SLP Competencies
1. Is knowledgeable about normal speech, language processes and their
development including:
a. Language and speech development including semantics,
syntax, morphology and phonology, fluency and voice.
b. Physiology, anatomy, and neurology of speech and
language.
c. Social and cultural aspects of speech and language
development.
d. Speech and language production and perception.
e. Communicative process: pragmatics, pre-verbal, verbal
and non-verbal.
2. Is skilled in the selection and administration of assessment procedures,
including informal and formal, standardized and non-standardized,
norm-referenced and criterion-referenced tests.
3. Demonstrates knowledge of District policies and procedures as they relate
to speech and language services.
4. Expands skills through consultation with coordinators, diagnosticians,
specialists and colleagues.
5. Maintains professional competence through in-service education, reading,
research and other professional growth activities.
Competency II Objectives:
1. Determines appropriate objectives for students which address individual
needs as stated in the Individualized Education Plan (IEP) goals.
2. Modifies planned procedures according to the student's responses.
3. Guides the individual toward awareness of, and responsible for treatment goals.
4. Informs students of the criteria by which they will be evaluated.
5. Maintains accurate and complete records of each student's progress.
6. Helps students to be aware of their own progress.
7. Promotes reinforcement outside the clinical setting for carryover and/or follow-up.
8. Develops criteria for dismissal.
Competency III Objectives:
1. Works with teachers to develop effective classroom techniques useful for
teaching student with language and speech problems.
2. Establishes basic classroom procedures for maintaining an atmosphere conducive to learning.
3. Establishes and maintains standards of appropriate student behavior and discipline needed to achieve a functional learning atmosphere in the therapy room.
4. Establishes routine which can be followed by students.
5. Identifies disruptive and problem behavior and uses appropriate and effective intervention to seek resolution.
6. Recognizes and reinforces desirable student behavior and incorporates suitable motivational techniques.
7. Utilizes effective and appropriate impromptu teaching opportunities to further enrich planned activities.
8. Individualizes therapy within a group and encourages group dynamics.
9. Responds to student questions by clarifying and/or explaining clearly and precisely.
10. Shows consideration of students' feelings.
11. Promotes respect and positive interpersonal relationships among students.
12. Creates an environment that is conducive to learning and appropriate to the maturity and interests of communication disordered students.
Competency IV Objectives:
1. Understands and uses typical screening, referral and evaluation procedures appropriately.
2. Obtains informed consent from parents/guardians when appropriate.
3. Selects assessment instruments based on State regulations, District guidelines and individual student needs.
4. Uses informal assessment and observation to enrich evaluations.
5. Is able to listen discriminately to the individual's speech and language, transcribe speech and language samples accurately and completely, examine and evaluate oral peripheral structure and function, differentiate bilingual, bicultural patterns from language delays and disorders, analyze and interpret findings for use in diagnosis and recommendations.
6. Appropriately integrates the analysis of test results and other relevant information into a comprehensive, informative written report.
7. Demonstrates skill in the elements of written language, i.e., clarity conciseness, usage and style.
Competency V Objectives:
1. Plans and uses case management techniques and materials that are most appropriate for meeting stated Individualized Education Program (IEP) goals.
2. Organizes routines and procedures for handling cases, maintains required records, and manages time needed for completion of required tasks.
3. Makes necessary arrangements for materials, equipment, and supplies which are needed to implement individualized programs.
4. Uses effective time management techniques in scheduling conferences and evaluation/assessment appointments.
Competency VI Objectives:
1. Communicates to parents and staff the significance of the speech-language program and recommends ways in which they can provide support to the program.
2. Works to establish and maintain open lines of communication with communication disordered students and parents concerning student's program.
3. Conducts effective, meaningful conferences with parents and school personnel.
4. Makes oneself accessible to parents and answers their inquires promptly, honestly, and with discretion.
5. Promotes and enhances good school/community relations considering social, cultural, and intellectual needs of the community.
6. Assists and guides teachers in referring students for screening for speech, language, and hearing impairments.
7. Provides in-service education and serves as a consultant to teachers and school staff members on topics concerning communication disorders.
8. Cooperates with classroom teachers and other school staff members in improving students' communication skills throughout their daily activities.>
9. Works cooperatively with fellow employees to develop and maintain effective interaction.
10. Communicates openly with students by listening and responding to their opinions and suggestions.
11. Maintains a professional rapport with students.
Competency VII Objectives:
1. Establishes and maintains reasonable, attainable standards of student performance and behavior.
2. Develops measurable goals based on the specific needs of the individual.
3. Re-defines goals periodically and modifies program services.
4. Follows a logical progression of objectives and relates activities to stated objectives.
5. Uses effective methods for evaluating student performance and integrates evaluation into instructional strategies.
6. Consults and works with teachers to implement individual educational plans and evaluate student progress in speech and language development.
7. Adapts and varies materials and methods to stimulate and maintain student interest, as well as to meet students' needs.
8. Evaluates the effectiveness of students' programs in terms of appropriateness, individual assessment, scheduling, methods, management procedures and dismissal/follow-up.
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