Praxis Speech Communication study plan

Map the outer, middle, and inner ear anatomy and trace the air-conduction pathway from pinna to auditory nerve without notes

Distinguish conductive, sensorineural, and mixed hearing loss by lesion site and by air-bone gap pattern

Interpret a sample pure-tone audiogram: identify degree, configuration, and type of loss

Define dB HL, dB SPL, and dB SL and explain when each reference is used

Explain the acoustic reflex arc and tympanometry types (A, B, C, As, Ad) with one clinical correlate each

Compare behavioral and electrophysiologic test procedures (pure-tone, speech audiometry, OAE, ABR, VRA, play audiometry) by purpose and population

Classify pediatric hearing loss by degree and describe amplification options including hearing aids, bone-conduction devices, and cochlear implants

Describe auditory neuropathy spectrum disorder and how it differs from cochlear sensorineural loss

Identify educational and communication impacts of hearing loss on speech, language, and literacy

Explain hearing conservation, noise-induced loss, and occupational screening basics

Sequence prelinguistic, phonological, morphosyntactic, semantic, and pragmatic milestones from birth to age 5 with approximate ages

Compare major developmental frameworks (behaviorist, nativist, cognitive, social-interactionist) by core claim and evidence

Distinguish speech sound disorders: articulation vs phonological vs childhood apraxia vs dysarthria

Apply a standardized assessment approach to a language sample: MLU, type-token ratio, and pragmatic checklist

Identify red flags that warrant audiology referral before language assessment

Differentiate developmental language disorder, late language emergence, and language difference from disorder

Describe assessment and intervention principles for autism spectrum disorder and intellectual disability as they affect communication

Explain literacy development and the SLP role in phonological awareness and written language

Outline service delivery models: pull-out, push-in, co-teaching, and consultative in school settings

Apply culturally and linguistically responsive practice to bilingual assessment decisions

Describe voice production anatomy and distinguish functional, organic, and neurogenic voice disorders

Interpret videostroboscopy and acoustic measures (jitter, shimmer, harmonics-to-noise ratio, fundamental frequency) at a conceptual level

Classify fluency disorders and differentiate developmental stuttering from neurogenic and psychogenic fluency issues

Explain the phases of swallowing and identify signs of dysphagia and aspiration risk

Match intervention approaches to disorder: voice therapy, fluency shaping vs modification, and compensatory swallowing strategies

Apply the ASHA Code of Ethics to four constructed scenarios involving confidentiality, informed consent, and conflicts of interest

Distinguish screening, assessment, and diagnosis roles and describe when referral is required

Explain evidence-based practice as the integration of research, clinical expertise, and client values

Describe supervision, certification maintenance, and scope-of-practice boundaries for assistants

Identify documentation standards and reimbursement considerations across settings

Take a full timed practice test under exam conditions and record per-domain accuracy

Rank the four domains by accuracy to identify the weakest area for targeted review

Re-teach the two weakest subtopics using a self-explanation written from memory

Convert each missed question into a flashcard with the underlying principle, not just the answer

Review all flashcards and error logs, retiring items only after two consecutive correct recalls

Retake a second timed practice test and compare domain accuracy to week 7

Rehearse terminology recall for anatomy, measures, and disorder classifications under time pressure

Finalize a test-day plan covering timing strategy, flagging, and guessing policy