Tema1 - A1 Logopedia

Alcance de la Prctica en Logopedia
(traduccin)
Comit Ad Hoc sobre Alcance de la Prctica en Logopeda
Este documento fue aprobado por el Consejo
Legislativo de la ASHA en Abril de 2001 (LC 701). Los miembros del Comit Adhoc sobre
Alcance de Prctica en Logopedia que
desarrollaron este documento son Nicholas
Bankson (presidente), Allan Diefendorf, Roberta
Elman, Susan Forsythe, Elizabeth Gavett, Alex
Johnson
(vice
presidente
de
prcticas
profesionales en Logopedia), Lori Lombard,
Ninevah Murray, Arlene Pietranton (ex officio), y
Carmen Vega-Barachowitz.
individuales; un logopeda no practica asiduamente

todas las reas de su campo. Como el Cdigo
tico de la ASHA especifica, un individuo slo
puede practicar en reas en las que posee
competencia de acuerdo a su educacin,
entrenamiento y experiencia. Sin embargo, los
logopedas pueden ampliar su nivel de
conocimientos. Ciertas situaciones pueden
requerir que los logopedas lleven a cabo
educacin o entrenamiento adicional para
expandir su alcance de prctica personal.
Declaracin de Intenciones
Esta declaracin de alcance de la prctica no

puede imponerse a la legislacin actual ni afecta la
interpretacin o implementacin de dichas leyes.
Sin embargo, puede servir como un modelo para
el desarrollo o modificacin de la legislacin
sanitaria.
La misin de este documento es definir el alcance

de la prctica en Logopedia para:
1. Delinear las reas de prctica profesional
en Logopedia proporcionadas por los
miembros de la American SpeechLanguage-Hearing Association (ASHA)
y clnicos certificados de acuerdo con el
Cdigo tico de la ASHA;
2. Educar a los profesionales de la salud, la
educacin y otras profesiones; a los
consumidores, clientes, reguladores, y
miembros de la poblacin en general
sobre
los
servicios
profesionales
ofrecidos por logopedas de manera
cualificada;
3. Ayudar a los miembros de la ASHA y a
los clnicos certificados en la provisin
de servicios de alta calidad y basados en
evidencias a aquellas personas que,
durante su ciclo vital, presentan
problemas de comunicacin, deglucin y
dificultades aerodigestivas superiores;
4. Proveer gua para programas de
educacin en el currculum de
Logopedia.
El alcance de prctica definido aqu y las prcticas
detalladas ms adelante describen el conjunto de
la prctica profesional que se ofrece dentro de
nuestra profesin. Los niveles de educacin,
experiencia, habilidad y efectividad con respecto a
las actividades identificadas dentro de este alcance
de prctica varan entre los profesionales
El esquema de Figura 11 representa la relacin

entre el alcance de la prctica y los documentos de
poltica de prctica, los estndares de
certificacin, y el Cdigo tico de la ASHA.
Como se ha indicado, los particulares deben
completar los estndares de certificacin en
Logopedia. Los documentos de poltica de
prctica (es decir, los patrones habituales de
prctica, las declaraciones de posicin, las guas, y
las declaraciones de conocimiento y habilidad)
recogen las reas de prctica en Logopedia, tanto
las actuales como las que estn apareciendo. Estos
documentos se basan en los conocimientos,
habilidades y experiencias necesarias para la
certificacin profesional. El Cdigo tico de la
ASHA fija los principios y reglas fundamentales
que se consideran esenciales para la presentacin
de los estndares de integridad y conducta tica a
los que los miembros de la profesin logopdica
estn obligados.
La Logopedia es una profesin dinmica y en
constante desarrollo; el recoger reas especficas
dentro de este alcance de la prctica no excluye
que aparezcan nuevas reas de prctica. Aunque
no se identifican especficamente en este
1
Ver las figuras en el documento original
documentos, en ciertas circunstancias los

logopedas puede ser requeridos para llevar a cabo
servicios (por ejemplos, multihabilidades en un
entorno sanitario, servicios de cooperacin con
escuelas) para el bienestar de los individuos a los
que sirve. En esas ocasiones, es necesario tica y
legalmente que los profesionales determinar que
realmente poseen el conocimiento y las
habilidades necesarias para llevar a cabo esas
tareas. Por ltimo, cabra sealar que factores
como los cambios en los sistemas de prestacin de
servicios, el crecimiento proyectado en Estados
Unidos de los grupos cultural y lingsticamente
minoritarios, y los avances tecnolgicos y
lingsticos requieren que una declaracin sobre el
alcance de la prctica para la profesin logopdica
sea dinmica por naturaleza. Por esas razones, este
documento estar sujeto a una revisin peridica y
una posible modificacin.
Marco para la Prctica

El dominio de la Logopedia incluye los
comportamientos de la comunicacin humana y
sus alteraciones, as como la deglucin y otras
funciones y trastornos aerodigestivos. El objetivo
general de los servicios logopdicos es optimizar
la habilidad de los individuos para comunicarse
y/o lleven a cabo la deglucin en sus ambientes
naturales, y por tanto mejoren su calidad de vida.
Este objetivo se alcanza a travs de la
administracin de servicios integrados en los
contextos vitales relevantes. La Organizacin
Mundial de la Salud (OMS) est finalizando un
sistema
de
clasificacin
multiobjetivo
denominado ICIDH-2 [ICF]que ofrece a los
profesionales clnicos un marco conceptual
reconocido internacionalmente para discutir y
describir el funcionamiento y la discapacidad
humanas (WHO, 2000). Este marco puede
emplearse para describir el papel de los logopedas
a la hora de mejorar la calida de vida mediante la
optimizacin de la comunicacin humana, la
deglucin y otras funciones aerodigestivas en
distintos mbitos. El marco de la ICIDH-2 [ICF]
tiene dos partes. El primero se denomina
Funcionamiento y Discapacidad; el segundo se
refiere a Factores Contextuales. Funcionamiento y
discapacidad incluye los dos siguientes
componentes:
Funciones y Estructuras Corporales: las

Funciones Corporales se refieren a las
funciones fisiolgicas o psicolgicas de
los
organismos;
las
Estructuras
Corporales se refieren a las partes
anatmicas del cuerpo y a sus

componentes.
Actividad y Participacin: la Actividad
se refiere al desempeo en una tarea o
accin de un individuo determinado; la
Participacin se refiere a la implicacin
de una persona en una situacin vital.
Ambos componentes de actividad y
participacin estn modificados por los
calificadores
de
Capacidad
y
Rendimiento.
El
calificador
de
Capacidad describe la capacidad de una
persona de ejecutar una tarea o accin en
un ambiente estandarizado o uniforme. El
calificador de Rendimiento describe lo
que un individuo hace en el medio o
contexto actual en el que vive.
La Figura 2 ilustra los componentes de este marco

tal y como se aplican a la prctica logopdica.
Cada componente puede expresarse como un
continuo o funcin. Un extremo del continuo
indica un funcionamiento neutral o intacto; el otro
indica una funcin completamente comprometida
o una discapacidad (por ejemplo, incapacidad,
limitacin de la actividad, o restriccin en la
participacin). Por ejemplo, el componente de
Funciones y Estructuras Corporales tiene un
continuo que comprende de la variacin normal a
la incapacidad total; las Actividades varan de la
ausencia de limitacin a la limitacin completa; y
la Participacin vara de ausencia de restriccin a
restriccin total.
La segunda parte del marco del ICIDH-2 [ICF] se
refiere a Factores Contextuales. Estos Factores
Contextuales puede interaccionar con las
Funciones y Estructuras Corporales, la Actividad
y la Participacin como facilitadores o barreras al
funcionamiento. Los Factores Contextuales
incluyen los siguientes componentes:
Factores Ambientales: definidos como el
medio fsico, social y actitudinal en el
que las personas viven.
Factores
Personales:
incluyen
caractersticas de la persona como edad,
raza, gnero, nivel educativo, y estilo de
vida. Aunque no estn formalmente
clasificados en el ICIDH-2 [ICF], los
Factores Personales son reconocidos
como relevantes para los resultados de la
intervencin.
El alcance de la prctica en logopedia rene todos
los componentes y factores identificados en el
marco de la OMS. Es decir, que los logopedas
trabajan para mejorar la calidad de vida mediante

la reduccin de dficits en las funciones y
estructuras corporales, de las limitaciones a la
actividad, de las restricciones a la participacin, y
de las barreras ambientales de los individuos a los
que sirven. Sirven a personas que sufren
enfermedades conocidas (por ejemplo, afasia,
problemas en el paladar) as como a otras que
sufren limitaciones en la actividad o restricciones
en la participacin (por ejemplo, personas que
necesitan apoyo escolar o educacin especial),
incluso en el caso de que dichas limitaciones o
restricciones ocurran en ausencia de enfermedades
o trastornos conocidos (por ejemplo, con personas
que posean dialectos diferentes). El papel del
logopeda incluye la prevencin de los trastornos
de la comunicacin, la deglucin y las funciones
aerodigestivas superiores, as como el diagnstico,
la habilitacin, la rehabilitacin y la mejora de
dichas funciones.
El
habla
(por
ejemplo,
articulacin, fluidez, resonancia y
voz, incluyendo los componentes
aeromecnicos de la respiracin).
El lenguaje (por ejemplo, la
fonologa, la morfologa, la sintaxis,
y los aspectos pragmticos/sociales
de la comunicacin), incluyendo la
comprensin y la expresin en las
modalidades oral, escrita, grfica y
manual; el procesamiento del
lenguaje;
habilidades
de
lectoescritura
basadas
en
el
lenguaje, incluyendo la conciencia
fonolgica;
La deglucin u otras funciones
aerodigestivas superiores como la
alimentacin infantil y los aspectos
aeromecnicos (la evaluacin de la
funcin esofagal debe realizarse por
derivacin
a
profesionales
mdicos);
Los aspectos cognitivos de la
comunicacin (por ejemplo, la
atencin, la memoria, la solucin de
problemas o la funcin ejecutiva).
La
conciencia
sensorial
relacionado con la comunicacin, la
deglucin y otras funciones
aerodigestivas superiores.
Educacin y Cualificaciones
Los logopedas deben poseer un ttulo de grado, un
Certificado de Competencia Clnica (CCC-SLP)
de la American Speech-Language-Hearing
Association (ASHA), y en ciertas ocasiones, otra
credenciales (por ejemplo, licencias estatales,
certificacin de enseanza). Como proveedores de
cuidados primarios para los trastornos de la
comunicacin, la deglucin y las funciones
aerodigestivas superiores, los logopedas son
profesionales autnomos; es decir, que sus
servicios no necesitan ser prescritos o
supervisados por otros profesionales. Sin
embargo, en numerosas ocasiones se ayuda mejor
a las personas cuando los logopedas trabajan en
colaboracin con otros profesionales.
2.
3.
Alcance de Prctica
La prctica de la Logopedia incluye la prevencin,
el diagnstico, la habilitacin y la rehabilitacin
de los trastornos de la comunicacin, la deglucin
y las funciones aerodigestivas superiores; la
modificacin especfica de los comportamientos
comunicativos; y la mejora de la comunicacin.
Eso incluye servicios que responden a las
dimensiones de estructura y funcin corporal,
actividad y/o participacin definidas por la
Organizacin Mundial de la Salud (WHO, 2000).
La prctica de la Logopedia implica:
1. Proveer servicios de prevencin,
evaluacin, consultacin, medicin y
diagnstico, intervencin, tratamiento,
asesoramiento y seguimiento para
trastornos de:
4.
5.
Establecer tcnicas y estrategias de

comunicacin aumentativa y alternativa
incluyendo el desarrollo, seleccin y
prescripcin de dichos sistemas y
dispositivos (por ejemplo, dispositivos de
generacin de voz).
Dar servicio a personas con prdida
auditiva y a sus familias/tutores (por
ejemplo, entrenamiento en audicin;
lectura; intervencin en habla y lenguaje
secundarios a la prdida; inspeccin
visual y adaptacin de sistemas de
amplificacin auditiva, incluyendo la
verificacin del voltaje de batera
apropiado).
El screening de la audicin de personas
que pueden participar en mtodos
convencionales de conduccin tonal
area, as como el screening de
patologas del odo medio mediante
timpanometras con el objetivo de derivar
a las personas para evaluacin adicional.
Utilizar instrumentacin (por ejemplo,
videofluoroscopia, EMG, nasendoscopia,
estroboscopia y tecnologas informticas)
6.
7.
8.
9.
10.
11.
12.
13.
para observar, recoger datos, y medir los

parmetros de la comunicacin, la
deglucin
y
otras
funciones
aerodigestivas superiores, de acuerdo con
los principios de la evidencia basada en
evidencia.
Seleccionar, adaptar y establecer el uso
efectivo de dispositivos prostticos o
adaptativos para la comunicacin, la
deglucin y las funciones aerodigestivas
superiores (por ejemplo, prtesis
traqueoesofgicas, vlvulas de habla,
electrolaringes). No se incluyen aqu los
dispositivos sensoriales utilizados por
individuos con prdida auditiva u otros
dficits perceptuales auditivos.
Colaborar en la evaluacin de
alteraciones de la audicin central y
proporcionar intervencin cuando existan
evidencias de alteraciones del habla, el
lenguaje y la comunicacin.
Educar y aconsejar a individuos,
familias, colegas, educadores y otras
personas dentro de la comunidad
respecto a la aceptacin, la adaptacin y
la toma de decisiones sobre problemas de
comunicacin, deglucin y
otras
alteraciones aerodigestivas superiores.
Apoyar a las personas a travs de la
concienciacin comunitaria, la educacin
y programas de entrenamiento para
promover y facilitar el acceso a una
participacin total en la comunicacin,
incluyendo la eliminacin de barreras
sociales.
Colaborar con y proveer informacin
para audiologistas, educadores y
profesionales de la salud en funcin de
las necesidades de las personas.
Responder a comportamientos (por
ejemplo, acciones perseverantes o
disruptivas) y entornos que afectan la
comunicacin, la deglucin u otras
funciones aerodigestivas superiores.
Proporcionar servicios para modificar o
mejorar el rendimiento comunicativo
(por ejemplo, modificacin de acentos,
voz transexual, cuidado y mejora de la
voz
profesional,
efectividad
comunicativa personal/profesional).
Reconocer la necesidad de proporcionar
y acomodar servicios diagnsticos y de
tratamiento para individuos de distintos
marcos culturales, y ajustar el tratamiento
y la evaluacin apropiadamente.
Roles y Actividades Profesionales

Los logopedas ayudan a personas, familias,
grupos y el pblico general a travs de un amplio
conjunto de actividades profesionales. Ellos:
Identifican, definen y diagnostican
alteraciones de la comunicacin y la
deglucin, y ayudan en la localizacin y
el diagnstico de enfermedades y
condiciones.
Ofrecen servicios directos empleando
una variedad de modelos para tratar o
responder a problemas comunicativos, de
deglucin, o aerodigestivos.
Llevan a cabo investigacin relacionada
con las ciencias y alteraciones de la
comunicacin, la deglucin y otras
funciones aerodigestivas.
Educan, supervisan y tutorizan a futuros
logopedas.
Sirven como gestores de casos y
coordinadores de servicios.
Administran y controlan programas
clnicos y acadmicos.
Educan y proporcionan entrenamiento a
familias, tutores y otros profesionales.
Participan en actividades de evaluacin
de resultados y utilizan datos para guiar
la toma de decisiones clnicas y
determinan la efectividad de los servicios
proporcionados, de acuerdo con los
principios de la prctica basada en
evidencias.
Entrenan, supervisan y controlan a
ayudantes de logopedia y a otro personal
de apoyo.
Promueven prcticas saludables para la
prevencin de trastornos de la
comunicacin, la audicin, la deglucin,
y otros problemas aerodigestivos
superiores.
Promover la percepcin pblica de los
trastornos del habla, el lenguaje, la
audicin y la deglucin, as como de sus
tratamiento.
Apoyar a nivel local, regional y nacional
para conseguir el acceso y la subvencin
de servicios que permitan responder a
problemas de la comunicacin, la
audicin, la deglucin, y otros trastornos
aerodigestivos.
Sirven como testigos expertos.
Colaboran con audiologistas para
identificar nios y neonatos en riesgo de
prdida auditiva.
Reconocen las necesidades especiales de

poblaciones
culturalmente
diversas
mediante la provisin de servicios que
estn libres de sesgos potenciales, lo que
incluye la seleccin y/o adaptacin de los
materiales para asegurar una sensibilidad
tnica y lingstica.
Ofrecen servicios a travs de medidas
diagnsticas
y
metodologas
de
tratamiento tele-electrnicas (incluyendo
aplicaciones remotas).
mbitos de Prctica
Los logopedas ofrecen servicios en una amplia
variedad de mbitos, que puede incluir de forma
no exclusiva los siguientes:
Escuelas pblicas y privadas.
Entornos
mdicos
(por
ejemplo
hospitales, instalaciones de rehabilitacin
mdica, instalaciones de ayuda a largo
plazo, agencias de atencin a domicilio,
clnicas comunitarias, instalaciones de
salud conductual/mental).
Entornos de prctica privada.
Universidades y clnicas universitarias.
Hogares de los pacientes.
Hogares grupales y talleres.
Unidades de cuidados intensivos
neonatales, entornos de intervencin
temprana, guarderas, y centros de da.
Agencias e instituciones comunitarias y
estatales.
Instituciones correccionales.
Instalaciones de investigacin.
Entornos corporativos e industriales.
Referencias y Lista de Recursos

Generales
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(1993). Guidelines for caseload size and speechlanguage pathology service delivery in the school.
Asha, 35 (Suppl. 10), 3339.
(1994). Admission/discharge criteria in speech-
language
pathology.
Unpublished
report.
Rockville, MD: Author.
(1994). Code of ethics. Asha, 36 (Suppl. 13), 12.
under revision
(1996). Inclusive practices for children and youths
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(1997). Position statement and technical report:
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(1991).
Augmentative
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(1982). Serving the communicatively handicapped
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553.
(1987). The role of speech-language pathologists
in the habilitation and rehabilitation of cognitively
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(1988). Mental retardation and developmental
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individuals
with
cognitive-communicative
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(1991).
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Sordera y Prdida Auditiva
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(1994, August). Service provision under the
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American National Standards Institute. (1991).

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(1982). Definition of language. Asha, 24 (6), 44.
(1982). Position statement on language learning
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(1989). Issues in determining eligibility for
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the public schools. Asha, 33 (Suppl. 5), 4450.
(1991).
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Task Force on Central Auditory Processing
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processing: Current
status of research and implications for clinical
practice. Rockville, MD: ASHA.
(2000).
Guidelines on the roles and responsibilities of
speech-language pathologists with respect to
reading and writing in children and adolescents.
(2000). Position statement on the roles and
responsibilities of speech-language pathologists
with respect to reading and writing in
children and adolescents. Rockville, MD: Author.
(2000). Technical report on the roles and
responsibilities of speech-language pathologists
with respect to reading and writing in
children and adolescents. Rockville, MD: Author.

National Joint Committee on Learning
Disabilities.
(1989).
Communication-based
services for infants, toddlers, and their families.
ASHA Desk Reference, vol. 3, 159163.
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(1983). Social dialects (and implications). Asha,
25 (9), 2327.
(1985). Clinical management of communicatively
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Asha, 27 (6), 2932.
(1989). Bilingual speech-language pathologists
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(1998). Provision of English-as-a-secondlanguage
instruction
by
speech-language
pathologists in school settings:
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(Suppl. 18), 2427.
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(1982). Prevention of speech, language, hearing
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(1988, March). Prevention of communication
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Investigacin
(1992). Ethics in research and professional
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Habla: Articulacin, Fluencia, Voz, Resonancia
(1992). Position statement and guidelines for
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vocal tract visualization and imaging. Asha, 34
(Suppl. 7), 3140.
(1993). Position statement and guidelines for oral
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(1993). Position statement and guidelines on the
use of voice prostheses in tracheotomized persons
with or without
ventilatory dependence. Asha, 35 (Suppl. 10), 17

20.
(1993). The role of the speech-language
pathologist and teacher of voice in the remediation
of singers with voice disorders. Asha, 35 (1), 63.
(1995, March). Guidelines for practice in
stuttering treatment. Asha, 37 (Suppl. 14), 2635.
(1998). Roles of otolaryngologists and speechlanguage pathologists in the performance and
interpretation of strobovideolaryngoscopy. Asha,
40 (Suppl. 18), 32.
ASHA Special Interest Division 3: Voice and
Voice Disorders. (1997). Training guidelines for
laryngeal
videoendoscopy/stroboscopy.
Unpublished report. Rockville: MD. Author.
Supervisin
(1985). Clinical supervision in speech-language
pathology and audiology. Asha, 28 (6), 5760.
(1989). Preparation models for the supervisory
process in speech-language pathology and
audiology. Asha, 32 (3), 97106.
(1992). Supervision of student clinicians. Asha, 34
(Suppl. 9), 8.
(1992).
Clinical
fellowship
supervisors
responsibilities. Asha, 34 (Suppl. 9), 1617.
(1996, Spring). Guidelines for the training,
credentialing, use, and supervision of speechlanguage pathology assistants. Asha, 38 (Suppl.
16), 2134.
(in preparation). Knowledge and skills for
supervision of speech-language pathology
assistants.
Deglucin/Funcin Aerodigestiva
(1987). Ad hoc committee on dysphagia report.
Asha, 29 (4), 5758.
(1989). Report: Ad hoc committee on labiallingual posturing function. Asha, 31 (11), 9294.
(1990). Knowledge and skills needed by speechlanguage pathologists providing services to
dysphagic patients/ clients. Asha, 32 (Suppl. 2),
712.
(1991). The role of the speech-language
pathologist in assessment and management of oral

myofunctional disorders. Asha, 33 (Suppl. 5), 7.
instrumental
diagnostic
procedures
for
swallowing, Asha, 34 (Suppl. 7), 2533.
(1993). Orofacial myofunctional disorders:
knowledge and skills. Asha, 35 (Suppl. 10), 21
23.
(2000). Clinical indicators for instrumental
assessment of dysphagia (guidelines): Executive
summary. ASHA Suppl. 20, 189.
(2000). Roles of the speech-language pathologist
and otolaryngologist in the performance and
interpretation of endoscopic examination of
swallowing (position statement). ASHA Suppl.
20, 17.
ASHA Special Interest Division 13: Swallowing
and Swallowing Disorders (Dysphagia). (1997).
Graduate curriculum on swallowing and
swallowing disorders (adult and pediatric
dysphagia). ASHA Desk Reference, vol. 3, 248a
248n.
Scope of Practice in Speech-Language

Pathology
Ad Hoc Committee on the Scope of Practice in Speech-Language Pathology
Reference this material as: American Speech-Language-Hearing Association. (2007). Scope of Practice in
Speech-Language Pathology [Scope of Practice]. Available from www.asha.org/policy.
Index terms: scope of practice
doi:10.1044/policy.SP2007-00283
Copyright 2007 American Speech-Language-Hearing Association. All rights reserved.

Disclaimer: The American Speech-Language-Hearing Association disclaims any liability to any party for the accuracy, completeness, or
availability of these documents, or for any damages arising out of the use of the documents and any information they contain.
Scope of Practice in Speech-Language Pathology
About This
Document
Scope of Practice
This scope of practice document is an official policy of the American SpeechLanguage-Hearing Association (ASHA) defining the breadth of practice within
the profession of speech-language pathology. This document was developed by
the ASHA Ad Hoc Committee on the Scope of Practice in Speech-Language
Pathology. Committee members were Kenn Apel (chair), Theresa E. Bartolotta,
Adam A. Brickell, Lynne E. Hewitt, Ann W. Kummer, Luis F. Riquelme, Jennifer
B. Watson, Carole Zangari, Brian B. Shulman (vice president for professional
practices in speech-language pathology), Lemmietta McNeilly (ex officio), and
Diane R. Paul (consultant). This document was approved by the ASHA Legislative
Council on September 4, 2007 (LC 09-07).
****
Introduction
The Scope of Practice in Speech-Language Pathology includes a statement of

purpose, a framework for research and clinical practice, qualifications of the
speech-language pathologist, professional roles and activities, and practice
settings. The speech-language pathologist is the professional who engages in
clinical services, prevention, advocacy, education, administration, and research in
the areas of communication and swallowing across the life span from infancy
through geriatrics. Given the diversity of the client population, ASHA policy
requires that these activities are conducted in a manner that takes into consideration
the impact of culture and linguistic exposure/acquisition and uses the best available
evidence for practice to ensure optimal outcomes for persons with communication
and/or swallowing disorders or differences.
As part of the review process for updating the Scope of Practice in SpeechLanguage Pathology, the committee made changes to the previous scope of
practice document that reflected recent advances in knowledge, understanding, and
research in the discipline. These changes included acknowledging roles and
responsibilities that were not mentioned in previous iterations of the Scope of
Practice (e.g., funding issues, marketing of services, focus on emergency
responsiveness, communication wellness). The revised document also was framed
squarely on two guiding principles: evidence-based practice and cultural and
linguistic diversity.
Statement of Purpose
The purpose of this document is to define the Scope of Practice in SpeechLanguage Pathology to
1. delineate areas of professional practice for speech-language pathologists;
2. inform others (e.g., health care providers, educators, other professionals,
consumers, payers, regulators, members of the general public) about
professional services offered by speech-language pathologists as qualified
providers;
3. support speech-language pathologists in the provision of high-quality,
evidence-based services to individuals with concerns about communication or
swallowing;
4. support speech-language pathologists in the conduct of research;
5. provide guidance for educational preparation and professional development of
speech-language pathologists.
Scope of Practice
Figure 1. Conceptual Framework of ASHA Practice Documents
This document describes the breadth of professional practice offered within the
profession of speech-language pathology. Levels of education, experience, skill,
and proficiency with respect to the roles and activities identified within this scope
of practice document vary among individual providers. A speech-language
pathologist typically does not practice in all areas of the field. As the ASHA Code
of Ethics specifies, individuals may practice only in areas in which they are
competent (i.e., individuals' scope of competency), based on their education,
training, and experience.
In addition to this scope of practice document, other ASHA documents provide
more specific guidance for practice areas. Figure 1 illustrates the relationship
between the ASHA Code of Ethics, the Scope of Practice, and specific practice
documents. As shown, the ASHA Code of Ethics sets forth the fundamental
principles and rules considered essential to the preservation of the highest
standards of integrity and ethical conduct in the practice of speech-language
pathology.
Speech-language pathology is a dynamic and continuously developing profession.
As such, listing specific areas within this Scope of Practice does not exclude
emerging areas of practice. Further, speech-language pathologists may provide
additional professional services (e.g., interdisciplinary work in a health care
setting, collaborative service delivery in schools, transdisciplinary practice in early
intervention settings) that are necessary for the well-being of the individual(s) they
2
Scope of Practice
are serving but are not addressed in this Scope of Practice. In such instances, it is
both ethically and legally incumbent upon professionals to determine whether they
have the knowledge and skills necessary to perform such services.
This scope of practice document does not supersede existing state licensure laws
or affect the interpretation or implementation of such laws. It may serve, however,
as a model for the development or modification of licensure laws.
Framework for
Research and
Clinical Practice
The overall objective of speech-language pathology services is to optimize

individuals' ability to communicate and swallow, thereby improving quality of life.
As the population profile of the United States continues to become increasingly
diverse (U.S. Census Bureau, 2005), speech-language pathologists have a
responsibility to be knowledgeable about the impact of these changes on clinical
services and research needs. Speech-language pathologists are committed to the
provision of culturally and linguistically appropriate services and to the
consideration of diversity in scientific investigations of human communication and
swallowing. For example, one aspect of providing culturally and linguistically
appropriate services is to determine whether communication difficulties
experienced by English language learners are the result of a communication
disorder in the native language or a consequence of learning a new language.
Additionally, an important characteristic of the practice of speech-language
pathology is that, to the extent possible, clinical decisions are based on best
available evidence. ASHA has defined evidence-based practice in speechlanguage pathology as an approach in which current, high-quality research
evidence is integrated with practitioner expertise and the individual's preferences
and values into the process of clinical decision making (ASHA, 2005). A highquality basic, applied, and efficacy research base in communication sciences and
disorders and related fields of study is essential to providing evidence-based
clinical practice and quality clinical services. The research base can be enhanced
by increased interaction and communication with researchers across the United
States and from other countries. As our global society is becoming more connected,
integrated, and interdependent, speech-language pathologists have access to an
abundant array of resources, information technology, and diverse perspectives and
influence (e.g., Lombardo, 1997). Increased national and international interchange
of professional knowledge, information, and education in communication sciences
and disorders can be a means to strengthen research collaboration and improve
clinical services.
The World Health Organization (WHO) has developed a multipurpose health
classification system known as the International Classification of Functioning,
Disability and Health (ICF; WHO, 2001). The purpose of this classification system
is to provide a standard language and framework for the description of functioning
and health. The ICF framework is useful in describing the breadth of the role of
Scope of Practice
the speech-language pathologist in the prevention, assessment, and habilitation/

rehabilitation, enhancement, and scientific investigation of communication and
swallowing. It consists of two components:
Health Conditions
Body Functions and Structures: These involve the anatomy and physiology
of the human body. Relevant examples in speech-language pathology
include craniofacial anomaly, vocal fold paralysis, cerebral palsy,
stuttering, and language impairment.
Activity and Participation: Activity refers to the execution of a task or
action. Participation is the involvement in a life situation. Relevant
examples in speech-language pathology include difficulties with
swallowing safely for independent feeding, participating actively in class,
understanding a medical prescription, and accessing the general education
curriculum.
Contextual Factors
Environmental Factors: These make up the physical, social, and attitudinal
environments in which people live and conduct their lives. Relevant
examples in speech-language pathology include the role of the
communication partner in augmentative and alternative communication,
the influence of classroom acoustics on communication, and the impact of
institutional dining environments on individuals' ability to safely maintain
nutrition and hydration.
Personal Factors: These are the internal influences on an individual's
functioning and disability and are not part of the health condition. These
factors may include, but are not limited to, age, gender, ethnicity,
educational level, social background, and profession. Relevant examples
in speech-language pathology might include a person's background or
culture that influences his or her reaction to a communication or
swallowing disorder.
The framework in speech-language pathology encompasses these health
conditions and contextual factors. The health condition component of the ICF can
be expressed on a continuum of functioning. On one end of the continuum is intact
functioning. At the opposite end of the continuum is completely compromised
functioning. The contextual factors interact with each other and with the health
conditions and may serve as facilitators or barriers to functioning. Speechlanguage pathologists may influence contextual factors through education and
advocacy efforts at local, state, and national levels. Relevant examples in speechlanguage pathology include a user of an augmentative communication device
needing classroom support services for academic success, or the effects of
premorbid literacy level on rehabilitation in an adult post brain injury. Speechlanguage pathologists work to improve quality of life by reducing impairments of
body functions and structures, activity limitations, participation restrictions, and
barriers created by contextual factors.
Qualifications
Speech-language pathologists, as defined by ASHA, hold the ASHA Certificate

of Clinical Competence in Speech-Language Pathology (CCC-SLP), which
requires a master's, doctoral, or other recognized postbaccalaureate degree. ASHAcertified speech-language pathologists complete a supervised postgraduate
professional experience and pass a national examination as described in the ASHA
certification standards. Demonstration of continued professional development is
4
Scope of Practice
mandated for the maintenance of the CCC-SLP. Where applicable, speechlanguage pathologists hold other required credentials (e.g., state licensure, teaching
certification).
This document defines the scope of practice for the field of speech-language
pathology. Each practitioner must evaluate his or her own experiences with
preservice education, clinical practice, mentorship and supervision, and continuing
professional development. As a whole, these experiences define the scope of
competence for each individual. Speech-language pathologists may engage in only
those aspects of the profession that are within their scope of competence.
As primary care providers for communication and swallowing disorders, speechlanguage pathologists are autonomous professionals; that is, their services are not
prescribed or supervised by another professional. However, individuals frequently
benefit from services that include speech-language pathologist collaborations with
other professionals.
Professional Roles
and Activities
Speech-language pathologists serve individuals, families, and groups from diverse

linguistic and cultural backgrounds. Services are provided based on applying the
best available research evidence, using expert clinical judgments, and considering
clients' individual preferences and values. Speech-language pathologists address
typical and atypical communication and swallowing in the following areas:
speech sound production
articulation
apraxia of speech
dysarthria
ataxia
dyskinesia
resonance
hypernasality
hyponasality
cul-de-sac resonance
mixed resonance
voice
phonation quality
pitch
loudness
respiration
fluency
stuttering
cluttering
language (comprehension and expression)
phonology
morphology
syntax
semantics
pragmatics (language use, social aspects of communication)
literacy (reading, writing, spelling)
prelinguistic communication (e.g., joint attention, intentionality,
communicative signaling)
paralinguistic communication
5
Scope of Practice
cognition
attention
memory
sequencing
problem solving
executive functioning
feeding and swallowing
oral, pharyngeal, laryngeal, esophageal
orofacial myology (including tongue thrust)
oral-motor functions
Potential etiologies of communication and swallowing disorders include
neonatal problems (e.g., prematurity, low birth weight, substance exposure);
developmental disabilities (e.g., specific language impairment, autism
spectrum disorder, dyslexia, learning disabilities, attention deficit disorder);
auditory problems (e.g., hearing loss or deafness);
oral anomalies (e.g., cleft lip/palate, dental malocclusion, macroglossia, oralmotor dysfunction);
respiratory compromise (e.g., bronchopulmonary dysplasia, chronic
obstructive pulmonary disease);
pharyngeal anomalies (e.g., upper airway obstruction, velopharyngeal
insufficiency/incompetence);
laryngeal anomalies (e.g., vocal fold pathology, tracheal stenosis,
tracheostomy);
neurological disease/dysfunction (e.g., traumatic brain injury, cerebral palsy,
cerebral vascular accident, dementia, Parkinson's disease, amyotrophic lateral
sclerosis);
psychiatric disorder (e.g., psychosis, schizophrenia);
genetic disorders (e.g., Down syndrome, fragile X syndrome, Rett syndrome,
velocardiofacial syndrome).
The professional roles and activities in speech-language pathology include clinical/
educational services (diagnosis, assessment, planning, and treatment), prevention
and advocacy, and education, administration, and research.
Clinical Services
Speech-language pathologists provide clinical services that include the following:

prevention and pre-referral
screening
assessment/evaluation
consultation
diagnosis
treatment, intervention, management
counseling
collaboration
documentation
referral
Examples of these clinical services include
1. using data to guide clinical decision making and determine the effectiveness
of services;
Scope of Practice
2. making service delivery decisions (e.g., admission/eligibility, frequency,

duration, location, discharge/dismissal) across the lifespan;
3. determining appropriate context(s) for service delivery (e.g., home, school,
telepractice, community);
4. documenting provision of services in accordance with accepted procedures
appropriate for the practice setting;
5. collaborating with other professionals (e.g., identifying neonates and infants
at risk for hearing loss, participating in palliative care teams, planning lessons
with educators, serving on student assistance teams);
6. screening individuals for hearing loss or middle ear pathology using
conventional pure-tone air conduction methods (including otoscopic
inspection), otoacoustic emissions screening, and/or screening tympanometry;
7. providing intervention and support services for children and adults diagnosed
with speech and language disorders;
8. providing intervention and support services for children and adults diagnosed
with auditory processing disorders;
9. using instrumentation (e.g., videofluoroscopy, electromyography,
nasendoscopy, stroboscopy, endoscopy, nasometry, computer technology) to
observe, collect data, and measure parameters of communication and
swallowing or other upper aerodigestive functions;
10. counseling individuals, families, coworkers, educators, and other persons in
the community regarding acceptance, adaptation, and decision making about
communication and swallowing;
11. facilitating the process of obtaining funding for equipment and services related
to difficulties with communication and swallowing;
12. serving as case managers, service delivery coordinators, and members of
collaborative teams (e.g., individualized family service plan and
individualized education program teams, transition planning teams);
13. providing referrals and information to other professionals, agencies, and/or
consumer organizations;
14. developing, selecting, and prescribing multimodal augmentative and
alternative communication systems, including unaided strategies (e.g., manual
signs, gestures) and aided strategies (e.g., speech-generating devices, manual
communication boards, picture schedules);
15. providing services to individuals with hearing loss and their families/
caregivers (e.g., auditory training for children with cochlear implants and
hearing aids; speechreading; speech and language intervention secondary to
hearing loss; visual inspection and listening checks of amplification devices
for the purpose of troubleshooting, including verification of appropriate
battery voltage);
16. addressing behaviors (e.g., perseverative or disruptive actions) and
environments (e.g., classroom seating, positioning for swallowing safety or
attention, communication opportunities) that affect communication and
swallowing;
17. selecting, fitting, and establishing effective use of prosthetic/adaptive devices
for communication and swallowing (e.g., tracheoesophageal prostheses,
speaking valves, electrolarynges; this service does not include the selection or
fitting of sensory devices used by individuals with hearing loss or other
auditory perceptual deficits, which falls within the scope of practice of
audiologists; ASHA, 2004);
Scope of Practice
18. providing services to modify or enhance communication performance (e.g.,

accent modification, transgender voice, care and improvement of the
professional voice, personal/professional communication effectiveness).
Prevention and
Advocacy
Speech-language pathologists engage in prevention and advocacy activities related

to human communication and swallowing. Example activities include
1. improving communication wellness by promoting healthy lifestyle practices
that can help prevent communication and swallowing disorders (e.g., cessation
of smoking, wearing helmets when bike riding);
2. presenting primary prevention information to individuals and groups known
to be at risk for communication disorders and other appropriate groups;
3. providing early identification and early intervention services for
communication disorders;
4. advocating for individuals and families through community awareness, health
literacy, education, and training programs to promote and facilitate access to
full participation in communication, including the elimination of societal,
cultural, and linguistic barriers;
5. advising regulatory and legislative agencies on emergency responsiveness to
individuals who have communication and swallowing disorders or difficulties;
6. promoting and marketing professional services;
7. advocating at the local, state, and national levels for improved administrative
and governmental policies affecting access to services for communication and
swallowing;
8. advocating at the local, state, and national levels for funding for research;
9. recruiting potential speech-language pathologists into the profession;
10. participating actively in professional organizations to contribute to best
practices in the profession.
Education,
Administration, and
Research
Speech-language pathologists also serve as educators, administrators, and

researchers. Example activities for these roles include
1. educating the public regarding communication and swallowing;
2. educating and providing in-service training to families, caregivers, and other
professionals;
3. educating, supervising, and mentoring current and future speech-language
pathologists;
4. educating, supervising, and managing speech-language pathology assistants
and other support personnel;
5. fostering public awareness of communication and swallowing disorders and
their treatment;
6. serving as expert witnesses;
7. administering and managing clinical and academic programs;
8. developing policies, operational procedures, and professional standards;
9. conducting basic and applied/translational research related to communication
sciences and disorders, and swallowing.
Practice Settings
Speech-language pathologists provide services in a wide variety of settings, which

may include but are not exclusive to
1. public and private schools;
Scope of Practice
2. early intervention settings, preschools, and day care centers;

3. health care settings (e.g., hospitals, medical rehabilitation facilities, long-term
care facilities, home health agencies, clinics, neonatal intensive care units,
behavioral/mental health facilities);
4. private practice settings;
5. universities and university clinics;
6. individuals' homes and community residences;
7. supported and competitive employment settings;
8. community, state, and federal agencies and institutions;
9. correctional institutions;
10. research facilities;
11. corporate and industrial settings.
References
Resources
American Speech-Language-Hearing Association. (2004). Scope of practice in audiology.

Available from www.asha.org/policy.
American Speech-Language-Hearing Association. (2005). Evidence-based practice in
communication disorders [Position statement]. Available from www.asha.org/policy.
Lombardo, T. (1997, Spring). The impact of information technology: Learning, living, and
loving in the future. The Labyrinth: Sharing Information on Learning Technologies. 5
(2). Available from www.mcli.dist.maricopa.edu/LF/Spr97/spr97L8.html.
U.S. Census Bureau. (2005). Population profile of the United States: Dynamic version. Race
and Hispanic origin in 2005. Available from www.census.gov.
World Health Organization. (2001). International classification of functioning, disability
and health. Geneva, Switzerland: Author.
ASHA Cardinal Documents

American Speech-Language-Hearing Association. (2003). Code of ethics (Revised).
American Speech-Language-Hearing Association. (2004). Preferred practice patterns for
the profession of speech-language pathology. Available from www.asha.org/policy.
American Speech-Language-Hearing Association. (2005). Standards for the certificate of
clinical competence in speech-language pathology. Available from www.asha.org/
about/membership-certification/handbooks/slp/slp_standards.htm.
General Service Delivery Issues

Admission/Discharge Criteria
American Speech-Language-Hearing Association. (2004). Admission/discharge criteria in
speech-language pathology [Guidelines]. Available from www.asha.org/policy.
Autonomy
American Speech-Language-Hearing Association. (1986). Autonomy of speech-language
pathology and audiology [Relevant paper]. Available from www.asha.org/policy.
Culturally and Linguistically Appropriate Services

American Speech-Language-Hearing Association. (2002). American English dialects
[Technical report]. Available from www.asha.org/policy.
American Speech-Language-Hearing Association. (2004). Knowledge and skills needed by
speech-language pathologists and audiologists to provide culturally and linguistically
appropriate services [Knowledge and skills]. Available from www.asha.org/policy.
Definitions and Terminology

American Speech-Language-Hearing Association. (1982). Language [Relevant paper].
Scope of Practice
American Speech-Language-Hearing Association. (1986). Private practice [Definition].

American Speech-Language-Hearing Association. (1993). Definition of communication
disorders and variations [Definition]. Available from www.asha.org/policy.
American Speech-Language-Hearing Association. (1998). Terminology pertaining to
fluency and fluency disorders [Guidelines]. Available from www.asha.org/policy.
Evidence-Based Practice
communication disorders: An introduction [Technical report]. Available from
www.asha.org/policy.
communication disorders: An introduction [Position statement]. Available from
Private Practice
American Speech-Language-Hearing Association. (1990). Considerations for establishing
a private practice in audiology and/or speech-language pathology [Technical report].
American Speech-Language-Hearing Association. (1991). Private practice [Technical
report]. Available from www.asha.org/policy.
American Speech-Language-Hearing Association. (1994). Professional liability and risk
management for the audiology and speech-language pathology professions [Technical
American Speech-Language-Hearing Association. (2002). Drawing cases for private
practice from primary place of employment [Issues in ethics]. Available from
Professional Service Programs

American Speech-Language-Hearing Association. (2005). Quality indicators for
professional service programs in audiology and speech-language pathology [Quality
indicators]. Available from www.asha.org/policy.
Speech-Language Pathology Assistants

American Speech-Language-Hearing Association. (2001). Knowledge and skills for
supervisors of speech-language pathology assistants [Knowledge and skills]. Available
from www.asha.org/policy.
American Speech-Language-Hearing Association. (2004). Guidelines for the training, use,
and supervision of speech-language pathology assistants [Guidelines]. Available from
American Speech-Language-Hearing Association. (2004). Support personnel [Issues in
ethics]. Available from www.asha.org/policy.
American Speech-Language-Hearing Association. (2004). Training, use, and supervision
of support personnel in speech-language pathology [Position statement]. Available from
Supervision
American Speech-Language-Hearing Association. (1985). Clinical supervision in speechlanguage pathology and audiology [Position statement]. Available from www.asha.org/
policy.
American Speech-Language-Hearing Association. (2004). Clinical fellowship supervisor's
responsibilities [Issues in ethics]. Available from www.asha.org/policy.
American Speech-Language-Hearing Association. (2004). Supervision of student
clinicians [Issues in ethics]. Available from www.asha.org/policy.
10
Scope of Practice
Clinical Services and Populations

Apraxia of Speech
American Speech-Language-Hearing Association. (2007). Childhood apraxia of speech
[Position statement]. Available from www.asha.org/policy.
American Speech-Language-Hearing Association. (2007). Childhood apraxia of speech
Auditory Processing
American Speech-Language-Hearing Association. (1995). Central auditory processing:
Current status of research and implications for clinical practice [Technical report].
American Speech-Language-Hearing Association. (2005). (Central) auditory processing
disorders [Technical report]. Available from www.asha.org/policy.
American Speech-Language-Hearing Association. (2005). (Central) auditory processing
disordersthe role of the audiologist [Position statement]. Available from
Augmentative and Alternative Communication (AAC)

American Speech-Language-Hearing Association. (1998). Maximizing the provision of
appropriate technology services and devices for students in schools [Technical report].
American Speech-Language-Hearing Association. (2001). Augmentative and alternative
communication: Knowledge and skills for service delivery [Knowledge and skills].
American Speech-Language-Hearing Association. (2004). Roles and responsibilities of
speech-language pathologists with respect to augmentative and alternative
communication [Position statement]. Available from www.asha.org/policy.
speech-language pathologists with respect to augmentative and alternative
communication [Technical report]. Available from www.asha.org/policy.
Aural Rehabilitation
American Speech-Language-Hearing Association. (2001). Knowledge and skills required
for the practice of audiologic/aural rehabilitation [Knowledge and skills]. Available
Autism Spectrum Disorders

American Speech-Language-Hearing Association. (2006). Guidelines for speech-language
pathologists in diagnosis, assessment, and treatment of autism spectrum disorders
across the life span [Guidelines]. Available from www.asha.org/policy.
speech-language pathologists for diagnosis, assessment, and treatment of autism
spectrum disorders across the life span [Knowledge and skills]. Available from
American Speech-Language-Hearing Association. (2006). Principles for speech-language
pathologists in diagnosis, assessment, and treatment of autism spectrum disorders
across the life span [Technical report]. Available from www.asha.org/policy.
speech-language pathologists in diagnosis, assessment, and treatment of autism
spectrum disorders across the life span [Position statement]. Available from
11
Scope of Practice
Filipek, P. A., Accardo, P. J., Ashwal, S., Baranek, G. T., Cook, E. H., Dawson, G., et al.
(2000). Practice parameter: Screening and diagnosis of autismreport of the Quality
Standards Subcommittee of the American Academy of Neurology and the Child
Neurology Society Neurology, 55, 468479
Cognitive Aspects of Communication

American Speech-Language-Hearing Association. (1990). Interdisciplinary approaches to
brain damage [Position statement]. Available from www.asha.org/policy.
American Speech-Language-Hearing Association. (1995). Guidelines for the structure and
function of an interdisciplinary team for persons with brain injury [Guidelines].
American Speech-Language-Hearing Association. (2003). Evaluating and treating
communication and cognitive disorders: Approaches to referral and collaboration for
speech-language pathology and clinical neuropsychology [Technical report]. Available
American Speech-Language-Hearing Association. (2003). Rehabilitation of children and
adults with cognitive-communication disorders after brain injury [Technical report].
speech-language pathologists providing services to individuals with cognitivecommunication disorders [Knowledge and skills]. Available from www.asha.org/
policy.
American Speech-Language-Hearing Association. (2005). Roles of speech-language
pathologists in the identification, diagnosis, and treatment of individuals with cognitivecommunication disorders: Position statement. Available from www.asha.org/policy.
Deaf and Hard of Hearing

pathologists and teachers of children who are deaf and hard of hearing in the
development of communicative and linguistic competence [Guidelines]. Available from
development of communicative and linguistic competence [Position statement].
development of communicative and linguistic competence [Technical report]. Available
Dementia
American Speech-Language-Hearing Association. (2005). The roles of speech-language
pathologists working with dementia-based communication disorders [Position
statement]. Available from www.asha.org/policy.
American Speech-Language-Hearing Association. (2005). The roles of speech-language
pathologists working with dementia-based communication disorders [Technical report].
Early Intervention
American Speech-Language-Hearing Association. Roles and responsibilities of speechlanguage pathologists in early intervention (in preparation). [Position statement,
Technical report, Guidelines, and Knowledge and skills].
12
Scope of Practice
National Joint Committee on Learning Disabilities (2006). Learning disabilities and young
children: Identification and intervention Available from www.ldonline.org/article/
11511?theme=print.
Fluency
American Speech-Language-Hearing Association. (1995). Guidelines for practice in
stuttering treatment [Guidelines]. Available from www.asha.org/policy.
Hearing Screening
American Speech-Language-Hearing Association. (1997). Guidelines for audiologic
screening [Guidelines]. Available from www.asha.org/policy.
American Speech-Language-Hearing Association. (2004). Clinical practice by certificate
holders in the profession in which they are not certified [Issues in ethics]. Available from
Language and Literacy

American Speech-Language-Hearing Association. (1981). Language learning disorders
[Position statement]. Available from www.asha.org/policy.
American Speech-Language-Hearing Association and the National Association of School
Psychologists (1987). Identification of children and youths with language learning
disorders [Position statement]. Available from www.asha.org/policy.
speech-language pathologists with respect to reading and writing in children and
adolescents [Guidelines]. Available from www.asha.org/policy.
adolescents [Position statement]. Available from www.asha.org/policy.
adolescents [Technical report]. Available from www.asha.org/policy.
adolescents [Knowledge and skills]. Available from www.asha.org/policy.
Mental Retardation/Developmental Disabilities

speech-language pathologists serving persons with mental retardation/developmental
disabilities [Knowledge and skills]. Available from www.asha.org/policy.
American Speech-Language-Hearing Association. (2005). Principles for speech-language
pathologists serving persons with mental retardation/developmental disabilities
speech-language pathologists serving persons withmental retardation/developmental
disabilities [Guidelines]. Available from www.asha.org/policy.
speech-language pathologists serving persons withmental retardation/developmental
disabilities [Position statement]. Available from www.asha.org/policy.
Orofacial Myofunctional Disorders

American Speech-Language-Hearing Association. (1989). Labial-lingual posturing
function [Technical report]. Available from www.asha.org/policy.
American Speech-Language-Hearing Association. (1991). The role of the speech-language
pathologist in assessment and management of oral myofunctional disorders [Position
13
Scope of Practice
American Speech-Language-Hearing Association. (1993). Orofacial myofunctional

disorders [Knowledge and skills]. Available from www.asha.org/policy.
Prevention
American Speech-Language-Hearing Association. (1987). Prevention of communication
disorders [Position statement]. Available from www.asha.org/policy.
American Speech-Language-Hearing Association. (1987). Prevention of communication
disorders tutorial [Relevant paper]. Available from www.asha.org/policy.
Severe Disabilities
National Joint Committee for the Communication Needs of Persons With Severe
Disabilities. (1991). Guidelines for meeting the communication needs of persons with
severe disabilities. Available from www.asha.org/docs/html/GL1992-00201.html.
Disabilities (2002). Access to communication services and supports: Concerns
regarding the application of restrictive eligibility policies [Technical report].
Disabilities (2003). Access to communication services and supports: Concerns
regarding the application of restrictive eligibility policies [Position statement].
Social Aspects of Communication

pathologists serving persons with language, socio-communicative and/or cognitivecommunicative impairments [Guidelines]. Available from www.asha.org/policy.
Swallowing
American Speech-Language-Hearing Association. (1992). Instrumental diagnostic
procedures for swallowing [Guidelines]. Available from www.asha.org/policy.
American Speech-Language-Hearing Association. (1992). Instrumental diagnostic
procedures for swallowing [Position statement]. Available from www.asha.org/policy.
American Speech-Language-Hearing Association. (2000). Clinical indicators for
instrumental assessment of dysphagia [Guidelines]. Available from www.asha.org/
policy.
speech-language pathologists providing services to individuals with swallowing and/or
feeding disorders [Knowledge and skills]. Available from www.asha.org/policy.
speech-language pathologists performing endoscopic assessment of swallowing
functions [Knowledge and skills]. Available from www.asha.org/policy.
pathologists in swallowing and feeding disorders [Position statement]. Available from
pathologists in swallowing and feeding disorders [Technical report]. Available from
pathologists performing videofluoroscopic swallowing studies. [Guidelines]. Available
speech-language pathologists performing videofluoroscopic swallowing studies
14
Scope of Practice
American Speech-Language-Hearing Association. (2004). Role of the speech-language

pathologist in the performance and interpretation of endoscopic evaluation of
swallowing [Guidelines]. Available from www.asha.org/policy.
swallowing [Position statement]. Available from www.asha.org/policy.
swallowing [Technical report]. Available from www.asha.org/policy.
American Speech-Language-Hearing Association. (2004). Speech-language pathologists
training and supervising other professionals in the delivery of services to individuals
with swallowing and feeding disorders [Technical report]. Available from
Voice and Resonance

American Speech-Language-Hearing Association. (1993). Oral and oropharyngeal
prostheses [Guidelines]. Available from www.asha.org/policy.
American Speech-Language-Hearing Association. (1993). Oral and oropharyngeal
prostheses [Position statement]. Available from www.asha.org/policy.
American Speech-Language-Hearing Association. (1993). Use of voice prostheses in
tracheotomized persons with or without ventilatory dependence [Guidelines]. Available
American Speech-Language-Hearing Association. (1993). Use of voice prostheses in
tracheotomized persons with or without ventilatory dependence [Position statement].
American Speech-Language-Hearing Association. (1998). The roles of otolaryngologists
and speech-language pathologists in the performance and interpretation of
strobovideolaryngoscopy [Relevant paper]. Available from www.asha.org/policy.
American Speech-Language-Hearing Association. (2004). Evaluation and treatment for
tracheoesophageal puncture and prosthesis [Technical report]. Available from
speech-language pathologists with respect to evaluation and treatment for
tracheoesophageal puncture and prosthesis [Knowledge and skills]. Available from
speech-language pathologists with respect to evaluation and treatment for
tracheoesophageal puncture and prosthesis [Position statement]. Available from
American Speech-Language-Hearing Association. (2004). Vocal tract visualization and
imaging [Position statement]. Available from www.asha.org/policy.
American Speech-Language-Hearing Association. (2004). Vocal tract visualization and
imaging [Technical report]. Available from www.asha.org/policy.
American Speech-Language-Hearing Association. (2005). The role of the speech-language
pathologist, the teacher of singing, and the speaking voice trainer in voice habilitation
American Speech-Language-Hearing Association. (2005). The use of voice therapy in the
treatment of dysphonia [Technical report]. Available from www.asha.org/policy.
Health Care Services

Business Practices in Health Care Settings
American Speech-Language-Hearing Association. (2002). Knowledge and skills in business
practices needed by speech-language pathologists in health care settings [Knowledge
and skills]. Available from www.asha.org/policy.
15
Scope of Practice
American Speech-Language-Hearing Association. (2004). Knowledge and skills in business

practices for speech-language pathologists who are managers and leaders in health
care organizations [Knowledge and skills]. Available from www.asha.org/policy.
Multiskilling
American Speech-Language-Hearing Association. (1996). Multiskilled personnel [Position
American Speech-Language-Hearing Association. (1996). Multiskilled personnel
Neonatal Intensive Care Unit

speech-language pathologists providing services to infants and families in the NICU
environment [Knowledge and skills]. Available from www.asha.org/policy.
speech-language pathologists in the neonatal intensive care unit [Guidelines]. Available
speech-language pathologists in the neonatal intensive care unit [Position statement].
speech-language pathologists in the neonatal intensive care unit [Technical report].
Sedation and Anesthetics

American Speech-Language-Hearing Association. (1992). Sedation and topical anesthetics
in audiology and speech-language pathology [Technical report]. Available from
Telepractice
providing clinical services via telepractice [Position statement]. Available from
providing clinical services via telepractice [Technical report]. Available from
speech-language pathologists providing clinical services via telepractice [Technical
School Services
Collaboration
American Speech-Language-Hearing Association. (1991). A model for collaborative
service delivery for students with language-learning disorders in the public schools
[Relevant paper]. Available from www.asha.org/policy.
Evaluation
American Speech-Language-Hearing Association. (1987). Considerations for developing
and selecting standardized assessment and intervention materials [Technical report].
16
Scope of Practice
Facilities
American Speech-Language-Hearing Association. (2003). Appropriate school facilities for
students with speech-language-hearing disorders [Technical report]. Available from
Inclusive Practices
American Speech-Language-Hearing Association. (1996). Inclusive practices for children
and youths with communication disorders [Position statement]. Available from
Roles and Responsibilities for School-Based Practitioners

American Speech-Language-Hearing Association. (1999). Guidelines for the roles and
responsibilities of the school-based speech-language pathologist [Guidelines].
Under the Direction of Rule

American Speech-Language-Hearing Association. (2004). Medicaid guidance for speechlanguage pathology services: Addressing the under the direction of rule [Position
American Speech-Language-Hearing Association. (2004). Medicaid guidance for speechlanguage pathology services: Addressing the under the direction of rule [Technical
American Speech-Language-Hearing Association. (2005). Medicaid guidance for speechlanguage pathology services: Addressing the under the direction of rule [Guidelines].
American Speech-Language-Hearing Association. (2005). Medicaid guidance for speechlanguage pathology services: Addressing the under the direction of rule [Knowledge
and skills]. Available from www.asha.org/policy.
Workload
American Speech-Language-Hearing Association. (2002). Workload analysis approach for
establishing speech-language caseload standards in the schools [Guidelines]. Available
establishing speech-language caseload standards in the schools [Position statement].
establishing speech-language caseload standards in the schools [Technical report].
17

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Referencias y Lista de Recursos

Aspectos Cognitivos de la Comunicacin

American National Standards Institute. (1991).

children and adolescents. Rockville, MD: Author.

ventilatory dependence. Asha, 35 (Suppl. 10), 17

pathologist in assessment and management of oral

Scope of Practice in Speech-Language

Copyright 2007 American Speech-Language-Hearing Association. All rights reserved.

Scope of Practice in Speech-Language Pathology

The Scope of Practice in Speech-Language Pathology includes a statement of

Scope of Practice in Speech-Language Pathology

Figure 1. Conceptual Framework of ASHA Practice Documents

Scope of Practice in Speech-Language Pathology

The overall objective of speech-language pathology services is to optimize

Scope of Practice in Speech-Language Pathology

the speech-language pathologist in the prevention, assessment, and habilitation/

Speech-language pathologists, as defined by ASHA, hold the ASHA Certificate

Scope of Practice in Speech-Language Pathology

Speech-language pathologists serve individuals, families, and groups from diverse

Scope of Practice in Speech-Language Pathology

Speech-language pathologists provide clinical services that include the following:

Scope of Practice in Speech-Language Pathology

2. making service delivery decisions (e.g., admission/eligibility, frequency,

Scope of Practice in Speech-Language Pathology

18. providing services to modify or enhance communication performance (e.g.,

Speech-language pathologists engage in prevention and advocacy activities related

Speech-language pathologists also serve as educators, administrators, and

Speech-language pathologists provide services in a wide variety of settings, which

Scope of Practice in Speech-Language Pathology

2. early intervention settings, preschools, and day care centers;

American Speech-Language-Hearing Association. (2004). Scope of practice in audiology.

ASHA Cardinal Documents

General Service Delivery Issues

Culturally and Linguistically Appropriate Services

Definitions and Terminology

Scope of Practice in Speech-Language Pathology

American Speech-Language-Hearing Association. (1986). Private practice [Definition].

Professional Service Programs

Speech-Language Pathology Assistants

Scope of Practice in Speech-Language Pathology

Clinical Services and Populations

Augmentative and Alternative Communication (AAC)

Autism Spectrum Disorders

Scope of Practice in Speech-Language Pathology

Cognitive Aspects of Communication

Deaf and Hard of Hearing

Scope of Practice in Speech-Language Pathology