By: Jennifer Schwind, MS, CCC-SLP, SLP Assistants/SLP Assistants’ Supervisors Committee Member; Samantha Oliver, BS, SLP Assistant, SLP Assistants/SLP Assistants’ Supervisors Committee Member; and Gillien B. Oliver, MS, CCC-SLP, SLP Assistants/SLP Assistants’ Supervisors Committee Co-Chair
The Q&A Corner is a dedicated space in our newsletter designed to support Speech-Language Pathology Assistants (SLP Assistants) and supervising SLPs across Texas. In each issue, we answer real questions submitted by professionals working in the fields with a focus on practical guidance, current regulations, and best practices. Our goal is to provide clear, relevant information while promoting ethical and effective service delivery. Guidance is informed by resources such as the Texas Department of Licensing and Regulation (TDLR) and the Texas Speech-Language-Hearing Association (TSHA).
Question: I’m currently an undergraduate student graduating next year, and I’m really interested in the field of speech-language pathology. I’ve decided to hold off on grad school for now so I can get some hands-on experience as an SLP Assistant and learn more about the day-to-day work. I was hoping you could share a bit about the steps to become licensed as an SLP Assistant in Texas. I’d also love any advice on where to look for job opportunities or who I could reach out to when getting started.
Sincerely,
Aspiring SLP Student
Answer: To become a licensed Speech-Language Pathology Assistant (SLP Assistant) in Texas as an undergrad, students need to first get a bachelor’s degree in Communication Sciences and Disorders (or a related field) and complete the required SLP Assistant coursework. You will need 25 hours of observation of SLPs working with patients/clients/students and 25 hours hands-on with the same with supervision by an SLP. Luckily, the laws are changed in regards to the hands-on portion of requirements. Refer to the speech-language pathology page on the TDLR website at https://www.tdlr.texas.gov/slpa.
After meeting all the educational and clinical requirements, applicants just need to submit an application to TDLR, pass any necessary background checks, and get their SLP Assistant license before they can practice under the supervision of a licensed SLP.
When it comes to job options after graduation, you’ve got a couple of choices—school-based or clinical-based. Both are rewarding in their own ways.
The School-Based Speech-Language Pathology Assistant works in public or private schools, helping students with speech and language needs under the supervision of a licensed SLP as described by IDEA-B. Their tasks often include carrying out therapy plans, tracking student progress, and working with teachers and families to help students succeed academically.
The Clinical-Based Speech-Language Pathology Assistant works in healthcare settings such as outpatient clinics, hospitals, rehab centers, or private practices. These SLP Assistants help with speech, language, voice, AAC, and cognitive and fluency treatment programs for patients of all ages, all under the supervision of a licensed SLP. They may deal with a wider range of communication issues and medical conditions than those usually seen in schools.
The main difference is school-based SLP Assistants focus on helping students learn and succeed in school under federal guidance, while clinical-based SLP Assistants provide services that address communication and related disorders in healthcare and community settings as expressed in the.
Question: I am a monolingual SLP Assistant working under the supervision of a monolingual SLP, and I currently have bilingual students on my caseload, including some who are Spanish-only speakers. What resources, strategies, or best-practice recommendations do you suggest for providing effective services in this situation, especially when a translator is not consistently available during sessions?
Sincerely,
Monolingual SLP Assistant
Answer: As a bilingual SLP Assistant, I really want to start by saying this is a very common situation, and it takes a lot of intentional practice to navigate it well. From my experience, when working with bilingual students, collaboration is one of the most important pieces, especially for monolingual clinicians or assistants. Whenever possible, I strongly recommend working closely with bilingual staff, interpreters, teachers, and even family members who can help support communication and provide more accurate context. When an interpreter isn’t available, planning ahead for key sessions can make a big difference so important discussions don’t get missed.
In sessions, I rely a lot on visual support, modeling, repetition, gestures, and structured routines. These strategies help reduce the language load and allow students to still participate meaningfully even if English isn’t their dominant language. I also try to avoid relying on students to translate for each other and instead focus on how they’re showing understanding through actions and engagement.
Another big piece is using dynamic assessment and dynamic intervention. This is especially helpful in bilingual populations because it shows how a student learns with support, not just what they can do in one language at one moment. It helps prevent us from confusing language differences with actual disorders.
Translator apps can be helpful in some situations, but I always encourage caution with them. Dialect differences and word choice can easily change meaning, so they should be used as a support tool rather than a primary form of communication.
There are also some great resources out there that can really support monolingual clinicians working in bilingual settings as long as they’re used intentionally. A few I often recommend include:
At the end of the day, every student’s plan of care is going to look different, and ethics should always guide decision-making. ASHA emphasizes that clinicians can serve multilingual students, but it has to be done carefully by using appropriate supports, avoiding bias, and making sure we don’t mistake a language difference for a disorder.
Important Reminder
This response is for general informational purposes only and should not replace official guidance or legal requirements. Always refer to state regulations and your supervising SLP when making decisions.
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