Speech and language therapists focus on the etiology, assessment, diagnosis, treatment, and prevention of communication and swallowing disorders in people of all ages to help them maintain, promote, improve, initiate, or recover the ability to communicate verbally and nonverbally. They address the development of language, speech, vocal and hearing functions, and disorders and disabilities in the cranial, facial, and oral areas.
Speech and language therapists typically do the following:
Conduct comprehensive assessments to evaluate speech, language, communication, and swallowing abilities in individuals with developmental delays, neurological disorders, cognitive impairments, or acquired conditions. Administer standardized tests, clinical observations, and interviews to gather information about communication strengths and challenges.
Make differential diagnoses based on assessment findings, clinical observations, and medical history. Identify underlying factors contributing to communication disorders, such as speech sound disorders, language delays, stuttering, voice disorders, or dysphagia (swallowing difficulties).
Develop individualized treatment plans tailored to the specific needs, goals, and abilities of each client. Collaborate with clients, families, caregivers, and interdisciplinary teams to establish treatment priorities, strategies, and objectives for intervention.
Provide therapy to improve speech production, articulation, phonology, and intelligibility. Address speech sound errors, apraxia of speech, dysarthria, and other speech disorders through exercises, drills, modeling, and sensory-motor techniques. Use augmentative and alternative communication (AAC) strategies for nonverbal or minimally verbal individuals.
Offer therapy to develop and enhance receptive and expressive language skills, including vocabulary, grammar, syntax, semantics, and pragmatics. Target language comprehension, verbal expression, narrative skills, social communication, and literacy development through structured activities, games, and conversation-based interventions.
Provide therapy for individuals with fluency disorders, such as stuttering or cluttering. Use techniques such as stuttering modification, fluency shaping, desensitization, and cognitive-behavioral therapy (CBT) to reduce speech dysfluencies, improve fluency, and enhance communication confidence.
Conduct therapy sessions to address voice disorders, resonance disorders, and vocal pathologies. Work on vocal hygiene, vocal fold function, pitch, loudness, quality, and resonance control through vocal exercises, relaxation techniques, and vocal behavior modification strategies.
Evaluate and treat swallowing disorders (dysphagia) affecting oral, pharyngeal, and esophageal phases of swallowing. Implement dysphagia management techniques, such as compensatory strategies, diet modifications, oral-motor exercises, and swallowing maneuvers to improve swallowing safety and efficiency.
Assess the need for AAC systems and devices for individuals with severe communication impairments. Recommend and implement AAC solutions, including communication boards, picture symbols, speech-generating devices (SGDs), and mobile apps, to support functional communication.
Provide cognitive-communication therapy to individuals with cognitive-communication deficits resulting from traumatic brain injury (TBI), stroke, dementia, or other neurological conditions. Address attention, memory, executive function, problem-solving, and reasoning skills to enhance communication competence.
Educate parents, caregivers, and family members about communication disorders, therapy goals, home practice strategies, and supportive communication environments. Provide training on facilitating language development, modeling communication behaviors, and reinforcing therapy targets in daily routines.
Monitor client progress and outcomes through ongoing assessment, data collection, and outcome measurement tools. Modify treatment plans based on client response, functional improvement, and achievement of therapy goals. Document treatment sessions, progress notes, and clinical outcomes for accountability and continuity of care.
The following job titles also refer to speech and language therapist:
specialist speech and language therapist paediatric speech and language therapist logopaedics therapist language therapy practitioner speech-language pathologist practitioner in speech and language therapy language therapist logopaedist psychomotor specialist speech pathologist speech therapy practitioner speech therapist paediatric speech therapist
Speech and Language Therapists work in various settings, including hospitals, clinics, rehabilitation centers, schools, early intervention programs, skilled nursing facilities, private practices, and community-based organizations. They may also provide telepractice services via video conferencing platforms for remote assessment and therapy delivery. The work environment may involve interacting with individuals of diverse ages, backgrounds, and abilities, as well as collaborating with interdisciplinary teams of healthcare professionals, educators, and caregivers.
A master’s degree in speech-language pathology or communication sciences and disorders from an accredited program is the entry-level requirement for clinical practice as a Speech and Language Therapist. Completion of supervised clinical practicum experiences and a clinical fellowship is essential for licensure and certification. Speech and Language Therapists must obtain state licensure or certification to practice independently, and some may pursue additional specialty certifications or credentials, such as board certification in swallowing and swallowing disorders (BCS-S), to demonstrate advanced competence in specific areas of practice. Continuous learning and participation in professional development activities are essential for maintaining licensure, staying current with best practices, and advancing clinical expertise in speech-language pathology.
ISCO skill level is defined as a function of the complexity and range of tasks and duties to be performed in an occupation. It is measured on a scale from 1 to 4, with 1 the lowest level and 4 the highest, by considering:
the nature of the work performed in an occupation in relation to the characteristic tasks and duties
the level of formal education required for competent performance of the tasks and duties involved and
the amount of informal on-the-job training and/or previous experience in a related occupation required for competent performance of these tasks and duties.
Speech and language therapist is a Skill level 4 occupation.
This knowledge should be acquired through learning to fulfill the role of speech and language therapist.
Hygiene in a health care setting: The procedures related to maintaining a hygienic environment within a health care setting, such as hospitals and clinics. These can range from hand washing to cleaning and disinfecting medical equipment and infection control methods.
Otorhinolaryngologic conditions: The pathogenesis, diagnosis, and management related to the otorhinolaryngologic conditions.
Audiometry: The way hearing acuity is measured, specifically related to sound intensity and pitch and tonal purity in order to diagnose hearing impairment and related disorders.
Health care legislation: The patients` rights and responsibilities of health practitioners and the possible repercussions and prosecutions in relation to medical treatment negligence or malpractice.
Lip reading: The methods used to understand speech by interpreting the movements of the lips, face and tongue for people affected by hearing impairment or to understand people from a distance.
Audiology: The science related to the hearing, balance and other related disorders and conditions specific to adults or children.
Medical terminology: The meaning of medical terms and abbreviations, of medical prescriptions and various medical specialties and when to use it correctly.
Health care occupation-specific ethics: The moral standards and procedures, ethical questions and obligations specific to occupations in a health care setting such as respect for human dignity, self-determination, informed consent and patient confidentiality.
Facial gymnastics: The methods and techniques that help work out the facial muscles.
Human physiology: The science that studies the human organs and its interactions and mechanisms.
Hearing loss: The manifestation, causes and symptoms of hearing impairment, which is the partial or total inability to hear.
Neurology: Neurology is a medical specialty mentioned in the EU Directive 2005/36/EC.
Logopaedics: The theories and methods related to the voice, speech, language and articulation disorders for children and adults, whether congenital or related to accidents or illness.
Linguistics: The scientific study of language and its three aspects, language form, language meaning, and language in context.
Paediatrics: Paediatrics is a medical specialty mentioned in the EU Directive 2005/36/EC.
Behavioural neurology: The links between neuroscience and behaviour, the care for individuals with behavioural disturbances rooted in neurological issues.
Phoniatrics: The study of the causes and treatments of various dysfunctions of the vocal cords, larynx (such as cancer of the larynx), mouth or lungs that most often result in speech disorders.
Speech techniques: The history and the characteristics of breathing, voice and speaking techniques.
Human anatomy: The dynamic relationship of human structure and function and the muscosceletal, cardiovascular, respiratory, digestive, endocrine, urinary, reproductive, integumentary and nervous systems; normal and altered anatomy and physiology throughout the human lifespan.
Medical informatics: The processes and tools used for the analysis and dissemination of medical data through computerized systems.
Psychology: The human behaviour and performance with individual differences in ability, personality, interests, learning, and motivation.
Pathology: The components of a disease, the cause, mechanisms of development, morphologic changes, and the clinical consequences of those changes.
Phonetics: The physical properties of speech sounds such as how their are produced, their acoustic properties and neurophysiological status.
Sign language: A system of communication using visual gestures and signs, used by hearing impaired individuals.
Neuropsychology: The way in which psychological processes affect the human brain, its structure and functioning mode.
Special needs education: The teaching methods, equipment and settings used to support students with special needs in achieving succes in school or community.
Movement techniques: The various types of movement and physical postures undertaken for relaxation, body-mind integration, stress reduction, flexibility, core support and rehabilitation purposes, and that are required for or underpin occupational performance.
First aid: The emergency treatment given to a sick or injured person in the case of circulatory and/or respiratory failure, unconsciousness, wounds, bleeding, shock or poisoning.
Psychiatry: Psychiatry is a medical specialty mentioned in the EU Directive 2005/36/EC.
Educate on the prevention of illness: Offer evidence-based advice on how to avoid ill health, educate and advise individuals and their carers on how to prevent ill health and/or be able to advise how to improve their environment and health conditions. Provide advice on identifying risks leading to ill health and help increase the patients’ resilience by targeting prevention and early intervention strategies.
Conduct research on speech-related topics: Conduct and direct research on topics related to speech, reporting the results to help in the development of new procedures, technology, or treatments, or the refinement of existing ones.
Exercise patience: Have patience by dealing with unexpected delays or other waiting periods without becoming annoyed or anxious.
Empathise with the healthcare user: Understand the background of clients` and patients’ symptoms, difficulties and behaviour. Be empathetic about their issues; showing respect and reinforcing their autonomy, self-esteem and independence. Demonstrate a concern for their welfare and handle according to the personal boundaries, sensitivities, cultural differences and preferences of the client and patient in mind.
Monitor patients’ progress related to treatment: Observe and report on healthcare users’ response to medical treatment, monitoring their progress or decay on a daily basis and modifying the treatment procedures whenever necessary.
Formulate a case conceptualisation model for therapy: Compose an individualised treatment plan in collaboration with the individual, striving to match his or her needs, situation, and treatment goals to maximise the probability of therapeutic gain; considering any possible personal, social, and systemic barriers that might undermine treatment.
Manage healthcare users’ data: Keep accurate client records that also satisfy legal and professional standards and ethical obligations in order to facilitate client management, ensuring that all clients’ data (including verbal, written and electronic) are treated confidentially.
Deal with emergency care situations: Assess the signs and be well-prepared for a situation that immediately threatens a person’s health, security, property or environment.
Provide health education: Provide evidence-based strategies to promote healthy living, disease prevention and management.
Communicate effectively in healthcare: Communicate effectively with patients, families and other caregivers, health care professionals, and community partners.
Follow clinical guidelines: Follow agreed protocols and guidelines in support of healthcare practice which are provided by healthcare institutions, professional associations, or authorities and also scientific organisations.
Encourage healthcare user’s self-monitoring: Encourage the healthcare user to engage in self-monitoring by conducting situational and developmental analyses on him- or herself. Assist the healthcare user to develop a degree of self-critique and self-analysis in regards to his behaviour, actions, relationships and self-awareness.
Counsel patients on improving speech: Counsel and instruct clients in techniques to mitigate speech impairment such as sign language or lip-reading.
Advise on healthcare users’ informed consent: Ensure patients/clients are fully informed about the risks and benefits of proposed treatments so they can give informed consent, engaging patients/clients in the process of their care and treatment.
Comply with quality standards related to healthcare practice: Apply quality standards related to risk management, safety procedures, patients feedback, screening and medical devices in daily practice, as they are recognized by the national professional associations and authorities.
Listen actively: Pay attention to what other people say, patiently understand points being made, ask questions as appropriate, and not interrupt at inappropriate times; be able to listen carefully to the needs of customers, clients, passengers, service users, or others and provide solutions accordingly.
Apply health sciences: Apply a broad range of bio-medical, psycho-social, organisational, educational, and societal aspects of health, disease, and healthcare to improve healthcare services and to improve quality of life.
Adhere to organisational guidelines: Adhere to organisational or department-specific standards and guidelines. Understand the motives of the organisation and the common agreements and act accordingly.
Promote inclusion: Promote inclusion in health care and social services and respect diversity of beliefs, culture, values and preferences, considering the importance of equality and diversity issues.
Interact with healthcare users: Communicate with clients and their carer’s, with the patient’s permission, to keep them informed about the clients’ and patients’ progress and safeguarding confidentiality.
Organise relapse prevention: Help the patient or client identify and anticipate high-risk situations or external and internal triggers. Support them in developing better-coping strategies and backup plans in case of future difficulties.
Diagnose speech disorders: Assess and diagnose patients` speech and communication disorders, identifying a variety of causes like congenital problems or disorders acquired after a stroke or injury.
Ensure safety of healthcare users: Make sure that healthcare users are being treated professionally, effectively and safe from harm, adapting techniques and procedures according to the person’s needs, abilities or the prevailing conditions.
Treat speech disorders: Provide speech therapy to patients affected by learning disabilities such as dyslexia, stuttering, articulation problems, dyscalculia, swallowing disorders such as dysphagia, brain related conditions such as aphasia or voice conditions such as dysphonia.
Apply organisational techniques: Employ a set of organisational techniques and procedures which facilitate the achievement of the goals set. Use these resources efficiently and sustainably, and show flexibility when required.
Apply context specific clinical competences: Apply professional and evidence-based assessment, goal setting, delivery of intervention and evaluation of clients, taking into account the developmental and contextual history of the clients, within one`s own scope of practice.
Motivate patients: Encourage the patient’s motivation to change and promote the belief that therapy can help, using techniques and treatment engagement procedures for this purpose.
Work in multidisciplinary health teams: Participate in the delivery of multidisciplinary health care, and understand the rules and competences of other healthcare-related professions.
Teach communication methods: Select augmentative or alternative communication methods for patients, such as automated devices and sign language, and instruct patients how to use them. Teach patients with little or no capability for speech how to make sounds, improve their voices, or increase their language skills, enabling them to communicate more effectively.
Accept own accountability: Accept accountability for one`s own professional activities and recognise the limits of one`s own scope of practice and competencies.
This knowledge is sometimes, but not always, required for the role of speech and language therapist. However, mastering this knowledge allows you to have more opportunities for career development.
Bobath therapy: The therapy used to help children and adults after stroke who have movement disorders (cerebral palsy) to improve their ability to move and develop their (lost) skills.
Cued speech: The visual communication system that makes use of handshapes and mouth movements to differentiate between the phonemes of spoken language. It is used to help individuals with hearing or language difficulties to visually perceive the fundamental properties of a language.
Autism: The characteristics, causes, symptoms and diagnosis of the neurodevelopmental disorder affecting social interaction, verbal and non-verbal communication and repetitive behaviour.
Pedagogy: The discipline that concerns the theory and practice of education including the various instructional methods for educating individuals or groups.
Psychoacoustics: The characteristics of sound perception from music or speech and their psychological effects on the individual`s hearing.
These skills and competences are sometimes, but not always, required for the role of speech and language therapist. However, mastering these skills and competences allows you to have more opportunities for career development.
Undertake clinical audit: Conduct internal clinical audits by collecting statistical, financial, and other data related to service delivery.
Employ foreign languages in care: Communicate in foreign languages with healthcare users, their carers, or services providers. Use foreign languages to facilitate patient care according to the needs of the patient.
Refer healthcare users: Make referrals to other professionals, based on the healthcare user’s requirements and needs, especially when recognising that additional healthcare diagnostics or interventions are required.
