State Board of Examiners for Speech-Language Pathology and Audiology About the Profession- Position Statement

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STATE BOARD OF EXAMINERS FOR SPEECH-LANGUAGE PATHOLOGY AND AUDIOLOGY
POSITION STATEMENTS


Licensees are encouraged to review the following Board position statements relating to:

*You may view ASHA Guidelines at: www.asha.org

 


 

POSITION STATEMENT RELATING TO WORK LOAD AND CASELOAD SIZE IN THE PUBLIC SCHOOLS

PURPOSE:
The purpose of this document is to ensure the public of professional conduct by speech language pathologists by providing guidance relating to workload in determining an appropriate caseload size in the public schools.

REFERENCES:
The Act: Texas Occupations Code (TOC), Chapter 401

Board Rules: 22 Texas Administrative Code, Chapter 741

Subchapter D, §741.41 - §741.45 relating to Code of Ethics; Duties and Responsibilities of License Holders

Variables that affect quality of services and caseload include the following:

  • the severity of the communication disorder
  • the effect of the disorder on the individual's ability to function in educational, employment, and home/social settings
  • the special needs of the student/client
  • the number of locations in which services are provided
  • the need for providing services to students receiving homebound services
  • the need for providing services to students in private school
  • the travel time between locations
  • the effect of variable schedules to include year round and multi-track schools and
  • the workload requirements of the caseload.

Speech language pathologists are required to perform duties other than direct services that are essential to the appropriate management of each student/client. These duties may include, but are not limited to the following:

  • conducting speech-hearing-language screenings
  • carrying out comprehensive diagnostic evaluations
  • writing reports
  • participating as a member of multi-disciplinary teams and conferences
  • developing Individual Education Plan (IEP)'s goals and objectives and/or treatment plans
  • developing service plans for qualifying students who attend private school per school district’s in-service requirements
  • participating in on-going teacher and parent conferences and family education support
  • providing in-service training
  • developing and teaching the use of low tech augmentative and assistive communication systems
  • learning, programming and utilizing high tech augmentative and assistive communication systems
  • receiving training, learning and utilizing computerized management systems
  • completing ongoing paperwork requirements for students receiving School Health and Administrative Services (SHARS)
  • participating in continuing professional education
  • participating in annual review conferences and staffings
  • coordinating assistive technology support services
  • participating in the pre-referral and referral process (Note: In the public school setting, the speech-language pathologist participates in the pre-referral process as a consultant to general education.)
  • planning instructional/therapeutic changes
  • supervising support personnel, speech-language pathology interns, and speech-language pathology assistants (Note: An intern may pursue the American Speech-Language-Hearing Association Clinical Fellowship (ASHA CF) simultaneously.)

Since services must be provided by a licensed speech-language pathologist and certain types of services and students/clients are more time-intensive than others, it is necessary to consider realistically how the amount of time available in each day/week/month can be divided across all services to students/clients. The caseload must reflect a balance between how many hours are available in a day for services to the student/client and how many hours are needed to complete paperwork, staffing, and other required activities. It is also imperative to consider that the roles and responsibilities of speech-language pathologists have a major impact on caseload size, by reducing the amount of time available for direct and indirect services to students/clients. In order to provide this balance, it is recommended that the caseload/workload needs are weighted in order to determine a manageable caseload size. Depending upon the associated workload, when the above factors are less, a maximum caseload limit of 50 is recommended taking into account the variables that affect quality of services.

Select this link to print "Position Statement Relating to Work Load and Caseload Size In the Public Schools", (Adobe Acrobat, 44 KB)


 

POSITION STATEMENT RELATING TO SERVICES FOR DYSPHAGIC PATIENTS BY SPEECH-LANGUAGE PATHOLOGISTS

PURPOSE:
This purpose of this statement is to notify licensees and consumers that a licensee shall adhere to the national standard of practice in order to protect the public.

REFERENCES:
The Act: Texas Occupations Code, Chapter 401, §401.001

Board Rules: 22 Texas Administrative Code, Chapter 741

Subchapter D, §741.41 - §741.41 relating to the Code of Ethics; Duties, and Responsibilities of Supervisors

The Board recommends that speech-language pathologists and interns in speech-language pathology utilize the American Speech-Language-Hearing Association's statements relating to Knowledge and Skills Needed by Speech-Language Pathologists Providing Services to Dysphagic Patients/Clients, Dysphagia, and Instrumental Diagnostic Procedures for Swallowing.  

You may contact the American Speech-Language-Hearing Association to obtain this document.

Internet site: http://www.asha.org

Phone: (800) 498-2071

E-mail: actioncenter@asha.org

Select this link to print "Position Statement Relating to Services to Dysphagic Patients by Speech-Language Pathologists", (Adobe Acrobat, 31 KB)

 


 

POSITION STATEMENT RELATING TO LARYNGEAL VIDEOENDOSCOPY/STROBOSCOPY

PURPOSE:
The purpose of this statement is to notify licensees and consumers that a licensee shall adhere to the national standard of practice in order to protect the public.

REFERENCES:
Board Rules: 22 Texas Administrative Code, Chapter 741

Subchapter D, §741.41 - §741.41 relating to the Code of Ethics; Duties, and Responsibilities of Supervisors

The Board accepts the joint statement regarding the Role of Otolaryngologists and Speech-Language Pathologists in the Performance and Interpretation of Strobovideolaryngoscopy developed by the American Academy of Otolaryngology Voice and Swallow Committee and the Special Interest Division on Voice and Voice Disorders of the American Speech-Language-Hearing Association (ASHA). Licensees should refer to the ASHA Training Guidelines for Laryngeal Videoendoscopy/Stroboscopy to determine competency.

You may contact the American Speech-Language-Hearing Association to obtain this document.

Internet site: http://www.asha.org

Phone: (800) 498-2071

E-mail: actioncenter@asha.org

Select this link to print "Position Statement Relating to Laryngeal Videoendoscopy/Stroboscopy", (Adobe Acrobat, 31 KB)


 

POSITION STATEMENT RELATING TO UTILIZATION AND EMPLOYMENT OF SPEECH- LANGUAGE PATHOLOGY SUPPORTIVE PERSONNEL WITH UNDERSERVED POPULATIONS

PURPOSE:
The purpose of this document should act as a “Best Practices” benchmark through which licensees may evaluate and improve their current practice relating to underserved populations.

REFERENCES:
The Act: Texas Occupations Code (TOC), Chapter 401, §401.302

Board Rules: 22 Texas Administrative Code, Chapter 741

Subchapter D, §741.41 - §741.41 relating to the Code of Ethics; Duties, and Responsibilities of Supervisors

The Board recommends that speech-language pathologists and interns in speech-language pathology utilize the “Utilization and Employment of Speech-Language Pathology Supportive Personnel with Underserved Populations” developed by the American Speech-Language-Hearing Association (ASHA) Committee on Supportive Personnel.

You may contact the American Speech-Language-Hearing Association to obtain this document.

Internet site: http://www.asha.org

Phone: (800) 498-2071

E-mail: actioncenter@asha.org

Select this lihk to print "Position Statement Relating to Utilization and Employment of speech-Language Pathology Supportive Personnel With Underserved Populations", (Adobe Acrobat, 31 KB)

POSITION STATEMENT RELATING TO SERVICES FOR CULTIURALLY LINGUISTICALLY DIVERSE POPULATIONS BY SPEECH-LANGUAGE PATHOLOGISTS

 Purpose:
The purpose of this statement is to notify licensees and consumers that a licensee shall adhere to the national standard of practice in order to protect the public.

References:
The Act: Texas Occupations Code, Chapter 401
Board Rules: 22 Texas Administrative Code, Chapter 741
Subchapter D, 741.31 (c) and 741.41 (b)

The Board recommends that speech-language pathologists and interns in speech-language pathology utilize the American Speech-Language-Hearing Association’s statements relating to Knowledge and Skills Needed by Speech-Language Pathologists and Audiologists to Provide Culturally and Linguistically Appropriate Services. American Speech-Language-Hearing Association. (2004)


You may contact the American Speech-Language-Hearing Association to obtain this document.

Internet site: www.asha.org/policy

Phone: (800) 498-2071

E-Mail: actioncenter@asha.org


The Board also recommends the use of the Linguistically Diverse Populations: Considerations and Resources for Assessment and Intervention document developed by the TSHA Task Force on Cultural and Linguistic Diversity.

You may contact the Texas Speech-Language-Hearing Association to obtain this document.

Internet site: http://www.txsha.org

Phone: 888-SAY TSHA

Selct this link to print "Position Statement Relating to Services for Culturally Linguistically Diverse Populations by Speech-Language Pathologists", (Adobe Acrobat, 31 KB)


 

POSITION STATEMENT FOR SUPERVISING LICENSED INTERNS IN SPEECH-LANGUAGE PATHOLOGY

PURPOSE:
The purpose of this document is to provide guidance related to the supervision of an intern in speech-language pathology (licensed intern). The Act and the Board Rules permit speech-language pathology interns to deliver speech-language services under the supervision of a licensed speech-language pathologist (supervisor). The supervisor shall be responsible for all client services performed by the licensed intern, and must determine that the licensed intern is qualified to perform those services. A licensed intern shall only practice under supervision of the licensed speech-language pathologist(s) who have completed the Intern Plan and Agreement of Supervision Form and received approval from the Board office.

REFERENCES:
The Act: Texas Occupations Code, Chapter 401, §401.311
Board Rules: 22 Texas Administrative Code, Chapter 741 
Subchapter D, §741.41 relating to the Code of Ethics; Duties and Responsibilities of License Holders 
Subchapter E, §741.62 relating to Requirements for an Intern in Speech-Language Pathology License

(NOTE: Failure to follow the requirements of the Act and Board Rules shall result in disciplinary action being proposed by the Board against both the supervising speech-language pathologist and the speech-language pathology intern.)

RESPECTIVE DUTIES OF THE SPEECH-LANGUAGE PATHOLOGIST AND INTERN:
Under the supervision of a licensed speech-language pathologist, the licensed intern is authorized to: conduct evaluations; interpret test results; determine case selection; design treatment programs; collect data and document performance; maintain clinical records; provide written or oral reports (e.g., progress notes, diagnostic reports) regarding patient/client status; make referrals, and participate in interdisciplinary team meetings (e.g., Admission Review Dismissal (ARD)’s, Individual Family Services Plan (IFSP) conferences, discharge staffings) for all patients/clients being served. The licensed intern shall abide by the decisions made by the supervisor relating to the licensed intern's scope of practice. In the event the supervisor requests that the licensed intern violate Board Rules, the Texas Occupations Code, or any other law, the licensed intern shall refuse to do so and immediately notify the Board office and any other appropriate authority.

The licensed speech-language pathology supervisor is responsible for verifying that the Board office has approved the Intern Plan and Agreement of Supervision, and that the speech-language pathology intern holds a current, valid license before allowing him/her to practice. (Note: The licensed speech-language pathology intern may simultaneously pursue the American Speech-Language-Hearing Association (ASHA) Clinical Fellowship, but approval from ASHA to begin the Clinical Fellowship is not a license to practice.)

PROVIDING ADEQUATE SUPERVISION:
To allow time for appropriate training and supervision, it may be necessary to reduce the number of clients directly served by the licensed speech-language pathologist in relation to the number of licensed speech-language pathology interns being supervised. Variables that affect the maximum number of individuals who can be supervised appropriately by the licensed speech-language pathologist may include but are not limited to: 

a.the number of hours per week the speech-language pathologist and speech-language pathology intern(s) are employed; 
b.the number of other individuals (e.g., speech-language pathology assistants) being supervised; 
c.time required of the supervising speech-language pathologist in direct service provision; 
d.the experience level of the speech-language pathologist supervisor and speech-language pathology intern(s); 
e.the time limits imposed by supervision requirements; 
f.the number of locations in which services are provided and travel time between locations; 
g.other roles and responsibilities assigned to the speech-language pathologist (e.g., attending staff meetings and fulfilling other campus/district/agency assignments).

The supervisor should be the only professional to decide how many, if any, licensed interns he/she can supervise and still ensure that all services are provided in compliance with Board Rules and the Texas Occupations Code, Chapter 401.

AMOUNT OF SUPERVISION REQUIRED:
The supervisor must provide no fewer than 36 clock hours of supervisory activities over the course of the internship. Supervision must be divided equally among the three segments (1/3 length of the internship), including 6 hours of on-site observation of direct client contact at the speech-language pathology intern’s work site and 6 hours of other monitoring activities during each segment. Other monitoring activities may include, but are not limited to: telephone conferences with the licensed intern, evaluating the licensed intern’s records and correspondence, reviewing videotapes of the licensed intern’s therapy, and discussing the licensed intern’s performance with his/her professional colleagues.

CHANGES IN SUPERVISOR, EMPLOYER, OR NUMBER OF HOURS EMPLOYED:
If the licensed intern changes his or her speech-language pathologist supervisor or adds additional supervisor(s), a current Intern Plan and Agreement of Supervision Form must be submitted (via e-mail to the Board) by the new speech-language pathologist supervisor and approved by the Board office before the licensed intern may resume practice. The past speech language pathologist supervisor and the speech-language pathology intern must complete a Report of Completed Internship Form and submit it to the Board office within 30-days of completion of that portion of the internship. Supervisors will NOT be removed until the report is received.) Both intern and supervisor must complete this report. A separate report must be completed and emailed to the board for each component of the internship which involved a change of supervisor. Each supervisor must submit this form. The Board office shall evaluate the form and inform the licensed intern of the results.

If the licensed intern changes employers, but the supervisor and the number of hours employed per week remain the same, the supervisor must submit a signed statement giving the name, address and phone number of the new location.

If the number of hours worked per week falls below five hours per week, then that week does not count towards the 1260 hours.

If the licensed intern has the same supervisor for both their regular job and a PRN job the hours can be combined; however, if the hours for the PRN job fall below five hours in a given week, that week CANNOT be counted towards the 1260 hours for the internship.

ADDITIONAL SUPERVISOR (S):
If more than one speech-language pathologist supervisor supervises the licensed intern, each speech-language pathologist supervisor must complete a separate Intern Plan and Agreement of Supervision Form and be approved by the Board office before the supervision can begin. In accordance with Board Rule §741.62(e)(2), all supervisors are held to the same level of responsibility for the work of the named intern.

DOCUMENTATION REQUIRED:
The supervisor must provide feedback to the licensed intern throughout the internship, and shall conduct at least one formal evaluation of the licensed intern’s progress in each segment of the internship. Both the licensed intern and supervisor must maintain documentation of the speech-language pathologist supervisor’s observation and evaluation records for three (3) years or until the speech-language pathology license is granted. These records must be provided to the Board upon request.

ISSUANCE OF AN INTERN’S LICENSE:
The speech-language pathology intern license is issued for one year to allow sufficient time for most individuals to complete the internship and apply for full licensure (if the licensed intern passed the Praxis exam) or the temporary certificate of registration (if the licensed intern has not passed the Praxis exam)..

RENEWAL OF AN INTERN’S LICENSE:
If the speech-language pathology intern has not completed the internship (supervised professional experience) within one year, a request for an extension is required, in writing, explaining the reason for the request. The request must be signed by both the intern and the supervisor. Evaluation of the intern's progress of performance from all supervisors must accompany the request. Intern plans and supervisory evaluations for any completed segments must be submitted. Within 15 working days of receipt of the request, the board's designee shall determine if the internship: (1) should be revised or extended; and/or (2) whether additional course work, continuing professional education hours, or passing the examination is required.

If the board designee approves the extension; the intern in speech-language pathology must submit the Renewal Form, fee and new Intern Plan and Agreement of Supervision Form before the expiration date of the license. Before the intern in speech-language pathology can continue to practice, the speech-language pathologist supervisor must verify that the speech-language pathology intern renewed the license. Ten continuing education hours are required during the renewal-period of the speech-language pathology intern’s license.

INTERNSHIP COMPLETED:
Once the internship has been completed and the licensed intern has passed the Praxis Exam, the licensed intern must submit a current Application Form, fee, and other required documentation to the Board office to apply for full licensure or the temporary certificate of registration. Each speech-language pathologist supervisor(s) must complete a separate Report of Completed Internship Form. It is the decision of the speech-language pathologist supervisor to determine whether the internship is acceptable. Refer to Board Rules, §741.112(a) for documentation to submit to the Board office.

If the licensed intern has not passed the Praxis Exam, by the end of the Clinical Fellowship Year (CFY) the speech-language pathology intern must apply for a Temporary Certificate of Registration (§741.65) which allows him/her to practice for eight (8) weeks after the next Praxis Exam. However, after that timeframe if the certificate holder has not passed the exam, the certificate holder will need to apply for a speech-language pathology assistant license and submit a new Supervisory Responsibility Statement (SRS) and abide by the rules and regulation of a speech-language pathology assistant.

As long as the speech-language pathology intern’s license remains valid, the licensed intern may practice under supervision while awaiting full licensure or the temporary certificate of registration. The supervising speech-language pathologist must submit the Report of Completed Internship Form stating that he/she will continue to supervise the speech-language pathology intern from the “Ending Date of Internship” as shown on the Report of Completed Internship Form (for up to 30 days after the Board office receives the Report of Completed Internship Form) until the licensed intern receives the full license or temporary certificate of registration. However, if the licensed intern changes supervisors, the new speech-language pathologist supervisor shall first submit the Intern Plan and Agreement of Supervision Form and receive Board approval before the licensed intern may resume practice.

NOTE: Please understand that holding the ASHA Certificate of Clinical Competency (CCC) is not a license to practice in Texas.

We can be contacted by regular mail at:

State Board of Examiners for Speech-Language Pathology and Audiology
Mail Code: MC1982
PO Box 149347
Austin, Texas 78714-9347

Or by e-mail at: Speech@dshs.state.tx.us

Or by phone at: (512) 834-6627

Or by fax at: (512) 834-6677, Attention: SPEECH
Select this link to print "Position Statement for Supervising Licensed Interns in Speech-Language Pathology", (Adobe Acrobat, 50 KB)


 

POSITION STATEMENT REGARDING THE NEED FOR AN AMPLIFICATION DEVICE CANDIDACY DETERMINATION AUDIOLOGICAL EVALUATION:

PURPOSE: 
The purpose of the "candidacy determination" audiological evaluation is to assess the functional status of the auditory system and to ensure that a hearing instrument(s) and/or other amplification device(s) are an appropriate treatment strategy.

REFERENCES:
The Act: Texas Occupations Code (TOC), Chapter 401

Board Rules: 22 Texas Administrative Code, Chapter 741

The Board adopts that, before fitting and dispensing a hearing instrument(s) or other amplification device(s), an audiologist shall first conduct a comprehensive audiological evaluation for the purpose of determining candidacy. The audiological evaluation must include any and all procedures necessary for the determination of:

(a) a thorough history of hearing loss;

(b) auditory sensitivity (audiometric thresholds);

(c) speech recognition capabilities;

(d) the type, degree, and configuration of hearing loss;

(e) the need for referral to a physician;

(f) the need for referral to other professionals and agencies; and

(g) candidacy for hearing instrument(s) and other amplification devices.


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POSITION STATEMENT RELATING TO HEARING AID FITTING FOR ADULTS

PURPOSE:
The purpose of this document is to provide “best practices” benchmark through which licensees may evaluate and improve their current hearing aid fitting procedures.

REFERENCES:
The Act: Texas Occupations Code (TOC), Chapter 401, §401.403

Board Rules: 22 Texas Administrative Code, Chapter 741

Subchapter D, §741.41 relating to the Code of Ethics; Duties and Responsibilities of License Holders

The Board adopts that audiologists and interns in audiology utilize the “Guidelines for Hearing Aid Fitting for Adults” developed by the American Speech-Language-Hearing Association Ad Hoc Committee on Hearing Aid Selection and Fitting. The Guidelines contain components of a comprehensive process of assessment, treatment planning, selection, verification, orientation, and validation components to insure that the hearing impaired consumer has received the best evaluation and treatment possible.

You may contact the American Speech-Language-Hearing Association to obtain this document.

Internet site: http://www.asha.org

Phone: (800) 498-2071

E-mail: actioncenter@asha.org

Select this link to print "Position Statement Relating to Hearing Aid Fitting for Adults",  (Adobe Acrobat, 36 KB)


 

POSITION STATEMENT RELATING TO NEWBORN HEARING SCREENING

PURPOSE:
The purpose of this document is to provide a "best practices" benchmark through which licensees may model their role in infant screening programs.

REFERENCES:
The Act: Texas Occupations Code (TOC), Chapter 401, §401.403

Board Rules: 22 Texas Administrative Code, Chapter 741

Subchapter C, §741.33 relating to Newborn Hearing Screening

The Board adopts the American Academy of Audiology (AAA) position statement, "Statement on the Role of the Audiologist in the Newborn Hearing Screening Program" as printed in Volume 12, Number 3, May/June 2000 Audiology Today, and the Joint Committee on Infant Screening (JCIH) 2000 Position Statement, "Principles and Guidelines for Early Hearing Detection and Intervention Program" as printed in the American Journal of Audiology, Volume 9, 9-29, June 2000.

You may contact the American Academy of Audiology to obtain the document.
Internet site: http://www.audiology.org
Phone: (800) AAA-2336

You may contact the American Speech-Language-Hearing Association to obtain the document.
Internet site: http://www.asha.org
Phone: (800) 498-2071
E-mail: actioncenter@asha.org

Select this link to print "Position Statement Relating to Newborn Hearing Screening",   (Adobe Acrobat, 36 KB)


 

POSITION STATEMENT RELATING TO VESTIBULAR AND BALANCE REHABILITATION

PURPOSE:

The purpose of this document is to define the competency licensees must hold to participate in vestibular and balance rehabilitation. Proof of competency should be maintained by the licensee and available to the Board, upon request.

REFERENCES:
The Act: Texas Occupations Code (TOC), Chapter 401, §401.001

Board Rules: 22 Texas Administrative Code, Chapter 741

Subchapter D, §741.41 relating to Code of Ethics

The Board adopts as best practices the American Speech-Language-Hearing Association (ASHA) position statement and guidelines, “The Role of Audiologists in Vestibular and Balance Rehabilitation”.

You may contact the American Speech-Language-Hearing Association to obtain this document.

Internet site: http://www.asha.org

Phone: (800) 498-2071

E-mail: actioncenter@asha.org

Select this link to print "Position Statement Relating to Vestibular and Balance Rehabilitation",   (Adobe Acrobat, 36 KB)

 


LICENSURE OF AU.D. STUDENT EXTERNS

PURPOSE: 
The purpose of this document is to define the recommended best practices for licensure for Au.D. student externs in the state of Texas..

REFERENCES:
The Act: Occupations Code (TOC), Chapter 401

Board Rules: 22 Texas Administrative Code, Chapter 741

Subchapter F, 741.82 Relating to requirements for an Intern in Audiology License.

All Au.D. student externs must obtain an Intern in Audiology license prior to beginning their clinical experience in Texas.

All student externs should apply under the Rules section 741.82(f).

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POSITION STATEMENT FOR SUPERVISING LICENSED ASSISTANTS IN SPEECH-LANGUAGE PATHOLOGY

PURPOSE:
The purpose of this document is to provide guidance related to the utilization of speech-language pathology assistants (licensed assistant) in the delivery of speech-language services.

The Act and the Board Rules allow speech-language pathology assistants to assist in the delivery of speech-language services and to augment program and treatment activities under the supervision of a licensed speech-language pathologist (supervisor). Although the supervisor may delegate specific tasks to the licensed assistant, the legal and ethical responsibility for all services remains with the supervising speech-language pathologist at all times. Licensed assistants cannot be assigned to or be responsible for their own caseloads. The purpose of the licensed assistant is not to increase caseload size, but to manage existing caseloads under the direct responsibility of the licensed speech-language pathologist supervisor.

REFERENCES:
The Act: Texas Occupations Code (TOC), Chapter 401, §401.312
Board Rules: 22 Texas Administrative Code, Chapter 741

Subchapter D, §741.41 relating to the Professional Responsibilities of License Holders 
Subchapter D, §741.43 relating to Recordkeeping and Billing 
Subchapter D, §741.44 relating to Requirements, Duties, and Responsibilities of Supervisors 
Subchapter E, §741.64 relating to Requirements for an Assistant in Speech-Language Pathology License

(NOTE: Failure to follow the requirements of the Act and Board Rules shall result in disciplinary action being proposed by the Board against both the supervising speech-language pathologist and the licensed assistant.)

MAJOR POINTS

  • Licensed assistants do not have their own caseloads; they assist the licensed speech-language pathologist in managing an existing caseload by implementing documented treatment plans. (Also see Board Position Statement, “Position Statement for Caseload Size in the Schools”. Board Position Statements and Frequently Asked Questions available on the Board's webpage at: www.dshs.state.tx.us/speech )
  • The licensed assistant shall not conduct evaluations, even under supervision, since this is a diagnostic and a decision making activity.
  • Licensed assistants may administer routine tests (if the supervisor has determined that the licensed assistant has the training, experience, competence, and if the test developer does not specify a graduate degree examiner), but they may not interpret test results, determine severity of the communication disorder, or make case selection decisions. The supervisor is responsible for ensuring that test administration follows the publisher’s instructions (e.g., the examiner must have a graduate degree).
  • The supervisor shall make all initial contact, in person, with each patient/client served by the licensed assistant (contact with the patient/client may include evaluation or treatment).
  • Licensed assistants may not attend any interdisciplinary team meetings (e.g., ARD’s, IFSP conferences, discharge staffings) without the physical presence of the supervisor except as specified in the section regarding representation of special education and speech pathology at ARD meetings [see §741.64(i) and §741.64 (j)]. Licensed assistants who attend ARD meetings with their supervisor may sign the IEP as “in attendance” but shall not check the “agree/disagree” column.
  • Effective March, 2006, the licensed assistant may:
    • represent special education and speech pathology at ARD meetings with specific stipulations in place including: the licensed assistant must have at least three (3) years experience as a licensed assistant in the schools;
    • may attend, with written approval of the supervisor, the annual ARD meeting of a student for which he/she provides therapy services;
    • shall present IEP goals and objectives that have been developed by the supervisor and reviewed by the parent; and
    • discontinue the ARD meeting and contact the supervisor when questions or changes arise regarding the IEP document.
  • The supervisor shall provide a minimum of two hours per week of supervision, at least one hour of which is in person supervision (direct supervision means that the supervising speech-language pathologist must be supervising the licensed assistant while the licensed assistant is directly working with clients and providing therapy services). This applies whether the licensed assistant's practice is full or part-time.
  • The supervisor must maintain supervision and performance records that may be requested by the Board. The record of supervision, and a job description for the licensed assistant, must be provided to the Board upon request. The supervisor is responsible for all client services performed by the licensed assistant. Supervisors shall provide copies of the supervision logs and performance records/evaluations.
  • Licensed assistant should not use “SLP-A” or “STA” as indicators of their credentials. They may use “Assistant SLP” or “SLP Assistant” if they need to shorten the title.
  • Before allowing a licensed assistant to practice, the supervisor must verify that the
    ospeech-language pathology assistant holds a valid, current license;
    othe speech-language pathologist has been approved to supervise the licensed assistant; and
    othe Board has received and approved a completed and signed Supervisory Responsibility Statement (SRS).
  • While licensed assistants provide carry-over activities and prepare clinical materials, these tasks may also be performed by other personnel. For example, a classroom aide might provide models for language targets during class activities, prepare picture cards for a communication system, or program a communication device. These activities are not considered “speech-language therapy” and do not count toward the speech-language services specified in a student’s IEP.
ADDITIONAL SUPERVISION:
If more than one speech-language pathologist is supervising a licensed assistant, each speech-language pathologist supervisor must complete the Supervisory Responsibility Statement (SRS) for Assistants Form and be approved by the Board office before beginning the supervision. All shared supervisory responsibility must be listed on each of the licensed assistant’s SRS.

Each supervisor must provide a minimum of two hours per week of supervision, at least one hour of which is in person supervision (direct supervision means that the supervisor must be supervising the licensed assistant while the licensed assistant is directly working with clients and providing therapy services). This applies whether the licensed assistant’s practice is full or part time.

PROVIDING ADEQUATE SUPERVISION:
To ensure quality service, the supervisor must be provided adequate time for all aspects of managing the caseload. Because of the time required for training and supervising licensed assistants, it will be necessary to reduce the number of patients/clients directly served by the licensed speech-language pathologist in relation to the number of assistants being supervised. Variables that affect the maximum of four (4) individuals who can be supervised appropriately by the licensed speech-language pathologist, may include, but are not limited to:
  • the number of hours per week the speech-language pathologist and speech-language assistant(s) are employed;
  • specific tasks assigned to licensed assistants (e.g., number, severity, and types of cases for whom they are implementing treatment plans);
  • time required of the supervising speech-language pathologist in direct service provision;
  • the experience level of the speech-language pathologist supervisor and licensed assistant(s);
  • the time limits imposed by supervision requirements (minimum two hours per week);
  • the number of locations in which services are provided and travel time between locations; and
  • other roles and responsibilities assigned to the supervising speech-language pathologist (e.g., supervising interns, attending staff meetings, and fulfilling other campus/district/agency assignments).
The supervising speech-language pathologist should be the only professional to decide how many, if any, licensed assistants he/she can supervise and still ensure that all services are provided in compliance with Board Rules and the Texas Occupations Code, Chapter 401. If services are not provided in accordance with these rules, and a complaint is filed, the supervising speech-language pathologist may be subject to disciplinary action.

In the event the supervising speech-language pathologist ceases supervision of the licensed assistant, the supervisor must notify the Board in writing of the change(s) and the licensed assistant must stop practicing immediately. The supervisor shall be responsible for the practice of the licensed assistant until the supervisor notifies the Board of this change.


We can be contacted:

By e-mail at: speech@dshs.state.tx.us

Or by fax at: (512) 834-6677, Attention: SPEECH

Or by phone at: (512) 834-6627

State Board of Examiners for Speech-Language Pathology and Audiology
Mail Code: MC1982
PO Box 149347
Austin, Texas 78714-9347

Select this link to print "Position Statement for Supervising Licensed Assistants in Speech-Language Pathology" (Adobe Acrobat format, 77 KB)

 

POSTITON STATEMENT RELATING TO CONITINUING EDUCATION CREDIT FOR COURSEWORK AND THE AMERICAN MEDICAL ASSOCIATION (AMA)

PURPOSE:
To establish parameters for acceptance of academic coursework or events approved by the American
Medical Association (AMA) for continuing education credit.

REFERENCES:
The Act: Texas Occupations Code (TOC), Chapter 402, §401.355
Board Rules: 22 Texas Administrative Code, Chapter 741
Subchapter L, §741.162 relating to Requirements for Continuing Professional Education
University or college course work or events approved by the AMA in an area of study related to basic
communication processes, speech-language pathology, or audiology shall be considered for continuing
education credit. Licensees shall submit a description of the course or continuing education activity, an
official transcript demonstrating a grade of “C” or better for academic coursework, along with a description
of:

  • how the activity furthers the licensee's knowledge of speech-language pathology or audiology; or
  • how the activity enhances the licensee's service delivery.

The Board advises licensees to obtain prior approval of these types of activities for continuing education
credit.

It is the policy of this Board that the chair shall appoint a Board member to review university or college
coursework and events approved by the AMA in content areas ancillary to speech-language pathology and
audiology. Review of these courses shall be determined on a case-by-case basis resulting in assignment
of full, partial, or no credit for the continuing education hours required for license renewal. Coursework in
categories other than those listed below shall be subject to Board ratification.

The following guidelines shall be utilized in reviewing the activities described above:

Full credit shall be assigned to:

  • academic coursework in the areas of speech pathology and audiology leading to an advanced
    academic degree in the professional licensure area;
  • academic coursework in the areas of speech pathology and audiology that are taught by the
    licensee, for the fist time;
  • AMA category 1 credit courses pertaining to disorder or practice areas related to the areas of
    speech pathology and audiology.

Partial credit may be assigned to:

  • academic coursework in areas ancillary to speech pathology and audiology in which a project was
    completed that directly relates to the licensee’s area of practice;
  • academic coursework in areas ancillary to speech pathology and audiology in which there is
    evidence of how the subject area enhanced or altered the licensee’s service delivery.
    No credit shall be assigned to:
  • academic coursework for general computing or software applications;
  • academic coursework for foreign language;
  • academic coursework for general management or supervisory practices;
  • academic coursework for general psychological assessment or behavior management.

Select this link to print "Position Statement Relating to Continuing Education Credit for Coursework and the America Medical Association (AMA)", (Adobe Acrobat, 41 KB)

 



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Last updated September 24, 2013
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