Conduct or direct research on speech or hearing topics and report findings for use in developing procedures, technologies, or treatments.

“Conduct or direct research on speech or hearing topics and report findings for use in developing procedures, technologies, or treatments.” is a supplemental task performed by Speech-Language Pathologists. Among the occupation's 24 rated tasks, workers place it 2nd by importance (#23 most important). About 56% of workers say it is relevant to their job.

This is a single occupation-specific task statement from O*NET. The figures below describe how central the task is to the job and what independent studies measure about AI and this kind of work — not a prediction that the task will be automated.

Work activities this task rolls up to

O*NET groups concrete tasks into broader work activities shared across many occupations.

• Research healthcare issues. in Getting Information
• Present research or technical information. in Documenting/Recording Information

AI exposure

The OpenAI / Eloundou “GPTs are GPTs” study rates this task E2. Exposure with tools — software built on top of a language model (not the model alone) could cut the time by at least half.

Exposure measures whether a model could meaningfully speed the task up — it is an estimate of overlap with model capabilities, not a measure of whether the work will be done by software. The study's intermediate score (β) for this task is 0.50. Automation potential label: T2.

How AI is actually used on this kind of task

The Anthropic Economic Index observes how people actually use AI on tasks like this one across millions of real conversations.

• 0.002% share of AI-use records mapped to this task

Observed AI use describes people choosing to use AI as a tool on this kind of task today. It is augmentation and assistance, not a measure of jobs replaced.

Other tasks in this occupation

• Evaluate hearing or speech and language test results, barium swallow results, or medical or background information to diagnose and plan treatment for speech, language, fluency, voice, or swallowing disorders. · importance 4.9
• Write reports and maintain proper documentation of information, such as client Medicaid or billing records or caseload activities, including the initial evaluation, treatment, progress, and discharge of clients. · importance 4.9
• Monitor patients' progress and adjust treatments accordingly. · importance 4.8
• Develop or implement treatment plans for problems such as stuttering, delayed language, swallowing disorders, or inappropriate pitch or harsh voice problems, based on own assessments and recommendations of physicians, psychologists, or social workers. · importance 4.8
• Administer hearing or speech and language evaluations, tests, or examinations to patients to collect information on type and degree of impairments, using written or oral tests or special instruments. · importance 4.8
• Educate patients and family members about various topics, such as communication techniques or strategies to cope with or to avoid personal misunderstandings. · importance 4.7
• Supervise or collaborate with therapy team. · importance 4.7
• Participate in and write reports for meetings regarding patients' progress, such as individualized educational planning (IEP) meetings, in-service meetings, or intervention assistance team meetings. · importance 4.6
• Instruct clients in techniques for more effective communication, such as sign language, lip reading, or voice improvement. · importance 4.5
• Teach clients to control or strengthen tongue, jaw, face muscles, or breathing mechanisms. · importance 4.5
• Develop speech exercise programs to reduce disabilities. · importance 4.4
• Consult with and advise educators or medical staff on speech or hearing topics, such as communication strategies or speech and language stimulation. · importance 4.4
• Develop individual or group activities or programs in schools to deal with behavior, speech, language, or swallowing problems. · importance 4.3
• Complete administrative responsibilities, such as coordinating paperwork, scheduling case management activities, or writing lesson plans. · importance 4.3

See all tasks on the Speech-Language Pathologists page.

Sources for this page

Every figure above traces to a named public dataset and the exact release below — not hand-written opinion. See the full methodology for what each measure does and does not mean.

• O*NET 30.3 U.S. Department of Labor / National Center for O*NET Development
• Anthropic Economic Index v4 (2026-01-15) + v2 (2025-03-27) Anthropic
• “GPTs are GPTs” (Eloundou et al.) arXiv 2303.10130 OpenAI / academic

Data compiled June 2, 2026. Figures are estimates, not advice.

@misc{singulariki-task-1885,
  title  = {Conduct or direct research on speech or hearing topics and report findings for use in developing procedures, technologies, or treatments.},
  author = {{Singulariki}},
  year   = {2026},
  note   = {O*NET 30.3; Anthropic Economic Index v4 (2026-01-15) + v2 (2025-03-27); “GPTs are GPTs” (Eloundou et al.) arXiv 2303.10130. Accessed June 7, 2026},
  url    = {https://singulariki.com/tasks/task-1885}
}