Supporting Students’ Communication
Needs in CT Schools with SLP Assistants
and Aides (SLPAs)
A Self- Guided Tutorial
Donna D. Merritt, Ph.D., CCC
SERC
Mary Jo Chretien, M.S., CCC
Thompson Public Schools
PD Description
Speech-Language Pathology Assistants or Aides
(SLPAs) can supplement the delivery of speech and
language services in schools and have a positive
impact on students’ communication skills.
This professional development will describe the scope
of tasks and activities appropriate for SLPA
implementation, as well as the types and frequency of
supervision required. It will also address the benefits
and restrictions of using SLPAs by determining the
viability of their use and analyzing cost effectiveness.
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Learner Objectives
Participants completing this professional
development will:
improve student learning for children with
communication disabilities by clarifying the range
of activities appropriate for SLPA implementation
and the level of supervision required to perform
them; and
examine the need for SLPAs and the viability of
their use.
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Application of Learning
A brief quiz is included at the conclusion of
this tutorial to assess application of learning.
Questions are framed as TRUE or FALSE. The
quiz can be downloaded as a Word document
and an answer key is provided for selfevaluation.
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Tutorial Topics
Evolution of School-Based SLPs
Qualifications and Credentials of SLPs
Legal Guidance
Reasons for Using SLPAs
Levels of SLPAs, Prerequisites and Roles
SLP Supervision
Cost Effectiveness
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Evolution of School-Based
Speech-Language Pathologists (SLPs)
Expanded knowledge, research base and
scope of professional practice
Change from traditional roles in schools
6
Students with more
significant needs
are included in
schools and often
require the
expertise of an SLP
7
SLPs have a role in
determining
language difference
from language
disorder in
Connecticut’s
English Language
Learners
8
SLPs have additional roles within the general
education continuum of support
9
Unique Qualifications of SLPs
Master’s Degree in Speech-Language
Pathology (often 60 credits)
Supervised Practicum
Coursework
 Child
and Adolescent Development
 Neurology
 Communication Disorders
 Language Difference vs. Disorder
 The Speech and Language Basis of Literacy
 Communication, Social Interaction and Behavior
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Professional SLP Credentials
Required
 Connecticut State
Department of
Education Certification (061)
 Department of Public Health Licensure
Recommended
 American
Speech-Language-Hearing
Association (ASHA)
 Connecticut Speech-Language Hearing
Association (CSHA)
11
SLP Shortage
Connecticut shortage area
Consistent with national trend
CT universities graduating more SLPs
Financial incentive to choose school-based
practice varies
LEAs exploring different models of service
delivery
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Assisting SLPs
Some tasks and
activities related to
providing supports
and services for
students with
communication
needs can be
performed by
support personnel
with supervision
13
Connecticut Law
Speech-Language Pathology Assistants/Aides
may assist SLPs to complete tasks that are:
 Designed
by the SLP; and are
 Routine;
 Involve
implementing plans developed by the SLP
(i.e., IEPs);
 Include collecting or charting data; and could
entail
 Supporting maintenance of AAC and AT devices
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CSDE Guidance
“… Under the Connecticut SLP licensure
statute and regulations and codes of ethics of
national and state professional associations,
the SLP has legal authority and ethical
responsibility for overseeing the design,
implementation and supervision of … speech
and language services” (Guidelines for Speech
and Language Programs, CSDE, 2008).
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Reasons for Using SLPAs
To augment the delivery of speech and
language services – a shared work load
To serve the needs of students and families
from diverse cultures and linguistic
backgrounds
To direct the expertise of SLPs where it is
most needed
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Level 1: SLP Aide
Education
 High
School diploma
 GED or equivalent
Training
 “Home
grown”
 Typically “on-the-job”
 Supported by relevant college or vocational coursework
Directed and supervised experience by a DPH
licensed and CSDE certified SLP
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Level I SLPA Roles
Provide clerical support
Assemble bulletin boards
Search for materials (e.g., finding pictures on
the Internet)
Prepare instructional materials
Work with individual students or small groups
to extend practice of specific skills as
assigned, directed, and supervised by an SLP
Maintain assistive devices (e.g., FM units)
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Level I SLPA Roles (cont.)
Assist in broad-based screenings (e.g.
kindergarten)
Support family education programs
Record, chart and graph student data
Assist in communication with families and
students learning English
Support computer-assisted
learning activities
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Level 2: SLP Assistants
Education
 Associate Degree in Speech-Language Pathology,
or
 Post secondary equivalent course work and
equivalent training and experience
Professional Development
 Relevant activities and workshops;
 Selected post-secondary courses
Directed and supervised experience by a DPH
licensed and CSDE certified SLP
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SLPA Roles – Level II
Assist in speech-language and hearing
screenings (without interpretation)
Assist in an array of non-instructional
activities (e.g., clerical support,
equipment maintenance)
Assist in an array of indirect instructional
activities (e.g., construction of materials)
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SLPA Roles – Level II (cont.)
Maintain assistive devices (e.g., AAC/AT)
Instruct students in the use and
maintenance of assistive devices
Administer and score objective speechlanguage screening instruments
Assist the SLP during speech and
language assessments
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SLPA Roles – Level II (cont.)
Work with individuals and small groups as
assigned, directed and supervised by an SLP
Follow lesson plans
Document student performance (i.e., progress
monitoring) by collecting and tallying data
and recording it on charts and graphs
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SLPA Roles – Level II (cont.)
Maintain an intervention log as
determined by the supervising SLP
(co-signed by SLP)
Support staff professional development
Participate in meetings WITH the
supervising SLP and others (e.g., PPT)
Assist with family service (e.g.,
gathering information; sharing resources)
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An SLPA May Not …
Represent herself or himself as an SLP
Administer standardized or non-standardized
diagnostic tests or assessments
Interpret assessments
Screen or diagnose communication concerns
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An SLPA May Not …
Demonstrate feeding or swallowing techniques
or procedures
Use a checklist or tabulate results of feeding
and swallowing evaluations
Participate in parent conferences, case
conferences, PPT meetings, or any
interdisciplinary team meetings without the
presence of an SLP
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An SLPA May Not …
Communicate with the student’s family or
others about the child’s individual status or
service without the consent of the supervising
SLP
Write, develop or modify an IEP or an IFSP in
any way
Provide speech and language intervention
without access to supervision by an SLP
Sign formal documents
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An SLPA May Not …
Select students for intervention
Discharge students from services
Make referrals for additional services
Counsel or consult with the student, family or
others regarding the student’s progress,
service or needs
Disclose educational or confidential
information in oral or written form
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Supervision of SLPAs
SLP Supervisor
 DPH
license
 CSDE certification (061)
 Two or more years of practice in a school setting
 Appropriate supervising competencies
 Supervision of no more than 3 SLPAs
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Supervision of SLPAs (cont.)
Minimal Supervision Requirements
 At
least 30% of SLPA student contact time is
required to be supervised during the first 90
workdays (20% direct; 10% indirect)
 The first consecutive 10 hours of student
contact following initial hiring should be
directly supervised (i.e., minimum of 2 school
days)
 After 90 days supervision is required for no
less than 20% of student contact time
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Supervision of SLPAs (cont.)
Direct Supervision and Student Contact
At least half of the SLPA supervision time
(10%) must be direct
 On-site
 In view (i.e., face-to-face) observation
 While the service is being performed by
the SLPA
The SLP must also share the intervention by
maintaining direct contact with students at least
once every two weeks. This is in addition to
SLPA supervision time.
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Supervision of SLPAs (cont.)
Indirect Supervision
Up to half of SLPA supervision time can be
indirect (up to 10%)
 Demonstration
(requires face-to-face contact with
SLPA)
 Record review and data analysis
 Review of audio or video-taped sessions
 Telephone conferencing
The supervising SLP must be able to be reached
by personal contact, phone or pager at all times
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Documenting Services and Supervision
Establish supervision protocols and procedures
Communicate with families
Maintain intervention logs
Read and co-sign documentation
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SLPA Supervision Strategies
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Realities of SLPA Supervision in Schools
Maintaining 20% minimum supervision requires
more than 1 day of the SLP’s time per week
Because the student caseload is shared, the SLP
needs additional time to:
 Complete
speech and language evaluations
 Analyze data
 Write IEPs
 Attend PPTs
 Create/evaluate lesson plans
 Maintain direct contact with parents and students
 Write reports
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Financial Considerations
District has one FTE SLP and needs 7.5 days per
week of speech-language services =
Scenario 1
 District
hires one full time SLP plus one ½ time SLP
Scenario 2
 District
hires one full time SLP plus one full time SLPA
(30% overlap)
Scenario 3
 District
hires one full time SLP plus one full time SLPA
(50% overlap)
Changing Practice
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PD for SLPAs
General and Special Education Topics
 Curriculum
standards
 Literacy
 Behavior
 Transition
planning
 Least Restrictive Environment/Inclusion
 Autism Spectrum Disorders
 Learning Disabilities
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Application of Learning
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Resources
ASHA (1996). Guidelines for the training, credentialing, use, and
supervision of speech-language pathology assistants. Asha, 38
(Suppl. 16, 21-34).
CSDE (1999). A guide for the training, use and supervision of
speech-language pathology aides and assistants in Connecticut.
Moore, S.M. & Pearson, L. (2003). Competencies and strategies
for speech-language pathology assistants. Née: Delmar.
Tanner, D. C. (1997). Handbook for the speech-language
pathology assistant. CA: Academic Communication Associates.
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Contact Information
Donna D. Merritt, Ph.D., CCC
Speech-Language Pathologist and Consultant
SERC
merritt@ctserc.org
Mary Jo Chretien, M.S., CCC
Speech-Language Pathologist
Thompson Public Schools
mchretien@thompsonpublicschools.org
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