Speech-language pathologists work at the intersection of communication, cognition, and swallowing — two of the most fundamental human functions. You evaluate, diagnose, and treat patients across the lifespan: children learning to speak, adults recovering from stroke, patients managing dysphagia, individuals using AAC to communicate when words aren't available.
The clinical work is precise, patient-centered, and deeply skilled. The documentation surrounding it is relentless. Evaluation reports, treatment plans, progress notes, IEP contributions, physician communications, dysphagia documentation, caregiver training summaries — SLPs write constantly across every setting from schools to acute care to private practice.
ChatGPT won't perform a language sample analysis or make clinical judgments. What it does is give you a starting draft so you're not writing from scratch after a full day of sessions. These 35 prompts are for SLPs across all settings: schools, hospitals, outpatient clinics, home health, and private practice.
Privacy note: Never enter identifying client information into AI tools. Use de-identified descriptions and placeholder demographics throughout.
Evaluation and Assessment
Prompt 1 — Write an evaluation report introduction
Write the introduction and background sections of a speech-language evaluation report. Setting: [school / hospital / outpatient / home health]. Client (de-identified): [age range, referral reason]. Referral source: [who referred and why]. Background history: [relevant medical, developmental, educational, and communication history]. Prior services: [previous SLP services or evaluations — describe]. Family/caregiver report: [what parents or caregivers report observing]. Client's self-report (if applicable): [what the client reported about their own communication]. Format for a formal SLP evaluation report.
Prompt 2 — Write a language evaluation summary
Write a language evaluation summary for a client. Client (de-identified): [age range, diagnosis or referral concern]. Tests administered: [list standardized tests with scores — CELF, PPVT, EVT, GFTA, PLS, OWLS, TOLD, etc.]. Standardized scores: [paste or describe scores — standard scores, percentile ranks, age equivalents if relevant]. Language sample observations: [MLU, sentence complexity, narrative structure, coherence — describe]. Clinical observations: [engagement, attention, intelligibility, pragmatics]. Interpretation: [what the scores and observations mean — area of strength, area of deficit, clinical significance]. Eligibility determination: [eligible / not eligible for services — with rationale based on your setting's criteria]. Format for the evaluation report.
Prompt 3 — Write a fluency evaluation report section
Write a fluency evaluation report section for a client who stutters. Client (de-identified): [age range]. Stuttering profile: [describe disfluency types — repetitions, prolongations, blocks, secondary behaviors]. Percent syllables stuttered: [X%]. Stuttering Severity Instrument (SSI-4) or other formal measure: [score and severity rating]. Impact on communication: [describe avoidance behaviors, communication confidence, situational avoidance]. Client and/or family report: [how stuttering affects daily life and communication participation]. Areas of strength: [fluent contexts, self-awareness, communication strategies already in use]. Recommendations: [treatment goals, frequency, approach — fluency shaping, stuttering modification, acceptance-based]. Format for the evaluation report.
Prompt 4 — Write a voice evaluation summary
Write a voice evaluation summary for a client with a voice disorder. Client (de-identified): [age range, occupation, referral concern]. Vocal quality observations: [describe perceptual qualities — roughness, breathiness, strain, pitch, loudness, resonance]. CAPE-V or GRBAS ratings: [describe perceptual ratings]. Acoustic measures (if available): [fundamental frequency, jitter, shimmer, HNR — describe if measured]. s/z ratio: [result and interpretation]. Laryngoscopy findings (if available): [describe from report]. Case history: [relevant factors — occupation, voice use demands, medical history, medications, hydration habits]. Impression: [diagnosis or clinical description]. Recommendations: [voice therapy goals, physician referral if not already completed, vocal hygiene]. Format for the evaluation report.
Prompt 5 — Write an AAC evaluation recommendation report
Write an AAC (Augmentative and Alternative Communication) evaluation recommendation section. Client (de-identified): [age range, diagnosis — ASD, cerebral palsy, ALS, aphasia, TBI, etc.]. Current communication: [describe current communication methods — gestures, vocalizations, limited speech, existing AAC, letter board, etc.]. Aided language stimulation and trial results: [what was trialed and client's response]. Motor access: [describe motor capabilities — hand/arm function, eye gaze, head control — relevant to device access]. Cognitive and language level: [describe language comprehension, literacy, symbolic understanding]. Recommended AAC system: [high-tech device / low-tech board / PECS / robust vocabulary system — describe with rationale]. Feature matching rationale: [why this system matches this client's needs]. Training plan: [who needs training — client, family, team]. Format for an AAC evaluation report section.
Treatment Planning and Goal Writing
Prompt 6 — Write measurable SLP treatment goals
Write measurable speech-language therapy treatment goals for a client with the following profile. Setting: [school / medical / private practice]. Client (de-identified): [age range, diagnosis]. Current performance level: [describe baseline — what they can and cannot do, with data if available]. Target areas: [articulation / language / fluency / voice / pragmatics / dysphagia / AAC / cognitive-communication — specify]. Write 3 goals using the format: "Given [condition/cue level], [client] will [observable behavior] [accuracy/frequency criterion] across [number] of [sessions/opportunities] as measured by [data collection method]." Goals should be functional and meaningful — tied to communication participation, not just clinic tasks.
Prompt 7 — Write a dysphagia management plan
Write a dysphagia management plan for a patient following a clinical swallowing evaluation. Patient (de-identified): [age range, medical diagnosis]. Swallowing assessment method: [clinical / MBSS / FEES — describe]. Key findings: [aspiration risk, oral phase deficits, pharyngeal phase deficits, penetration/aspiration on what consistencies]. IDDSI level recommended: [liquids — 0-4; solids — 3-7 — specify with rationale]. Compensatory strategies: [chin tuck, head turn, effortful swallow, small sip size, pacing — list what applies]. Therapeutic exercises: [Mendelsohn, Shaker/head lift, tongue base strengthening, Masako — describe]. Diet modification instructions for the care team: [specific and actionable]. Monitoring plan: [who watches for signs, what triggers re-evaluation]. Format for the medical record and care team communication.
Prompt 8 — Write a home practice program
Write a home practice program for a client working on [articulation / language / fluency / voice / AAC — specify]. Client profile (de-identified): [age range, specific target — e.g., /r/ production, past-tense morphology, stuttering modification, vocal hygiene]. Exercises or activities: [describe 3-5 specific, age-appropriate activities the family can do at home]. For each: purpose, instructions, duration/frequency, what success looks like, and what to avoid. Troubleshooting: [what to do if the child/client refuses or struggles]. Keep it under 2 pages — caregivers who feel overwhelmed don't follow through. Format as a take-home handout.
Progress Documentation
Prompt 9 — Write a SOAP progress note
Write an SLP SOAP progress note for a therapy session. Client (de-identified): [age range, diagnosis, session number]. Subjective: [client/caregiver report — how they've been doing, any changes since last session, home program follow-through]. Objective: [session data — accuracy percentages, cueing levels, specific tasks practiced, AAC use, fluency measures, voice quality, swallowing tolerance]. Assessment: [clinical interpretation — progress toward goals, what's working, what needs adjustment]. Plan: [next session focus, home program updates, any referrals or consultations needed]. Functional and clinically relevant — tie everything to communication participation, not just drill accuracy.
Prompt 10 — Write a quarterly progress report for school-based services
Write a quarterly progress report for a student receiving school-based speech-language services. Student (de-identified): [age, grade, IEP goals]. Report period: [quarter and year]. For each IEP goal: current performance data (specific), progress toward annual goal (on track / approaching / not on track), what's been tried, and what changes are planned. Observations in the school environment: [how communication skills are transferring to the classroom, peer interactions, academic participation]. Recommendations: [goal adjustments, increased or decreased frequency, teacher consultation, assistive technology]. Format for the school record and IEP team review.
Prompt 11 — Write a discharge summary
Write a speech-language therapy discharge summary. Client (de-identified): [age range, diagnosis, setting, length of service]. Reason for discharge: [goals met / plateau / client request / transition to new provider / school-based annual IEP decision]. Initial status summary: [presenting concerns at intake]. Treatment provided: [approaches used, frequency, duration]. Progress on each goal: [met / partially met / not met — with data]. Final communication status: [describe current functional communication]. Recommendations: [home maintenance program, follow-up, re-referral criteria, school accommodations, AAC maintenance]. Format for the clinical record and for communication to the referral source.
Dysphagia and Medical Documentation
Prompt 12 — Write a modified diet texture recommendation letter
Write a clinical letter recommending modified diet textures for a patient with dysphagia. Patient (de-identified): [age range, diagnosis]. Assessment summary: [brief — what was assessed and what was found]. IDDSI recommendation: [specify liquid level and food texture level with rationale]. Aspiration risk on non-recommended consistencies: [describe consequences of non-compliance]. Compensatory strategies to use with meals: [list]. Instructions for caregivers and nursing staff: [specific and actionable]. Monitoring: [what to watch for, when to notify the SLP]. Format for a clinical recommendation letter to nursing, dietary, and the medical team.
Prompt 13 — Write a physician communication about a dysphagia finding
Write a communication to a referring physician following a clinical swallowing evaluation. Patient (de-identified): [age range, primary diagnosis]. Assessment method: [CSE / MBSS / FEES]. Key findings: [describe — aspiration on X consistencies, pharyngeal delay, reduced laryngeal elevation, etc.]. IDDSI diet level recommended: [specify]. Clinical concern level: [routine / concerning / urgent — with rationale]. Recommendations: [imaging referral, GI or ENT referral if indicated, dietary modifications, therapy plan]. Follow-up: [SLP plan — frequency, approach, re-assessment timeline]. Format for a concise clinical letter appropriate for a physician's chart review.
Parent, Caregiver, and Client Communication
Prompt 14 — Write a parent explanation of a diagnosis
Write a parent-friendly explanation of the following communication diagnosis for a child: [language delay / expressive language disorder / apraxia of speech / phonological disorder / childhood onset fluency disorder / social communication disorder / etc.]. Cover: what this diagnosis means in plain language, how it differs from normal development, what causes it (honest and evidence-based), what therapy involves, what parents can do at home, and what the timeline looks like. Warm, clear, and avoiding jargon — parents who understand the diagnosis become better therapy partners.
Prompt 15 — Write a caregiver AAC training summary
Write a caregiver AAC training summary for a family member learning to support a client using AAC. Device or system: [describe — high-tech SGD, PECS, core board, low-tech communication book]. Training topics covered: [aided language stimulation, how to model without prompting, core vocabulary vs. fringe, device access and charging, backing up vocabulary, troubleshooting]. Caregiver's competency: [comfortable / needs more practice / areas that need reinforcement]. Home practice plan: [specific activities and strategies for daily routines]. When to contact the SLP: [describe situations — device malfunction, regression, new environments, upcoming IEP meeting]. Format for a training record and take-home reference.
Prompt 16 — Write a social story for a client with autism
Write a social story to support a client with autism spectrum disorder. Client (de-identified): [age, communication level, specific situation or behavior the story addresses]. Situation: [describe the specific scenario — entering a new classroom, asking for help, participating in group conversations, dealing with a change in routine, handling sensory overload]. Format: [simple sentences, first person, present tense, mostly descriptive with some coaching sentences]. Reading level: [adapt to client's language level — basic sentences with visuals noted, or more complex narrative]. Include: what usually happens, what the client can do, why it helps, and a positive affirmation. Keep it under 10 sentences.
IEP and School-Based Collaboration
Prompt 17 — Write an SLP IEP goal with baseline and rationale
Write a school-based SLP IEP goal with rationale for the following student. Student (de-identified): [age, grade, disability category]. Area of need: [articulation / language / fluency / pragmatics / AAC]. Current performance: [PLAAFP data — what the student can currently do, baseline accuracy or frequency]. Annual goal: [write using the SMART format — measurable, achievable in one year]. Short-term objectives (if required): [2 benchmarks toward the annual goal]. Rationale: [why this goal, how it connects to academic or functional participation]. Service recommendation: [frequency, group vs. individual, location — general ed / resource / SLP room]. Format for the IEP document.
Prompt 18 — Write a teacher consultation note
Write a teacher consultation note for a student receiving speech-language services. Student (de-identified): [age, grade, service type]. What I observed in the classroom: [specific — communication behaviors, participation challenges, successful strategies observed]. What I recommend for the teacher: [specific, actionable accommodations — seat proximity, question complexity, wait time, communication supports, assistive technology]. What I'm working on in therapy: [brief description of current IEP goals so the teacher understands the connection]. How the teacher can reinforce it: [1-2 specific classroom activities or strategies]. Format for a brief, practical consultation note for the classroom teacher.
Professional Communication
Prompt 19 — Write a referral letter to an audiologist
Write a referral letter from a speech-language pathologist to an audiologist. Client (de-identified): [age range, concern]. Reason for referral: [suspected hearing loss / failed screening / audiological monitoring as part of communication evaluation / hearing aid fitting coordination — describe]. SLP findings that prompted the referral: [describe relevant observations — inconsistent response to sound, speech perception difficulties, history of ear infections, parental concern]. What I'm asking the audiologist to address: [specific question — rule out hearing loss, evaluate middle ear function, assess hearing aid candidacy, etc.]. Format for a professional referral between providers.
Prompt 20 — Write a summary of services for an insurance claim
Write a summary of speech-language services for insurance authorization or claim review. Client (de-identified): [age range, diagnosis]. Dates of service: [period placeholder]. Services provided: [evaluation type, therapy frequency, total sessions]. Medical necessity: [why SLP services are medically necessary — diagnosis, functional impact, treatment goals, expected outcomes]. Progress: [measurable gains made — describe with data]. Continued need: [why ongoing services are required, what functional goals remain]. Prognosis: [with continued treatment]. Format for a professional clinical summary supporting insurance authorization.
Professional Development
Prompt 21 — Write a CEU reflection
Write a continuing education reflection for an ASHA CEU-eligible course I completed. Course: [title, provider, CEU hours, content area — AAC, dysphagia, autism, fluency, voice, etc.]. Key clinical takeaways: [2-3 specific things I'll apply to my practice]. One practice change I'm implementing: [concrete and specific]. One question this raised: [something I want to explore further]. Format for a CEU portfolio entry, ASHA certification renewal, or a specialty certification (BCS-CL, BCS-F, BCS-S) application.
Prompt 22 — Write a cover letter for an SLP position
Write a cover letter for a speech-language pathology position. Position: [setting — school district / hospital / outpatient clinic / home health / SNF / private practice]. My background: [CCC-SLP status, years of experience, primary populations, specialty skills — AAC, dysphagia, autism, fluency, etc.]. Why this setting/population: [genuine motivation]. A specific clinical example that demonstrates my approach: [de-identified brief case illustration]. What I bring: [a differentiating strength or perspective]. Why this organization: [something specific]. Under 350 words. Personal and setting-specific.
Prompt 23 — Write a Praxis or fellowship application essay
Write a personal statement for [a graduate SLP program / a clinical fellowship application / ASHA specialty certification]. My path to SLP: [genuine story — what drew me to this field]. Clinical experience: [settings, populations, notable experiences]. Area of particular interest or expertise: [describe a specialty area or population I'm passionate about and why]. What I want to develop: [specific clinical or professional goals]. What this program/opportunity will help me do: [tailored and specific]. Under 500 words. Authentic, specific, and not a generic "I've always wanted to help people" opening.
Tools and Templates
Prompt 24 — Write a client FAQ sheet for a common procedure
Write a client or parent FAQ sheet for [starting speech therapy / an MBSS or FEES procedure / AAC device trials / a fluency evaluation / stuttering therapy — specify]. Include 6-8 questions that clients or parents actually ask, with honest and reassuring answers. Format for the waiting room, intake packet, or patient portal. Anticipate anxiety — most people have never been through this process before.
Prompt 25 — Write a literacy-adapted client education handout
Write a client education handout about [dysphagia diet modifications / stuttering / voice care and vocal hygiene / AAC use in daily life / aphasia communication strategies — specify] for a patient with limited health literacy. Use: short sentences (under 15 words), common words (avoid clinical terminology), active voice, and bullet points. Include: what they need to know, what to do, what to avoid, and when to call the clinic. Aim for a 5th-6th grade reading level. Format as a printed take-home sheet.
Prompt 26 — Write a minimal pairs word list for articulation therapy
Write a minimal pairs word list for targeting [target phoneme — /r/, /s/, /th/, /l/, or a specific phonological process such as final consonant deletion or fronting] in articulation or phonological therapy. Client (de-identified): [age range, target sound position — initial / medial / final]. Format: [20-30 pairs appropriate for this client's age and vocabulary level]. Include: single words, then short phrases or sentences using those words. Also include: carrier phrase suggestions for drill ("I see a ___", "She has a ___"). Format as a therapy worksheet.
Prompt 27 — Write a daily data collection form
Create a session data collection form for tracking progress on the following SLP goal: [paste or describe the goal]. Client (de-identified): [age range, setting]. Data type: [percent accuracy / frequency count / cueing level / occurrence / duration]. Trial structure: [number of trials per session, opportunity types]. Who collects data: [therapist / assistant / teacher / caregiver]. Format for easy use during a session without interrupting the therapeutic interaction — should take under 2 minutes to complete.
Prompt 28 — Write a group therapy session plan
Write a group therapy session plan for a speech-language group. Group profile: [setting, population — elementary school language group / adult aphasia group / adult stutter support group / pragmatics group for teens with ASD — specify]. Session theme or topic: [describe]. Individual goals being targeted in the group context: [list goal areas, not individual clients]. Activities: [3-4 activities appropriate for the group — warm-up, main activity, closing, homework]. Facilitation notes: [how to manage participation, modify for different levels within the group]. Materials needed: [list]. Duration: [X minutes].
Advanced Practice and Research
Prompt 29 — Summarize a research article for clinical application
Summarize the following speech-language pathology research article for practical clinical application: [paste abstract or URL]. Key findings: [2-3 main takeaways]. Level of evidence: [describe — RCT, cohort, case series, systematic review]. Applicability to my practice: [what this means for my client population]. What I would change about my practice based on this: [specific and concrete]. One limitation worth noting: [honest evaluation of the evidence]. Format for a journal club discussion or internal CE presentation.
Prompt 30 — Write a case study for a professional portfolio
Write a de-identified case study for an SLP professional portfolio or clinical presentation. Case overview: [client profile, setting, referral reason]. Assessment: [what was assessed, key findings]. Treatment approach: [rationale, methods, frequency]. Progress: [outcomes — specific and data-supported]. Challenges encountered: [honest reflection on what was difficult]. What I would do differently: [learning moment]. Clinical takeaway: [key lesson for other SLPs]. Format for a professional portfolio or conference presentation.
Additional Prompts (31-35)
Prompt 31 — Write a medical necessity letter for intensive stuttering therapy
Write a letter of medical necessity for intensive stuttering therapy. Client (de-identified): [age range]. Stuttering profile: [severity, impact on communication, social/occupational impact]. What has been tried: [prior treatment, self-help attempts, avoidance patterns]. Why intensive treatment is needed: [clinical rationale for intensive vs. weekly format]. Program description: [what the intensive program involves — duration, format, evidence base]. Expected outcomes: [what improvement looks like and why intensive treatment offers better prognosis for this client]. Format for insurance prior authorization.
Prompt 32 — Write a motor speech evaluation summary
Write a motor speech evaluation summary for a client with suspected or diagnosed [apraxia of speech / dysarthria — specify type if known]. Client (de-identified): [age range, diagnosis]. Tasks administered: [describe — DDK rates, connected speech samples, word and sentence repetition, conversation, structured elicitation tasks]. Key observations: [describe articulatory characteristics, consistency of errors, prosody, voice quality, rate, intelligibility]. Standardized measure results: [ABA-2, DEMSS, FDA, UPDRS speech subscore — list what was used]. Impression: [clinical diagnosis or differential — be specific about type if classifiable]. Functional intelligibility: [in conversation, with familiar vs. unfamiliar listeners]. Recommendations: [treatment approach — DTTC, ReST, Lee Silverman, etc. — with rationale].
Prompt 33 — Write an end-of-year summary for a school-based student
Write an end-of-year summary for a student receiving school-based speech-language services. Student (de-identified): [age, grade, IEP goals]. Summary of services this year: [frequency, total sessions, setting]. Goal progress: [each goal — met / partially met / not met, with final data]. Functional communication status at end of year: [describe how the student communicates in the school environment]. What worked: [effective strategies and approaches]. Summer program recommendation: [recommend summer services / provide maintenance activities / no additional services — with rationale]. Notes for next year's SLP: [transition information — what this student needs, what to watch for, what to continue]. Format for the school record and next year's IEP team.
Prompt 34 — Write a supervision session agenda for an SLP CF or assistant
Write a supervision session agenda for a speech-language pathology Clinical Fellow or SLPA. Supervisee (de-identified role only). Focus areas this session: [clinical skill development — observation, assessment, treatment planning, documentation, caseload management, professional communication — specify]. Case to discuss: [brief de-identified case summary]. Questions for supervisee to address: [list 3-4 discussion prompts]. Skill-based activity: [direct observation feedback, co-treatment debrief, documentation review — describe]. Professional development goal for next period: [one specific competency to work on]. Format for a structured supervisory meeting record.
Prompt 35 — Write a conference presentation abstract
Write a conference abstract for an ASHA, state association, or specialty conference presentation. Topic: [clinical topic — AAC implementation, dysphagia protocol, stuttering treatment approach, social communication intervention, EBP in school SLP, etc.]. What the audience will learn: [3 specific takeaways]. Core case or evidence: [what clinical story or evidence grounds the presentation]. Why it matters now: [clinical relevance and urgency]. Abstract: [250 words, conference format]. Learning objectives: [2-3 measurable]. Target conference: [ASHA Convention / state SLP association / specialty conference — specify]. Speaker bio: [75 words].
Getting the Most From These Prompts
De-identify thoroughly. Replace all client identifiers with age ranges and clinical descriptions. Use placeholder demographics only. Follow HIPAA and FERPA requirements for your setting.
Review all documentation. AI-generated evaluation reports, progress notes, and recommendation letters require your clinical review, accurate data, and professional attestation before entering the medical or educational record.
Adapt for your setting and population. School-based, medical, and private practice documentation have different formats, legal requirements, and audiences. Adjust accordingly.
The Complete Speech-Language Pathologist AI Toolkit
These 35 prompts cover the full SLP documentation workflow. If you want the complete system — evaluation report templates by disorder area, goal banks by population and setting, dysphagia documentation frameworks, AAC recommendation templates, parent communication scripts, and a complete professional development library — the Speech-Language Pathologist AI Toolkit has everything.
Get the Speech-Language Pathologist AI Toolkit →
Bookmark this page. Share it with your SLP colleagues. Use one prompt before your next evaluation report — you'll spend less time writing and more time with your clients.
Top comments (0)