The Professional Standards for Speech Pathologists in Australia (SPA, 2020a) (Professional Standards) details the knowledge, skills and attributes a speech pathologist practising in Australia must demonstrate and apply, at any point in their career, as relevant to their speech pathology role and work context. It also contextualizes the knowledge, skills and attributes a graduating speech pathology student must demonstrate and be able to apply by the time they complete their entry-level degree.

1.3.1 What is Practice?

The Speech Pathology Scope of Practice in Australia (SPA, 2022, p. 3) document provides the following definition of ‘practice’: “The SPA Board of Directors defines ‘practice’ as encompassing roles in which a speech pathologist uses their knowledge, skills, professional attributes and ethical judgement to contribute to culturally responsive, lawful, safe and effective delivery of evidence-based speech pathology services. Practice in speech pathology is not restricted to direct services to individuals and is inclusive of all activities related to the provision of services to individuals, communities and populations with communication and swallowing needs”.

1.3.2 Scope of Practice

Speech pathology practice is grounded in evidence, drawing on scientific and technological advancements as well as contextual and cultural considerations. Innovations, feedback from clients, and research inform both practice and the ongoing assessment of professional scope. The scope of speech pathology may exceed initial entry-level expectations, with terms like advanced and extended practice reflecting the profession’s development. A speech pathologist’s specific scope of practice is shaped by their work environment, individual skills, and commitment to professional growth. Practitioners must participate in relevant, evidence-based education and quality supervision when expanding or modifying their scope of practice.  Speech pathologists’ roles are diverse and may include a range of different roles (e.g. practitioner, consultant, advocate, manager, academic, practice educator, researcher, policy developer) that result in evidence-based speech pathology service provision

Certified practicing speech pathologists (CPSP) engage in continuing professional education and fulfill required practice hours to ensure their work is based on up-to-date knowledge and evidence, thereby maintaining a relevant scope of practice. According to the Code of Ethics (SPA, 2020b), speech pathologists must be aware of their competencies (based on their education, training, and experience) and refrain from practicing beyond those limits and scope of practice.

Central to speech pathology practice is a focus on communication and swallowing needs of individuals across the lifespan, and building knowledge, skills and professional services in partnership with others, to support every individual’s right to optimal communication and swallowing.  Speech pathology scope of practice can also be described as encompassing the areas of language, speech, hearing, voice, fluency and cognition.

1.3.3 Parameters of Practice

The Parameters of Practice (SPA, 2016) provides a guide for clinical practice and information about delegation, collaboration and teamwork.  This document recognises that speech pathologists are the professionals with the expert knowledge and skills in the areas of communication and swallowing. At times, it may be reasonable to delegate appropriate tasks or activities to support workers or other professionals in order to facilitate effective and evidence-based services.

The Parameters of Practice (SPA, 2016) provides specific definitions and guidance regarding areas of clinical practice core to speech pathologists, which are not suitable for delegation, and which areas of practice with appropriate education, training, competency development and supervision may be delegated.

 1.3.4 Working as an Allied Health Assistant (AHA)

Allied health assistants (AHA) may also be called rehabilitation assistants, therapy assistants, therapy aides and support workers, depending on the work context or location. However, it is important to note that a ‘support worker’ or ‘disability support worker’ have different roles to AHAs.  Support workers provide assistance to individuals and families that are generally focused on activities of daily living (ADLs) such as showering, eating, dressing, cooking, cleaning, and community access.  Unlike AHAs, support workers do not perform therapy tasks unless directed and supported by a speech pathologist or other health professional.

Generally, AHAs have obtained a formal allied health assistant qualification though a TAFE or Registered Training Organisation (e.g. Certificate IV Allied Health Assistance), however this is not a requirement in all work settings.  AHAs work under the direction and supervision of health professionals, including speech pathologists, to deliver services.

Many speech pathology students are employed as AHAs.  It is important to note that when undertaking clinical education or placement activities as part of their speech pathology qualification, speech pathology students may undertake some activities (e.g. administration of assessment; interpretation of data and goal setting; intervention planning; modification of plans) that are not appropriate for students to undertake in an AHA role. AHAs, including those who are speech pathology students, must follow a therapy program set by a qualified speech pathologist and receive regular supervision.

For further information about Allied Health Assistants, including working as an AHA while studying speech pathology, please refer to the Working with Allied Health Assistants (AHA) document (SPA, 2021) and the Allied Health Assistants SPA webpage.