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Communicative Disorders Assistant Jobs in Michigan

Hope Network

Occupational Therapy Assistant

East Lansing, MI · On-site

$25 - $33.50/hr

Strong communication and interpersonal skills * Collaborative team player with excellent ... One year of experience working with individuals with neurological disorders, brain injury, spinal ...

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Communicative Disorders Assistant information

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$8

$27

$59

How much do communicative disorders assistant jobs pay per hour?

As of Aug 21, 2026, the average hourly pay for communicative disorders assistant in Michigan is $27.29, according to ZipRecruiter salary data. Most workers in this role earn between $15.41 and $29.13 per hour, depending on experience, location, and employer.

What is a communicative disorders assistant?

A Communicative Disorders Assistant (CDA) is a trained professional who works under the supervision of speech-language pathologists or audiologists to help assess, treat, and support individuals with communication, speech, language, and hearing disorders. CDAs assist in implementing therapy programs, preparing materials, and documenting client progress. While they play a vital supportive role, they do not diagnose disorders or develop treatment plans independently. Their work helps increase the efficiency and reach of communication and hearing services in various settings such as schools, clinics, and hospitals.

What are the key skills and qualifications needed to thrive as a communicative disorders assistant, and why are they important?

To excel as a Communicative Disorders Assistant, you need a diploma or degree in communicative disorders or a related field, along with a solid understanding of speech, language, and communication development. Familiarity with assessment tools, therapy materials, and documentation software is typically required. Strong interpersonal skills, patience, and effective teamwork are crucial for supporting clients and collaborating with speech-language pathologists. These abilities ensure that clients receive effective, individualized care and support, enhancing their communication abilities and overall quality of life.

What challenges do communicative disorders assistants face when supporting clients with diverse communication needs?

Communicative Disorders Assistants (CDAs) often work with clients from a wide range of backgrounds and with various types of communication challenges, such as speech, language, or hearing disorders. One common challenge is adapting therapy materials and techniques to suit each individual's unique needs and progress. CDAs must also maintain clear communication with supervising Speech-Language Pathologists (SLPs) to ensure consistency in treatment plans. Additionally, managing a busy caseload while documenting client progress accurately can be demanding, but strong organizational and interpersonal skills help CDAs succeed in this role.

What is the difference between Communicative Disorders Assistant vs Speech-Language Pathology Assistant?

AspectCommunicative Disorders AssistantSpeech-Language Pathology Assistant
CredentialsTypically requires a certificate or associate degree, sometimes certificationRequires an associate degree and certification or licensure in some states
Work EnvironmentSchools, clinics, hospitals under supervisionClinics, hospitals, schools under supervision
Employer & Industry UsageUsed in educational and healthcare settings for supporting speech-language pathologistsCommonly employed in healthcare and educational settings assisting speech-language pathologists

Both roles support speech-language pathologists and work in similar environments, often under supervision. The main difference lies in certification requirements and job titles used across states and employers. The Speech-Language Pathology Assistant typically has more formal certification and a broader scope of practice compared to the Communicative Disorders Assistant.

What can I do with a communicative disorders assistant degree?

A Communicative Disorders Assistant (CDA) degree prepares individuals to support speech-language pathologists by implementing therapy plans, conducting assessments, and assisting with patient care in clinical or educational settings. CDA professionals typically work under supervision, using communication and organizational skills, and may need certification or licensure depending on the region. This role often involves working with children or adults with speech, language, or communication disorders.

What do communicative disorders assistants do?

Communicative disorders assistants support speech-language pathologists by implementing therapy activities, monitoring patient progress, and preparing materials. They work in clinical or educational settings, often requiring knowledge of communication disorders and basic therapy techniques. Their role helps facilitate effective communication development for clients with speech or language challenges.

What cities in Michigan are hiring for Communicative Disorders Assistant jobs?

Cities in Michigan with the most Communicative Disorders Assistant job openings:

Communicative Disorders Assistant jobs near you
Infographic showing various Communicative Disorders Assistant job openings in Michigan as of August 2026, with employment types broken down into 2% As Needed, 71% Full Time, 20% Part Time, 3% Temporary, 3% Contract, and 1% Nights. Highlights an 98% Physical, 1% Hybrid, and 1% Remote job distribution, with an average salary of $56,771 per year, or $27.3 per hour.

Speech and Language Pathologist - Pinckney Community Schools 0.6 FTE

Livingston Educational Service Agency

Pinckney, MI • On-site

Other

Re-posted 6 days ago

Job description

POSITION TITLE:
Speech-Language Pathologist
FSLA:
Exempt
REPORTS TO:
Director of Special Education
UPDATED:
March 2026
SALARY/BENEFITS:
Per LIPSA Master Agreement
SCHEDULE:
10 - month;
.6 FTE
POSITION SUMMARY
Help children fulfill their role as students within the educational environment and prepare them for college, career, and community by supporting academic achievement and social participation through the provision of strategies and therapies that improve, remediate, or alleviate language and communication impairments.
ESSENTIAL FUNCTIONS
Note: These duties and responsibilities are judged to be "essential functions" in terms of the Americans With Disabilities Act or ADA. To perform this job successfully, an individual must be able to perform each essential duty satisfactorily. The requirements listed below are representative of the knowledge, skill, and/or ability required. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. The statements below are intended to describe the general nature and level of work being performed by a person in this position. They are not to be construed as an exhaustive list of all duties that may be performed by such a person. Other duties may be assigned.
  • Enthusiasm and flexibility to work collaboratively with students, parents, teachers, and administrators
  • Assist and guide staff and families in understanding developmental milestones in speech and language, and the connection between spoken and written language.
  • Screen children with developmental concerns in speech, language and communication. Interpret screening results and provide recommendations for staff and families.
  • Consult with staff and parents about proactive curricula and resources that may include language and phonemic awareness activities, social stories, visual schedules, and assistive technology.
  • Help teachers and staff incorporate oral language and phonemic awareness activities in small-group instruction within the classroom/school setting.
  • Provide early intervening services through multi-tiered systems of support (MTSS).
  • Collaborate with parents and staff to implement evidence-based strategies to support students' daily language and communication within the school setting.
  • Participate regularly on teams to analyze student- and building-level data, resolve problems, and select evidence-based interventions and supports.
  • Observe, describe, and refer children with suspected impairments.
  • Serve on multi-disciplinary evaluation teams to complete comprehensive evaluations to identify whether students are eligible for special education speech services.
  • Design individualized therapy programs for each IDEA-eligible student in the least restrictive environment based on a comprehensive evaluation.
  • Provide training to the appropriate persons to ensure transfer and generalization of speech therapy goals across multiple settings (e.g. school, home, etc.).
  • Complete IEPs and other required paperwork in accordance with timelines.
  • Maintain records and complete billing activities associated with Medicaid School-Based Services.
  • Regularly document and monitor student progress toward therapy goals and objectives.
  • Assist in proper referrals of students to agencies and specialists within the community.
  • Evaluate students' language/communication needs for adaptive technology and recommend adaptive equipment.
  • Participate in regular professional learning opportunities to stay abreast of current research-based practices within the field.
ADDITIONAL DUTIES
  • Performs other related tasks as assigned.
REQUIRED EMPLOYMENT QUALIFICATIONS
EDUCATION and/or EXPERIENCE
  • Master's degree in speech and language pathology.
  • A minimum of 60 semester hours of academic credit in normal aspects of human communication, development thereof, and clinical techniques for evaluation and management of speech and language disorders.
  • A minimum of 300 clock hours of supervised practicum experience with persons who present a variety of communication disorders, to be acquired in conjunction with academic training, 150 hours of which shall be obtained on the graduate level.
CERTIFICATES, LICENSES, REGISTRATIONS
  • ASHA Certificate of Clinical Competence (CCC-SLP).
  • Must meet certification requirements for specific discipline per Michigan R340.1792.
  • Must meet and maintain licensure requirements established by the Michigan Speech & Language Pathologist Licensure Board (Effective December 2013).

SUPERVISORY RESPONSIBILITIES
Supervises students.
LANGUAGE SKILLS
Ability to read, analyze, and interpret general business periodicals, professional journals, technical procedures, or governmental regulations. Ability to write reports, business correspondence, and procedure manuals. Ability to effectively present information and respond to questions from groups of managers, clients, customers, and the general public.
MATHEMATICAL SKILLS
Ability to work with mathematical concepts such as probability and statistical inference, and fundamentals of plane and solid geometry and trigonometry. Ability to apply concepts such as fractions, percentages, ratios, and proportions to practical situations.
REASONING ABILITY
Ability to define problems, collect data, establish facts, and draw valid conclusions. Ability to interpret an extensive variety of technical instructions in mathematical or diagram form and deal with several abstract and concrete variables.
OTHER SKILLS & ABILITIES
Ability to apply knowledge of current research and theory to instructional program; ability to plan and implement lessons based on division and school objectives and the needs and abilities of students to whom assigned. Ability to establish and maintain effective working relationships with students, peers, parents and community; ability to speak clear and concisely in written or oral communication.
PHYSICAL DEMANDS
While performing the duties of this job, the employee will regularly sit, and occasionally walk and stand. Specific vision abilities required by this job include close vision. While performing the duties of this job the employee will continuously hear conversation in a quiet and/or noisy environment. The employee will continuously need the ability to tell where a sound is coming from and tell the difference among bells, buzzers, beeps, horns, etc.
WORK ENVIRONMENT
The noise level in the work environment is usually quiet to moderate. The employee is directly responsible for the safety, well-being and work out-put of students.
The employee shall remain free of any alcohol or non-prescribed controlled substance in the workplace throughout his/her employment.
The Livingston Educational Service Agency does not discriminate on the basis of race, color, national origin, sex, (including sexual orientation or transgender identity), disability, age, religion, height, weight, marital or family status, military status, ancestry, genetic information, or any other legally protected category (collectively, "Protected Classes"), in its programs and activities, including employment opportunities.
Inquiries regarding non-discrimination policies should be directed to the Deputy Superintendent for Administrative Services.

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