you will need to pass the praxis series of the educational testing service exam., 4. you will need to complete your required clinical hours., 5. if you want to work in a school, you will need to earn your certificate of clinical competence in speech-language pathology (ccc-slp)., 6. you will need a license to practice., 7. i hope you have been saving your pennies., 8. you may have a huge caseload., 9. you may have to work weekends., 10. you may have to work holidays., 11. you may become burned out., 12. if you work in the school system, you may be split between more than one school., 13. you will have a ton of paperwork to complete, top pros of being a speech-language pathologist, 1. you will earn a good living., 2. you can work in a variety of settings., 3. you will have job security., 4. you will always be able to find a job., 5. you could travel for work., 6. you can be your own boss., 7. your schedule can be flexible., 8. you can even further specialize., 9. you are helping people., 10. your job will be intellectually challenging, 11. you will be helping educate and empower your clients and their families., 12. you will see your client’s progress., 13. you are a valuable member of the healthcare team., my final thoughts.

Is Speech Pathology Right For You? 5 Questions to Ask

Industry Advice Healthcare

Before you put in the time, money, and effort required to earn a degree, it’s important to first consider which careers that degree will prepare you for. In the case of earning a Master of Science in Speech-Language Pathology , your future career is a rather obvious one. The degree prepares students specifically for a career as a speech-language pathologist (SLP). 

If you are unsure of whether this is truly the right career for you, the good news is that there are several questions you can ask yourself to ensure that you’re making the right decision. Below, we explore these questions, tying each back to the field of speech-language pathology, and present some alternative careers you might consider if you decide that this is not the field for you.

1. Do you have a passion for helping others?

Speech-language pathologists play an important role in the healthcare industry by diagnosing and treating speech, language, communication, and swallowing disorders. Treatments, interventions, education, and support provided by SLPs work together to empower patients to become more effective communicators. The end result is a patient who can make more meaningful connections with their loved ones and the broader community. 

It’s for this reason that most SLPs aspire to the career. They have the drive to help others and to make the world a better place.

Interested in a Speech-Language Pathology Career?

Learn how an SLP degree can give you the skills you need to make a difference in educational and healthcare settings.

2. What are your salary requirements?

While salary should not be your only consideration in choosing a career, it is still an important factor influencing your decision. It’s only natural, then, to ask the question: How much does a speech-language pathologist make ?

According to the U.S. Bureau of Labor Statistics (BLS), speech-language pathologists make a median annual salary of $80,500 per year, with the highest earners taking home more than $122,750 annually. 

A variety of factors will influence how much you earn, including your level of experience, the location of your work, and the type of facility you are employed in. Generally speaking, those who work in nursing homes or residential care facilities, those who work in the Western states, and those with more years of experience working in the field can all expect higher pay than their counterparts.

The field of speech-language pathology is growing rapidly as the Baby Boomer population ages and the number of individuals suffering age-related diseases that lead to speech and communication problems (such as dementia and stroke) increase. Between 2019 and 2029, the number of SLPs is projected to grow by about 25 percent, compared to job growth of four percent for all occupations as a whole. 

3. What is your career timeline?

Though a career as a speech-language pathologist is a rewarding one, both in terms of pay and your ability to affect real change in the quality of life for your patients, breaking into the field will require an investment of time. To become an SLP, you will need to:

• Earn a relevant bachelor’s degree, such as a BS in Speech-Language Pathology and Audiology or a BS in Communication Disorders
• Earn a relevant graduate degree, such as an MS in Speech-Language Pathology
• Complete a post-graduate clinical fellowship
• Pass the Praxis Exam
• Apply for state licensure and ASHA certification

All told, it takes an average of six to eight years from the start of your bachelor’s degree through the end of your fellowship to become an SLP, depending on the speed of your studies. 

4. How much variety and flexibility do you want in your career?

When most people think about speech-language pathology, they commonly envision speech therapists who specialize in working with children in schools. While this is a popular career path for many SLPs, it is far from the only option. In fact, the field offers a large amount of flexibility.

“I feel it’s a limitless career,” says Lorraine Book , department chair and associate clinical professor of Northeastern’s MS in Speech-Language Pathology program . “You can really run the gamut of individual ages and disorders that you’re working with, and that can change throughout your career.”

SLPs can work in a variety of settings, playing significantly different roles depending on where they work. For example, while you might work in an educational facility such as a school, you can just as easily pursue a career in a nursing or residential facility, a hospital, a clinic, or private practice.

“As an allied health profession, SLPs are trained to treat across the lifespan, which means birth to death, and we literally have clinicians who do that,” says Susan Fine, director of clinical education at Northeastern’s MS in Speech-Language Pathology program . “So they can work anywhere from inpatient and outpatient hospital settings, to adult geriatric settings in skilled nursing facilities, to schools, early intervention and private practice treating a range of communication and swallowing disorders.”

5. Do you have an interest in science and technology?

Speech-language pathology requires not only a drive to help others but also the ability to understand key medical and scientific concepts and technologies. If health, medicine, science, and technology interest you, then this field allows you to put that interest into action every day of your career. 

“Our profession also involves a basic understanding of science and use of technology,” Book says. “So if you have an interest in or a passion for science and technology and the intersection of that and helping others, this could be a good career for you.”

Alternative Careers to Speech-Language Pathology

If, after asking yourself these questions, you have decided that speech-language pathology is not the right career for you, there is still good news. Many other fulfilling careers provide many of the same rewards. 

If you are primarily motivated by a drive to make a difference in the lives of others, for example, you might pursue a career in counseling , occupational therapy, nursing, other careers in the field of allied health, or education . Each of these career paths will empower you to improve the lives of others, whether they be your patients or your students, while also providing competitive salaries and job stability. 

A Rewarding Career in Speech-Language Pathology

If you instead found yourself agreeing with the discussion points above, then a career in speech-language pathology could be right for you. Such a career will offer you the flexibility to work in various settings and with diverse patient populations while earning competitive pay and making a real difference for your patients. This final piece—a passion for helping others—is often the key determining reason why someone chooses to go into the field. 

Interested in becoming a Speech-Language Pathologist? Learn more about the Department of Communication Sciences and Disorders at Northeastern University. 

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About shayna joubert, related articles, 4 pressing global health problems we face today, global health careers: how can i make a difference.

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MS in Speech-Language Pathology

Mission Statement

The speech-language pathology graduate program provides a curriculum that integrates theory and practice in the study of human communication and its disorders. Students will receive the preparation necessary to join the community of professionals who provide exemplary services to a diverse population of individuals.   To accomplish the above mission, the speech-language pathology program will:

• Encourage critical thinking in a student-centered learning environment
• Nourish scholarship and creativity
• Encourage excellent oral and written communication skills
• Incorporate technology in clinical teaching
• Foster knowledge of diverse populations
• Advocate interdisciplinary collaboration

Applicants into Molloy's Master of Science Program in Speech-Language Pathology must apply using CSDCAS. 

CSDCAS Application

Students who are interested in applying to the Masters in Speech-Language Pathology but may need additional pre-requisite courses can fulfill the requirements through Molloy's Center for Professional Studies.

Accreditation and Program Information

Accreditation status.

The Master of Science (M.S.) education program in Speech-Language Pathology (SLP) {residential} at Molloy University is accredited by the Council on Academic Accreditation in Audiology and Speech-Language Pathology (CAA) of the American Speech-Language Hearing Association, 2200 Research Boulevard #310, Rockville, Maryland 20850, 800-498-2071 or 301-296-5700.

Complaint Procedures Regarding Accreditation

Any questions regarding the program's accreditation status or compliance with accreditation standards may be directed to the Committee on Academic Accreditation (CAA) at the following address:

The Council on Academic Accreditation in Audiology and Speech-Language Pathology American Speech-Language-Hearing Association 2200 Research Boulevard, #310 Rockville, MD 20850 800-498-2071 [email protected]

Phone: 800.498.2071 (ASHA Members), 800.638.8255 (non-members), Fax: 301.296.8580 Council on Academics Accreditation in Audiology and Speech-Language Pathology

Strategic Plan

The current Strategic Plan of the Communication Sciences and Disorders Department is accessible to those interested. It is available on campus in the department office in Casey 202, in the university library and in the Office of Academic Affairs.

For more information, program of study and course descriptions visit our Graduate Catalog.  

The MS SLP Program is designed to be completed fulltime over the course of two years, including one intersession and one summer.   Each students' clinical journey is individual and the sequence of specific clinical experiences may vary.  

Fall year one

• SLP 5250 Advanced Anatomy and Physiology 3 credits
• SLP 5890 Psycholinguistics 3 credits
• SLP 5275 Diagnosis in Communication Disorders 3 credits
• SLP 5280 Neurological Bases of Communication 3 credits
• SLP 5500 Research Methods in Communication Disorders 3 credits

Intersession year one 

• SLP 5310 Instrumentation 1 credit

Spring year one

• SLP 5700 Language Disorders in Children 3 credits
• SLP 5210 Seminar: Professional Issues and Ethics 2 credits
• SLP 5450 Dysphagia 3 credits
• SLP 5850 Acquired Neurogenic Disorders 3 credits
• SLP 5900 Clinical Practicum in Assessment 1 credit
• SLP 5910 Clinical Practicum I 2 credits
• SLP 5200 Seminar in Clinical Intervention: Cultural Diversity 2 credits
• SLP 5911 Clinical Practicum II 1 credit

Fall Year Two

• SLP 5305 Audiology 2 credits
• SLP 5400 Motor Speech Disorders 3 credits
• SLP 5800 Speech and Phonological Disorders in Children
• (Speech Sound Disorders) 3 credits
• SLP 5260 Voice Disorders 3 credits
• SLP 5912 Clinical Practicum III 1 credit

Spring Year Two

• SLP 5350 Aural Rehabilitation 3 credits
• SLP 5380 Counseling in Speech-Language Pathology 2 credits
• SLP 5820 Fluency 3 credits
• SLP 5410 Augmentative and Alternative Communication 3 credit
• SLP 5913 Clinical Practicum IV 1 credit
• SLP 5916 Experiential Service-Learning Clinical Practicum 0 credits

*Additional Electives for students seeking additional certification as a Teacher of Students with Speech and Language Disabilities (TSSLD) in New York State. The following courses are available in addition to the coursework included in the ASHA – CAA accredited MS SLP program:

• SLP 5370 Speech-Language Pathology in the School Setting 1 credit
• EDU 5600 Foundations of Education 3 credits

The current Strategic Plan of the Communication Sciences and Disorders Department is accessible to those interested. It is available on campus in the department office in Casey 203, in the university library and in the Office of Academic Affairs.

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Speech-Language Pathology (5331)

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Boost your confidence for the Speech-Language Pathology (5331) test. Take a full-length, interactive practice test with 132 questions covering all the topics on the test, such as foundations and professional practice, screening, assessment, and more.

About The Test

The Speech-Language Pathology test measures knowledge important for independent practice as a speechlanguage pathologist in all primary employment settings, including schools, hospitals, clinics, private practice, etc. The test is typically taken by those who are in or who have completed a master's degree program.  Recognized as the national examination in speech-language pathology, it is the only test that meets the American Speech-Language-Hearing Association (ASHA's) certification standard. The Speech-Language Pathology test is one of several requirements for ASHA's credential, the Certificate of Clinical Competence in Speech-Language Pathology (CCC-SLP).

Policy Update Notice (Posted March 2024) Starting June 1, 2024, for any test taker attempting Speech-Language Pathology (5331) or Audiology (5343) via live remote proctoring (LRP) (i.e. At-Home Testing), no breaks, whether scheduled or unscheduled are permitted. Any test taker taking an unscheduled break during an LRP session will immediately invalidate their test, not be eligible for a refund and must wait twenty-eight (28) days before their next attempt. Breaks that abide by the exam and test center policies (including those pursuant to a test taker's approved accommodation) will continue to be permitted at in-person test centers. Please refer to the study companion and Praxis Information Bulletin for further details. 

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Online Master of Science in Speech-Language Pathology

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Pursue a meaningful career.

We designed our program based on the Big 9 areas of expected competencies established by the American Speech-Language-Hearing Association (ASHA) and the Council on Academic Accreditation for Audiology and Speech-Language Pathology (CAA) .

Speech-language pathology can be a rewarding career. In fact, U.S. News & World Report ranked it the No. 11 best job in America for 2023 . This is your chance to help patients find their voice and make meaningful connections — and we can help you do it. Let’s be brave together.

Language Pathology of the American Speech-Language-Hearing Association, 2200 Research Boulevard, #310, Rockville, MD 20850, 800-498-2071 or 301-296-5700

Admission requirements​:

• Verified CSDCAS application​
• Official transcripts from each institution attended​
• Relevant bachelor’s degree or certificate from a regionally accredited institution. Approved bachelor’s degrees include:​
• B.S. in Communication Sciences and Disorders​
• B.S. in Communication Disorders​
• B.S. in Speech-Language Pathology​
• Another bachelor’s degree or certificate with a communication sciences and disorders/speech-language pathology bridge or leveling program that meets prerequisite course requirements​
• Minimum cumulative GPA of 3.00 (on a 4.00 scale)​

* Applicants that don’t meet GPA may be considered provisional admission.

The Master’s of Science (M.S.) education program in speech-language pathology {residential, distance education} at Maryville University is accredited by the Council on Academic Accreditation in Audiology and Speech-Language Pathology of the American Speech-Language-Hearing Association, 2200 Research Boulevard, #310, Rockville, MD 20850, 800-498-2071 or 301-296-5700

Dynamic, affordable, and highly streamlined.

• Apply with ease  via the Centralized Application Service for Communication Science & Disorders Programs (CSDCAS).
• Get the support you need.  Whether you need advising, tutoring, counseling, financial aid, or tech support, we’re with you the whole way — from application through graduation.
• Enjoy a dynamic, project-based curriculum.  Complete practical experiences and build real-world skills through simulation using innovative programs such as Simucase and MBSImP.
• Learn from industry leaders.  Work with our dedicated faculty of experienced, practicing clinicians who help you connect the curriculum to real-world outcomes.
• Prepare for a rewarding career.  Get ready to become a state-licensed, ASHA-certified SLP-CCC, and qualify for MBSImP certification.

A New Career

With your speech-language pathology master’s degree, you can work in a variety of settings, including:

• Hospitals and health clinics
• Schools and childcare settings
• Early intervention centers
• Rehabilitation centers
• Skilled nursing centers
• Nursing homes
• Research centers
• Private practices
• Communications-based corporations
• Home health

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• v.34(2); 2022

Systematic reviews in Speech-Language Pathology

Vanessa veis ribeiro.

1 Departamento de Fonoaudiologia, Universidade Federal de Sergipe – UFS - Lagarto (SE), Brasil.

Carla Patrícia Hernandez Alves Ribeiro César

2 Departamento de Fonoaudiologia, Universidade Federal de Sergipe – UFS -Aracaju (SE), Brasil.

Raphaela Barroso Guedes-Granzotti

Priscila de oliveira.

3 Departamento de Fonoaudiologia, Universidade Federal da Paraíba – UFPB - João Pessoa (PB), Brasil.

Kelly da Silva

Author contributions: VVR was responsible for the idea, writing, and review of the article; CPHARC was responsible for the idea, writing, and review of the article; RBGG was responsible for the idea, writing, and review of the article; PO was responsible for the idea, writing, and review of the article; KS was responsible for the idea, writing, and review of the article.

Dear Editors of CoDAS Journal,

The purpose of this letter is to bring some considerations about the challenges and frequent doubts in the elaboration of systematic review (SR) studies, aiming to facilitate the dialogue between research and evidence-based practice (EBP) in Speech-Language Pathology. The SR aims to synthesize data from existing scientific research on a given guiding question with a systematic and explicit method, enabling the presentation of reliable results for decision-making ( 1 ) . RS is nowadays considered the study with the highest level of scientific evidence.

SR must be differentiated from integrative and scoping reviews, considering the frequent confusion between these methods, including in articles already published, which perpetuates the nomenclature confusion. Integrative reviews are broader studies that allow the inclusion of different designs so that the reader has an overview of a given subject, allowing the understanding of complex concepts, theories, or the health problem targeted by the investigation ( 2 ) . Formerly considered a type of systematic review ( 3 ) , the scoping reviews seek to map the evidence available in a given field, analyze knowledge gaps, clarify the main concepts in the literature and the factors related to them, and examine how the research is conducted in a certain field ( 4 ) . The scoping review has broader and more open questions than systematic reviews and a systematized methodological structure, which differs from the systematic review by the non-mandatory analysis of the risk of bias or methodological quality, and by commonly presenting data synthesis with qualitative character. In this type of review, quantitative syntheses, when performed, refer only to the analysis of the frequency of variables ( 3 ) .

Another important point is to differentiate the types of SR to be able to correctly plan and execute this research method. The main categories of SR are qualitative evidence, text and opinion, mixed methods, effectiveness, prevalence or incidence, economic evidence, diagnostic test accuracy, etiology and risk, and measurement of psychometric properties ( 3 ) .

Qualitative SR aims to understand and interpret personal experiences, behaviors, interactions, and social contexts to explain a particular phenomenon of interest ( 5 ) . Like quantitative research, they require evaluation and criticism, and meta-aggregation can help in this process ( 6 ) . On the other hand, evidence-based on text and opinion, which can be considered as qualitative research, is drawn from experts' opinions and recommendations, from consensuses, speeches or comments, inferences, or statements by experts on a subject new, or not sufficiently explored in periodicals, journals, monographs, and reports ( 7 ) . The SR of mixed methods makes it possible to integrate experience (qualitative data) and effectiveness (quantitative data) to identify discrepancies in the available evidence, determine whether quantitative and qualitative data address different aspects of a phenomenon of interest, and explore, contextualize, or explain the findings from the other category of data ( 3 ) .

Other types of systematic reviews start from a quantitative character and, since the elaboration of their protocol, they need to present a plan concerning the methodology of quantitative evidence synthesis, which allows the generalization of the findings. Effectiveness SR requests to examine the extent to which an intervention, when used properly, achieves its objective ( 8 ) . The SR of prevalence or incidence describes the distribution of a disease in a given territory, or among subgroups ( 4 ) . The SR of economic evidence is used to assess intervention effects on health, impacts on resources, associated costs, and added value ( 9 ) . Another possibility is the SR of diagnostic test accuracy, which allows the comparison of a test of interest or index with an existing one (or reference), to analyze its accuracy ( 10 ) . The review of etiology and risk seeks to assess the association between different factors to which the individual is exposed and the development of a certain disease or health condition ( 11 ) . And finally, research on measuring psychometric properties allows self-assessment instruments to be evaluated in terms of their psychometric properties to measure a given construct ( 12 ) .

An important and specific issue for each SR category is data synthesis, which can be qualitative or quantitative ( 13 ) . Except in the qualitative systematic reviews mentioned above (qualitative SR, text, and opinion SR, and in some cases of mixed methods SR), meta-analysis (statistical treatment of sample data constituted from the studies that composed the SR) should be planned and described in the protocol. Nevertheless, the feasibility of performing after data extraction is conditioned by several factors such as the number of studies included, the risk of bias, and the heterogeneity between studies. However, it is important to highlight that in the types of SR that it is indicated and there is enough data for its performing, the meta-analysis needs to be carried out, enabling the inference and extrapolation of the results obtained. In cases where it is not possible to perform it, the reason must be described.

Regardless of the type of SR, certain steps necessarily need to be followed, as can be seen in Figure 1 . In addition to the ten steps provided for all SR, Cochrane reviews provide for the SR update every five years.

Among the main guidelines and methodological manuals that support the design of a qualified SR can be cited The Cochrane Reviewer’s Handbook , The Australian National Health and Medical Research Council ( 15 ) , and Joanna Briggs Institute Manual for Evidence Synthesis ( 3 ) . In addition, to help authors improve the reporting of systematic reviews and meta-analysis, the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) can be used, which had its version updated in 2020 ( 16 ) .

The research project of an SR is called a protocol, and it must be prepared and registered, a priori , before the beginning of the review. The main systematic review registry databases are The Cochrane Library ; Prospero; International Prospective Register of Systematic Reviews ; and Camarades, Collaborative Approach to Meta-Analysis and Review of Animal Data from Experimental Studies . The register demonstrates transparency in the execution of the research, in addition to avoiding the simultaneous elaboration of studies with the same clinical question ( 17 ) .

Specifically in Speech-Language Pathology, systematic reviews have revealed that some methodological issues of primary studies also need to be improved to enable the quantitative synthesis of data through meta-analysis. Some of these issues are the need for: I) primary studies that follow design classifications; II) standardization of outcomes and measures; III) a comparison group (whether for intervention, exposure, or outcome); IV) greater methodological detail; and V) complete presentation of quantitative tables.

There are many challenges for the construction of evidence that can support Speech-Language Pathologists practices. However, with the effort, study, and dedication of clinical and academic Speech-Language Pathologists, it is possible and necessary to improve the development and consumption of systematic reviews, which is the opportunity and reason that prompted the preparation of this letter to the Editor.

Study conducted at Universidade Federal de Sergipe – UFS - Lagarto (SE), Brasil, Universidade Federal de Sergipe – UFS - Aracaju (SE), Brasil and Universidade Federal da Paraíba – UFPB - João Pessoa (PB), Brasil.

Financial support: nothing to declare.

• Codas. 2022; 34(2): e20210170.

Revisões sistemáticas em Fonoaudiologia

Contribuição dos autores: VVR foi responsável pela ideia, escrita e revisão do artigo; CPHARC foi responsável pela ideia, escrita e revisão do artigo; RBGG foi responsável pela ideia, escrita e revisão do artigo; PO foi responsável pela ideia, escrita e revisão do artigo; KS foi responsável pela ideia, escrita e revisão do artigo.

Prezadas editoras da Revista CoDAS,

A proposta desta carta é trazer algumas considerações acerca dos desafios e dúvidas frequentes na elaboração de estudos de Revisão Sistemática (RS), visando facilitar o diálogo entre pesquisas e a prática baseada em evidências (PBE) na Fonoaudiologia. A RS tem como objetivo sintetizar os dados de pesquisas científicas existentes sobre uma determinada pergunta norteadora, com um método sistematizado e explícito, possibilitando a apresentação de resultados confiáveis para a tomada de decisão ( 1 ) . A RS é considerada hoje o estudo com o mais alto nível de evidência científica.

Para desenvolver este tipo de estudo é necessário diferenciar as RS das revisões integrativas e de escopo, haja visto a frequente confusão destes métodos, inclusive em artigos já publicados, o que acaba perpetuando as confusões de nomenclatura. As revisões integrativas são estudos mais amplos que permitem a inclusão de diferentes tipos de delineamentos para que o leitor tenha um panorama geral sobre um determinado assunto, permitindo compreender conceitos complexos, teorias ou, o problema de saúde alvo da investigação ( 2 ) . As revisões de escopo, antigamente consideradas como um tipo de revisão sistemática ( 3 ) , buscam mapear as evidências disponíveis em um determinado campo, analisar lacunas de conhecimento, esclarecer os principais conceitos da literatura e os fatores relacionados a eles e, examinar como a pesquisa é conduzida em uma determinada área ( 4 ) . A revisão de escopo tem perguntas amplas e mais abertas que as revisões sistemáticas e apresenta uma estrutura metodológica sistematizada, porém, que se diferencia da revisão sistemática pela não obrigatoriedade da análise de risco de viés ou qualidade metodológica e, por comumente apresentar a síntese de dados com caráter qualitativo. Nesse tipo de revisão, sínteses quantitativas, quando realizadas, referem-se apenas à análise de frequência das variáveis ( 3 ) .

Outro ponto importante é diferenciar os tipos de RS, para que seja possível planejar e executar corretamente este método de pesquisa. Os principais tipos de RS são as de evidências qualitativas, de texto e opinião, de métodos mistos, de efetividade, de prevalência ou incidência, de evidência econômica, de acurácia de teste diagnóstico, de etiologia e risco, e de mensuração de propriedades psicométricas ( 3 ) .

As RS qualitativas apresentam como objetivo compreender e interpretar experiências pessoais, comportamentos, interações e contextos sociais para explicar um determinado fenômeno de interesse ( 5 ) . De forma similar às pesquisas quantitativas, requerem avaliação e crítica, sendo que a meta-agregação pode auxiliar nesse processo ( 6 ) . Já a evidência baseada em texto e opinião (também conhecida como evidência não pesquisada), que pode ser considerada como uma pesquisa qualitativa, é extraída de opiniões e recomendações de especialistas, de consensos, discursos ou comentários, inferências ou afirmações de especialistas sobre um assunto novo ou pouco explorado em periódicos, revistas, monografias e relatórios ( 7 ) . As RS de métodos mistos possibilitam integrar experiência (dados qualitativos) e eficácia (dados quantitativos) a fim de identificar discrepâncias nas evidências disponíveis, determinar se os dados quantitativos e qualitativos abordam diferentes aspectos de um fenômeno de interesse, e explorar, contextualizar ou explicar as descobertas do outro tipo de dados ( 3 ) .

Os demais tipos de revisões sistemáticas partem de um caráter quantitativo e, desde a elaboração do seu protocolo, precisam apresentar um planejamento acerca da metodologia de síntese quantitativa de evidência, o que vai permitir a generalização dos achados. A RS de efetividade busca examinar até que ponto uma intervenção, quando utilizada de forma adequada, alcança seu objetivo ( 8 ) . A RS de prevalência ou incidência descreve a distribuição de uma doença em determinado território, ou entre subgrupos ( 4 ) . A RS de evidência econômica é utilizada para avaliar efeitos de intervenção na saúde, impactos sobre os recursos, custos associados e valor agregado ( 9 ) . Outra possibilidade é a RS de acurácia de teste diagnóstico, que permite a comparação de um teste de interesse ou índice com outro já existente (ou de referência), a fim de analisar sua acurácia ( 10 ) . A revisão de etiologia e risco busca avaliar a associação entre fatores diversos ao que o indivíduo é exposto e o desenvolvimento de uma determinada doença ou condição de saúde ( 11 ) . E por fim, pesquisas de mensuração de propriedades psicométricas permitem que instrumentos de autoavaliação sejam avaliados quanto às suas propriedades psicométricas para mensurar um determinado construto ( 12 ) .

Uma questão importante e específica para cada tipo de RS é a síntese de dados, que pode ser qualitativa ou quantitativa ( 13 ) . Exceto nas revisões sistemáticas de caráter qualitativo citadas acima (RS qualitativa, RS de texto e opinião, e em alguns casos da RS de métodos mistos), a metanálise - tratamento estatístico dos dados da amostra constituída a partir dos estudos que compuseram a RS - deve ser planejada e descrita no protocolo. Porém, a viabilidade de execução após a extração de dados está condicionada a uma série de fatores como a quantidade de estudos incluídos, o risco de viés e a heterogeneidade entre os estudos. Entretanto, é importante destacar que nos tipos de RS que ela é indicada e havendo dados suficientes para a sua realização, a metanálise precisa ser feita, possibilitando a inferência e extrapolação dos resultados obtidos. Nos casos em que não seja possível realizá-la, o motivo deve ser descrito.

Independentemente do tipo de RS, há determinadas etapas que necessariamente precisam ser seguidas, como pode ser observado na Figura 1 . Além das dez etapas previstas para todas as RS, nas revisões da Cochrane é prevista a atualização da RS a cada cinco anos.

Dentre as principais diretrizes e manuais metodológicos que auxiliam no delineamento de uma RS de qualidade podem ser citados The Cochrane Reviewer’s Handbook , The Australian National Health and Medical Research Council ( 15 ) e o Joanna Briggs Institute Manual for Evidence Synthesis ( 3 ) . Além disso, para ajudar os autores a melhorar o relato das revisões sistemáticas e metanálise pode ser utilizado o Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA), que teve sua versão atualizada em 2020 ( 16 ) .

O projeto de pesquisa de uma RS é denominado protocolo, devendo ser elaborado e registrado, a priori, antes do início da revisão. As principais bases de registros de revisões sistemáticas são: The Cochrane Library ; Prospero; International Prospective Register of Systematic Reviews ; e Camarades, Collaborative Approach to Meta-Analysis and Review of Animal Data from Experimental Studies . O registro demonstra a transparência na execução da pesquisa, além de evitar a elaboração concomitante de estudos com a mesma pergunta clínica ( 17 ) .

Especificamente na Fonoaudiologia, as revisões sistemáticas têm revelado que algumas questões metodológicas dos estudos primários também precisam ser aprimoradas para possibilitar a síntese quantitativa de dados por meio de metanálise. Algumas dessas questões são a necessidade de: I) estudos primários que sigam classificações de delineamento; II) padronização de desfechos e medidas; III) necessidade de grupo de comparação (seja ele de intervenção, exposição ou desfecho); IV) maior detalhamento metodológico; e, V) apresentação completa de tabelas quantitativas.

Muitos são os desafios para a construção de evidências que possam subsidiar as práticas fonoaudiológicas. Porém, com esforço, estudo e dedicação dos fonoaudiólogos do meio clínico e acadêmico, é possível e necessário melhorar o desenvolvimento e o consumo de revisões sistemáticas, sendo esse o ensejo e o motivo que impulsionou a elaboração desta carta ao Editor.

Trabalho realizado na Universidade Federal de Sergipe – UFS - Lagarto (SE), Brasil, Universidade Federal de Sergipe – UFS - Aracaju (SE), Brasil e Universidade Federal da Paraíba – UFPB - João Pessoa (PB), Brasil.

Fonte de financiamento: nada a declarar.

Speech Pathologist vs Audiologist: Compare Salaries & Requirements

Most people probably lump speech-language pathologists and audiologists in together, but both play separate, but critical roles in working with the hard-of-hearing and individuals with speech impediments.

Although speech and hearing are two different biological functions, with different mechanisms and processes behind them, when you track them both back to the brain you’ll find they are deeply tied together.

So while the jobs are related, restoring speech or hearing in any patient often requires both audiologists and speech pathologists. If you’re considering a career in the field, it pays to understand the different educational needs, licensing and certification requirements, and salary levels to expect for speech pathologists vs audiologists.

Audiology and Speech Language Pathology Are Closely Related Disciplines

That’s where audiologists come in. Their training in testing hearing and diagnosing auditory disorders is critical for speech pathologists to design their own treatments. And audiologists have the expertise to fix speech disorders that stem directly from hearing problems by fixing those hearing issues directly.

In most cases, speech pathologists and audiologists work together closely to develop treatment plans and monitor progress.

What is the difference between a speech pathologist and an audiologist?

Audiologists are specialized doctors who test, diagnose, treat, and work to prevent hearing and balance problems. Speech pathologists deal with the mechanics of speech and related issues in the vocal tract, including issues that create problems chewing and swallowing properly.

What do speech pathologists and audiologists do?

Speech pathologists use language and muscular therapy, together with technology and compensation techniques, to help patients with their pronunciation, mouth and tongue movements, and throat and voice control. Audiologists test hearing and use medical and technical skills to find the root cause, and arrange treatment or prescribe hearing aids or aural rehabilitation to fix them.

How do speech pathologists and audiologists work together?

Typically, an audiologist will screen and monitor the hearing issues a patient experiences and inform an SLP what the diagnosis is. They may work together creating and leading auditory training, or the SLP may provide speech therapy based on the information the audiologist comes up with.

Speech Pathology and Audiology Have Different Educational Requirements

SLPs also have stringent educational requirements at the graduate level, but may become certified with just the two-year master’s degree.

Finding a communication sciences and disorders undergraduate program is the first step toward becoming an audiologist or speech-language pathologist.

Already have your BA degree? Find a CAA-Accredited Speech-Pathology Master’s Program .

Audiologists spend their study hours learning about subjects such as:

• Anatomy and physiology of peripheral hearing
• Acoustic signals and vestibular system function
• Psychoacoustics
• Hearing aids
• Audio pathologies

It’s a heavy dose of technology and scientific detail of the human hearing system, learning about how it develops in early lifecycle stages and starts to fall apart later in life. There’s a big focus on technological solutions and diagnostics for hearing loss.

In an SLP program, meanwhile, students learn basic aspects of hearing and vestibular systems, but real focus on phonology and the mechanics of the vocal tract. Subjects can include:

• Phonological disabilities
• Dysphagia diagnosis and treatments
• Language disorders
• Muscular therapy and speech drills

Both kinds of programs stress hands-on learning, so practicum and externship placements are a big part of the training.

Is specialty accreditation important for audiology and speech-language pathology programs?

Yes! Fortunately, both professions rely on the same specialty accreditor: ASHA, the American Speech-Language-Hearing Association’s Council on Academic Accreditation (CAA). As of 2021, more than 300 accredited SLP programs and 80 accredited audiology clinical doctoral degrees are available.

What is a bachelor of audiology and speech-language pathology?

If you’re not sure which path you want to follow, there is a great option for you at the undergraduate level: a BS in Audiology and Speech-Language Pathology. These programs lay the groundwork for either a master’s in SLP or a doctorate in audiology with coursework in speech and hearing sciences, phonology disorders, neurology of speech and hearing, and rehabilitation techniques.

Why do speech-language pathologists need to know about audiology?

SLPs need a strong understanding of hearing because it’s so closely tied to our ability to speak. Humans learn speech through their ears. If something is going wrong in the auditory system, it’s almost inevitable that it will cause problems in vocalization. Without a clear idea of how those issues can be related, it’s impossible for SLPs to successfully treat those types of problems.

Why is the study of audiology important to the study of speech-language pathology?

Clearly understanding the connections between the auditory system and human speech is a big part of SLP training and degree programs. Without a strong command of audiology, SLPs are working in the dark when trying to rehabilitate many hearing-related speech pathologies.

What Speech Pathologist vs Audiologist Career Tracks Look Like

Most speech pathologists work in education. According to ASHA, about 43 percent of SLPs are employed by schools or other educational services. They do a lot of hands-on therapy, developing unique treatment plans for patients and getting in a lot of direct contact. It’s a rewarding process to watch a patient who has had difficulty feeding themselves learn to chew and swallow properly, or see a kid who can’t communicate learn to form words.

Audiologists, on the other hand, primarily work in healthcare services such as clinics, hospitals, or in private practice. Their jobs can involve a lot more standardized diagnostic process, administering hearing tests or conducting technical evaluations. They routinely fit patients for hearing aids, also.

Licensing and Certification For Speech Pathologists vs Audiologists

Enrolling in a CAA-accredited speech-pathology graduate program is critical for getting a license. SLPs also have to complete a period of supervised training and pass the Praxis exam for speech-language pathology on their way to getting the Certificate of Clinical Competence in Speech-Language Pathology (CCC-SLP). That’s a national level board certification of competence that many employers look for to maintain high standards in the field.

ASHA also offers the CCC-A, which is the audiologist equivalent of the CCC-SLP. Audiologists have a different test to pass and more hours of supervised practice to fulfill, in line with their more advanced degree.

Every state has separate licensing requirements, but earning the CCC-SLP or CCC-A is either accepted itself as a qualification, or has standards that mean you will meet state rules across the country. Some states also require a jurisprudence exam from applicants in both fields.

Should I be an audiologist or a speech pathologist?

It’s always up to you to decide which kind of work you will enjoy more. But there is a big fat hint in the employment numbers that might tip you toward one or the other: the number of jobs for SLPs is expected to increase by 25% between 2019-2029, while it’s just 13% for audiologists. The fact that so many SLPs work in education means that if you enjoy working with kids, that might be your jam. Audiologists also frequently work with kids, but their practice base really covers all ages.

Can you be an audiologist and a speech pathologist?

You sure can! But don’t think it’s an easy path. You will have to meet the educational requirements for both professions and pursue certification and licensing in two different paths to get there. The American Speech-Language-Hearing Association (ASHA) reports that only 758 of its 218,000 members are certified in both professions.

Differences in Audiologist vs Speech Language Pathologist Salary

Let’s start off with the fact that these are both fun, well-paying jobs. You’re going to be working as a respected professional with a solid take-home salary, doing work that changes lives. That’s a kind of pay that you can’t take to the bank but would never give up, either.

Many people wonder about which job would pull down the biggest paychecks, though. But the difference between speech pathologist and audiologist salaries isn’t as big as you would expect based on the educational differences. According to the Bureau of Labor Statistics, in 2020 audiologists enjoyed a median annual salary of $81,030, while speech-language pathologists were paid $80,480.

At the top end, after years of experience and advanced certification, audiologists can make more than $128,160 while SLPs in the top ten percent earn over $122,790 per year.

Do audiologists get paid more than speech pathologists?

Although you can see from the median salaries that audiologists on average make just a little bit more than speech pathologists, that difference can evaporate depending on the industry you are working in. In hospitals, for instance, audiologists made $86,940, while speech pathologists actually win out slightly at an average of $87,110. You might also be interested in seeing what speech pathologist salaries by state look like, since there can be big geographic differences in pay.

• Emerson College - Master's in Speech-Language Pathology online - Prepare to become an SLP in as few as 20 months. No GRE required. Scholarships available.
• NYU Steinhardt - NYU Steinhardt's Master of Science in Communicative Sciences and Disorders online - ASHA-accredited. Bachelor's degree required. Graduate prepared to pursue licensure.
• Arizona State University - Online - Online Bachelor of Science in Speech and Hearing Science - Designed to prepare graduates to work in behavioral health settings or transition to graduate programs in speech-language pathology and audiology.

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M.S. in Speech-Language Pathology

The Communication Sciences and Disorders (CSD) Division has a Master of Science degree in Speech-Language Pathology that offers students a program of academic and clinical preparation that meets:

• the requirements of the American Speech-Language-Hearing Association (ASHA) for the Certificate of Clinical Competence in Speech-Language Pathology,
• the requirements for Illinois State Licensure to practice as a speech-language pathologist, and
• the requirements for a Professional Educator License endorsed in Speech-Language Pathology (non-teaching) to work as a speech-language pathologist in Illinois public schools.

The Master of Science (M.S.) education program in Speech-Language Pathology (residential) at Saint Xavier University is accredited by the Council on Academic Accreditation in Audiology and Speech-Language Pathology of the American Speech-Language-Hearing Association , 2200 Research Boulevard #310, Rockville, MD 20850, 800-498-2071 or 301-296-5700. The degree designator of the accredited program is the Higher Learning Commission of the North Central Association of Colleges and Schools.

Program Length

Credit hours, important dates.

Next Start Term: Fall I - August 26, 2024 (Priority Deadline: January 15)

Tuition Per Credit Hour: $995 Credit Hours to Complete: 51 Approximate Cost: $50,745

Get Hands-On Experience

Speech-Language Pathology students have the opportunity to work with special programs and support groups supervised by Saint Xavier's expert faculty at Saint Xavier's Ludden Speech and Language Clinic.

Students plan activities for support groups and learn strategies to support communication. This hands-on experience allows students to foster a better understanding of the communication disorders of clients and clients' loved ones inside and outside the therapy rooms. Learn more about the services and programs offered at the Ludden Speech and Language Clinic.

Support groups offer emotional support and resources for individuals who share similar experiences. I was given the opportunity to work with The Laryngectomy Support Group at SXU, where I helped facilitate monthly group meetings. I discovered how powerful support groups are and how each participant can help the other understand their condition, learn coping mechanisms, and establish long-lasting bonds. Everyone has their own story and everyone's story is unique! Jenna Abed | First-Year Graduate Clinician

Request Information

Want to know more about graduate programs at Saint Xavier University? Please fill out the form below!

Graduate Admission

• 773-298-3053
• Email: graduateadmissionFREESXU

Application Components

Application requirements.

Applicants to Saint Xavier University's master of science in speech-language pathology program must meet the following specific requirements in addition to the general requirements for admission to graduate study at the University:

• coursework in biological and physical sciences, mathematics, behavioral and social sciences, statistics, linguistics and psycholinguistics
• basic human communication and swallowing processes, including: anatomy and physiology of speech, hearing and swallowing mechanisms; speech and hearing science; phonetics; normal language development; basic audiology; neurological bases of communication and swallowing
• introduction to developmental and acquired communication disorders, basic clinical methods
• Proof of 25 Guided Observation Hours required before beginning our program. Guided observation hours require proven interaction with a licensed SLP after the student observes live or recorded therapy sessions, not passive viewing of sessions by the student alone.
• For CSD "majors", a minimum undergraduate cumulative GPA of 3.0/4.0 is required. For "non-majors," the cumulative GPA from either your bachelor's degree or CSDI bridge courses must be 3.0/4.0.
• Three written recommendations from individuals able to comment on the applicant's academic and clinical achievements and potential for successful graduate study.
• Submission of a narrative regarding interest in the field.

Application Procedures

In order to apply to the graduate program in communication sciences and disorders at Saint Xavier University, individuals must submit an online application through the communication sciences and disorders central application service (CSDCAS) only. Do not submit an application through Saint Xavier University. CSDCAS posts frequently asked questions on the applicant portal. You are encouraged to read the FAQs before submitting your application.

Important information:

• CSDCAS application portal .
• You must have your application and all materials submitted directly to CSDCAS by January 15 in order to be considered for admission into the following fall semester. Even though you have until January 15 to get all of the required materials to CSDCAS, we do encourage applicants to submit them by around December 31 - if possible - to allow CSDCAS time to process your materials and update your account; and to give yourself peace of mind that your application has completed on time.
• Your application and all supplemental items must reach CSDCAS by January 15 in order for you to be considered for admission. The admissions committee at SXU will not review any applicant's file whose application, three recommendations, narrative statement, or official transcripts do not reach CSDCAS by January 15.
• CSDCAS Customer Service Information is available Monday through Friday from 9 a.m. to 5 p.m. EST at 617-612-2030 or [email protected] .
• Send official transcripts to:

CSDCAS Verification Department P.O. Box 9113 Watertown, MA 02471

Admission Requirements for International Students

Admission requirements for non-majors.

The following courses must be completed prior to beginning the graduate program in speech-language pathology. These courses must be completed, in progress, or planned at the time of application submission.

• CSDI 205: Phonetics (or equivalent)
• CSDI 206: Anatomy and Physiology of Speech and Hearing (or equivalent)
• CSDI 207: Speech Science (or equivalent)
• CSDI 305: Development of Language in the Young Child (or equivalent)
• CSDI 307: Introduction to Audiology (or equivalent)
• CSDI 308: Aural Rehabilitation (beginning for Fall 2025 Admits)

The following courses are recommended prior to beginning the graduate program in speech-language pathology:

• One course in human or animal biology
• One course in physics or chemistry
• One course in statistics
• One or more courses in Social Science (e.g., Psychology)
• EDU 323: Survey of Students with Exceptionalities (or equivalent)
• CSDI 309: Neuroscience of Communication (or equivalent)
• One or more courses related to disorders of communication (e.g., Speech Sound Disorders, Language Disorders, etc.)

Direct Admission Policy (SXU Undergraduate Students)

• Senior status (90+ credit hours accumulated by the start of the fall semester of senior year) in the SXU undergraduate CSD program.
• Achieve a minimum cumulative GPA of 3.5 across all coursework completed at the college/university level.
• Achieve a minimum GPA in the major of 3.5 by the end of the junior year with all A and B grades in CSD courses.
• During the final undergraduate year, students must continue to meet the overall and CSD GPA and grade requirements and complete CSDI 310: Clinical Methods and CSDI 355: Clinical Practicum.
• Admission is conditional based on completion of the bachelor's degree in Communication Sciences and Disorders at Saint Xavier University; all CSD courses must be taken at SXU.

Process for direct admission:

• Students who wish to be admitted into the graduate program under this process need not complete an application through the Common Application System (CSDCAS) for SXU.
• a faculty support form. Faculty support forms will be sent via email to students who meet the above criteria. The form must be submitted with the signatures of three full-time faculty members endorsing direct admission (in lieu of letters of recommendation) and,
• official transcripts from all institutions of higher education attended to the CSD undergraduate program director (this includes transcripts from SXU, and any other university or community college attended, even if those transcripts have already been sent to the University as part of an initial application).
• Students who meet all the eligibility requirements will be sent a confirmation letter by the undergraduate program director.
• Students who meet the eligibility criteria and wish to reserve their place in the graduate class must submit a $500 non-refundable deposit by April 15 of the final undergraduate year.

Program Requirements

Academic requirements, general requirements.

A minimum of 51 credit hours is required for completion of the Master of Science degree in Speech-Language Pathology. Credits are obtained in three interdependent categories: speech-language pathology content, clinical education, and research. Students successfully completing the graduate degree are eligible for clinical certification in Speech-Language Pathology through the American Speech-Language-Hearing Association as a function of meeting extensive skill and knowledge expectations associated with curricular offerings. Detailed formative activities regarding specific curricular requirements occur following acceptance into the graduate program.

The program is currently offered on a full-time basis, which typically involves five semesters including the summer semester between the two full academic years.

Courses are chosen in consultation with the student's academic advisor from the core courses, clinical practicum, elective courses, and other offerings listed in the University's graduate catalog. Additionally, coursework from other departments and schools within the University is also available (e.g., psychology, education, nursing).

In addition, successful completion of either comprehensive examinations or thesis research is a requirement of the program.

Clinical Education

State of illinois certification, student outcome data, course sequence, ludden speech and language clinic.

The Ludden Speech and Language Clinic is part of the training program for SXU students who are preparing for careers in communication disorders.

Communication Sciences and Disorders

Learn about the undergraduate Communication Sciences and Disorders Program.

• Academic Catalog
• Speech-Language Pathology Visit Days

The Ludden Speech and Language Clinic serves adults and children with all different communication disorders who live in and around our community. By serving nearly 200 clients per academic year, student clinicians can earn a large portion of their required clinical hours on our own campus.

Choose an Accredited Program

The academic and clinical curriculum is accredited through the Council on Academic Accreditation of the American Speech-Language-Hearing Association (ASHA) for the Certificate of Clinical Competence in Speech-Language Pathology. Accreditation standards ensure a core set of skills and knowledge required for entry into independent professional practice.

Understand Communication Processes

Obtain robust foundational knowledge of the normal development of human communication processes as well as the nature, causes, evaluation, and treatment of disorders of swallowing and communication.

Get Clinical Experience

Program instruction is built for clinical work in a variety of employment settings, such as public schools, clinics, hospitals, rehabilitation centers, and private practice. Clinical supervisors with diverse clinical backgrounds provide support to cultivate strengths and foster growth through direct supervision and weekly meetings.

Learn From Expert Faculty

Students learn from expert faculty passionate about the field of speech-language pathology and their student's success. 67% of CSD faculty have doctoral degrees.

Benefit From Quality curriculum

The curriculum fulfills the requirements for the Illinois State Board of Education (ISBE) to work with students with speech-language impairments in the public schools of Illinois through the Professional Educator License endorsed in Speech-Language Pathology, Non-Teaching certificate. The curriculum also fulfills the requirements for the Professional licensure in the state of Illinois through the Illinois Department of Financial and Professional Regulation (IDFPR).

Build Confidence

Build confidence for your future career by obtaining competence in clinical diagnosis and intervention, interaction with families of individuals with communication impairments, and collaboration with other professionals for effective and efficient management of persons with complex disabilities.

Experience Diversity

Students gain experience in assessment and treatment with a diverse client population. This allows students to apply skills learned through coursework across patient populations.

Find Your Specialty

By working with patients with a variety of diagnoses and ages, students learn more about their personal strengths and interests in the different areas of speech-language pathology. This allows students to gain a better understanding of which populations they would most like to serve following graduation.

Find Employment Upon Graduation

Within one year of graduation, 100% of Saint Xavier's speech-language pathology graduates are employed.

Prepare to Pass the Praxis Exam

100% Praxis Exam pass rate among graduate speech-language pathology students who took the exam.

Get Lifelong Support

Students will be empowered to function independently as life-long learners. Students will obtain strong community education with lifelong support to bridge the gap from graduate clinician to licensed professional.

Meet the Faculty

Maureen Best

Assistant Professor Phone: 773-298-3562 Email: [email protected]

Ernest Cherullo

CNT Faculty Assistant Phone: 773-298-3281 Email: [email protected]

Aaron Doubet

Assistant Professor Phone: 773-298-3903 Email: [email protected]

Melanie Greenspan

Assistant Professor Phone: 773-298-3566 Email: [email protected]

Giselle Nunez

Director / Asst Professor Phone: 773-298-3563 Email: [email protected]

CNT/Dir Cln Ed/Ex Dir Birth-3 Phone: 773-298-3564 Email: [email protected]

Miriam Rodriguez-Guerra

Assistant Professor Phone: 773-298-3469 Email: [email protected]

William Sennett

Adjunct Faculty Phone: 773-298-3567 Email: [email protected]

Kristy Simak

Asst Prof Lecturer Phone: 773-298-3568 Email: [email protected]

Naomi Warren-Ross

Asst Prof Lecturer Phone: 773-341-5040 Email: [email protected]

Carry Zaras

Asst Prof Lecturer Phone: 773-298-3559 Email: [email protected]

• Communication Sciences and Disorders
• College of Liberal Arts and Social Sciences

Undergraduate Program

Slpa information.

Students who wish to pursue a career as a speech-language pathology assistant (SLPA) in Texas should review the requirements at the Texas Licensing and Regulation (TDLR) website. Students are responsible for ensuring they meet any TDLR requirements. TDLR specifies grade and semester credit hour requirements. Please review the TDLR website and administrative rules for SLPA licensing. We offer courses to meet the academic requirements for becoming a licensed SLPA in the state of Texas. Students enrolled in Communication Sciences and Disorders (COMD) courses may have the opportunity to gain the 25 required clinical observation hours. 

If you have not completed a bachelor’s degree, you should consider meeting with our Academic Advisor to discuss pursuing a major or minor in COMD. If you have already obtained a bachelor’s degree in an area other than COMD, then you may pursue courses as a post-bachelor’s student that may fulfill the requirements to become a licensed SLPA in Texas. It is the student’s responsibility to ensure they meet any licensing requirements.

We have a post-bachelor's (leveling) program at UH https://uh.edu/class/comd/programs/post-baccalaureate-leveling-program/general-info/ or you can search for other universities with programs (some are completely online) at: https://www.asha.org/students/ (check under "find CSD programs").

The details about becoming licensed as an SLPA in Texas are found on the Texas Department of Licensing and Regulation (TDLR) website: https://www.tdlr.texas.gov/slpa/slp-assistant-apply.htm

More information about SLPA practice can be found on the Texas Speech-Language-Hearing Association website: https://www.txsha.org/page/assistant-resources and the ASHA website: https://www.asha.org/associates/SLPA-FAQs/

COMD Academic Advisor:

Aylin Castro

(713) 743-4289

[email protected]