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Key Facts: Communication Clinician Exam

2 / year

Sittings (21.07.2026, 23.12.2026)

Ministry of Health — communication clinician licensing page

5

Translation Languages Offered

Ministry of Health — communication clinician licensing page

25%

Extra Time for Eligible Candidates

Ministry of Health — communication clinician licensing page

50-59

Failing Score That May Be Appealed

Ministry of Health appeal procedure for the health professions

Binyanei Ha'uma

Examination Venue, Jerusalem

Ministry of Health — communication clinician licensing page

100

Practice Questions

OpenExamPrep Practice Bank

The Israeli government licensing examination in communication disorders (קלינאות תקשורת) is a multiple-choice paper sat twice a year at Binyanei Ha'uma in Jerusalem and, from this year, taken on laptops. Candidates may request a translation into English, Arabic, Russian, French or Spanish at registration, and approved candidates receive 25% extra time. This 100-question set is independent English-language practice by OpenExamPrep across child language, speech and fluency, voice and swallowing, audiology, and Israeli law and ethics.

Sample Communication Clinician Practice Questions

Try these sample questions to review concepts for the Communication Clinician exam. Each question includes a detailed explanation. Start the interactive quiz above for the full 100+ question experience with AI tutoring.

1According to the international CATALISE consensus criteria, which of the following clinical scenarios qualifies for a diagnosis of Developmental Language Disorder (DLD)?
A.A 5-year-old child presenting with severe expressive and receptive language deficits in the presence of bilateral moderate sensorineural hearing loss.
B.A 6-year-old child presenting with persistent language deficits secondary to a diagnosed congenital Down syndrome karyotype.
C.A 4-year-old child showing significant functional language comprehension and expression deficits that affect daily communication, in the absence of a biomedical condition such as autism, intellectual disability, or sensorineural hearing loss.
D.A 3-year-old child exhibiting expressive vocabulary delay that resolves completely within four months without therapeutic intervention.
Explanation: The CATALISE consensus established that Developmental Language Disorder (DLD) is diagnosed when a child presents with persistent language deficits that impair daily functioning and education, without any associated biomedical condition (such as autism spectrum disorder, cerebral palsy, genetic syndromes, or sensorineural hearing loss). When language impairment occurs alongside a known biomedical etiology, the diagnostic term used is 'Language Disorder associated with [Condition X]'.
2In Hebrew morphological development, which of the following production patterns in a 3.5-year-old child constitutes an atypical clinical red flag for Developmental Language Disorder rather than a typical developmental error?
A.Systematic omission of the consonantal root (שורש), such as producing *'oxelet' as 'et' or *'mesapeiq' as 'meiq', while preserving affixal patterns.
B.Overregularizing irregular feminine noun plurals, such as saying *'shulchanot' as 'shulchanim' or *'kisot' as 'kisotim'.
C.Using the default unmarked verbal binyan (Binyan Pa'al) in place of a derived causative binyan (Binyan Hif'il), such as saying 'hu nafal oti' instead of 'hu hipil oti'.
D.Overgeneralizing present tense forms to past tense narrative contexts while still developing tense contrasts.
Explanation: Semitic morphology is characterized by a discontinuous root-and-pattern (שורש ומשקל/בניין) structure. Typically developing Hebrew-speaking children extract and preserve the three-consonant root very early in acquisition (by age 2;0), treating the consonantal skeleton as the core semantic base. In contrast, children with Developmental Language Disorder often omit or mutate root consonants, which serves as a sensitive diagnostic marker of structural morphosemantic impairment.
3During a language assessment of a 5-year-old Hebrew-speaking child, the clinician tests comprehension and production of relative clauses (משפטי זיקה). Which structure is linguistically the most challenging for a child with Developmental Language Disorder?
A.Subject-extracted relative clauses without resumption, such as 'זה הכלב שרדף אחרי החתול' (This is the dog that chased the cat).
B.Object-extracted relative clauses requiring syntactic movement and hierarchical intervention, such as 'זה הילד שהאיש צייר' (This is the boy that the man drew).
C.Coordinate simple sentences joined by 've-' (and), such as 'הילד רץ והילדה הלכה'.
D.Direct declarative sentences with canonical Subject-Verb-Object (SVO) order, such as 'אבא קרא ספר'.
Explanation: Object-extracted relative clauses ('זה הילד שהאיש צייר') are significantly more difficult for children with DLD than subject-extracted clauses due to Relativized Minimality constraints. In object relatives, the object undergoes syntactic movement across another nominal intervention element (the subject 'the man') with matching structural features, creating a severe working memory and syntactic processing bottleneck.
4In the assessment of pronominal clitics in preschool Hebrew-speaking children, what is the characteristic error pattern observed in children with Developmental Language Disorder compared to typically developing age-mates?
A.Children with DLD substitute full tonic pronouns with reflexive pronouns exclusively.
B.Children with DLD omit nominative subject pronouns in obligatory contexts while maintaining 100% accuracy on accusative clitics.
C.Children with DLD master bound prepositional clitics ('lo', 'ita') significantly earlier than lexical open-class nouns.
D.Children with DLD exhibit prolonged omission or ungrammatical substitution of bound accusative and prepositional clitics (e.g., producing 'oto' or 'la'), often substituting a full noun phrase or default third-person masculine form.
Explanation: In Hebrew, direct object clitics attached to the accusative marker 'et' (אותו, אותה, אותם) and prepositional inflections (לו, לה, איתה) represent bound grammatical morphology. Research on Hebrew DLD demonstrates that bound clitics are an area of persistent clinical vulnerability, characterized by clitic omissions, substitution of default forms (e.g., masculine 'oto' for feminine 'ota'), or overuse of full noun phrases.
5Which of the following tasks best evaluates phonological awareness at the syllable level in a 4-year-old child?
A.Asking the child to clap or tap out the rhythmic parts in the word 'kadurregel' (ball-foot/soccer) and count how many beats were heard.
B.Asking the child what sound is left when the /k/ sound is deleted from the word 'kelev' (dog).
C.Asking the child to identify whether the letters 'bet' and 'kaf' look identical in print.
D.Asking the child to blend the individual phonemes /d/, /e/, /l/, /e/, /t/ into the word 'delet' (door).
Explanation: Phonological awareness develops along a continuum from larger, global phonological units to smaller, isolated units. Syllable segmentation and clapping (such as clapping 'ka-dur-re-gel' -> 4 syllables) assesses awareness of whole syllable boundaries, which developmentally precedes onset-rime awareness and phonemic-level segmentation.
6In the Israeli educational system, kindergarteners transition from pointed Hebrew (עברית מנוקדת with nikkud) to unpointed Hebrew (עברית לא מנוקדת / כתיב מלא) in later grades. Why is phonemic awareness critical for learning to read pointed Hebrew orthography?
A.Pointed Hebrew is a purely logographic writing system where each printed symbol represents an entire lexical concept without phonological mediation.
B.Pointed Hebrew functions as an opaque orthography where vowel points bear no systematic correspondence to spoken vowels.
C.Pointed Hebrew functions as a shallow, transparent orthography where letter graphemes and diacritic vowel signs directly map to individual consonants and vowels, requiring precise phonemic segmentation and blending skills.
D.Phonemic awareness is irrelevant for pointed Hebrew because reading acquisition depends exclusively on whole-word visual sight memorization.
Explanation: When diacritic vowel signs (nikkud) are included, pointed Hebrew represents a transparent/shallow orthography with nearly one-to-one grapheme-to-phoneme correspondence. To map letters and nikkud symbols onto spoken words, beginning readers must possess robust phonemic awareness—specifically the ability to segment words into individual consonants and vowels and blend them into words.
7A 4.5-year-old child whose home language is Arabic has attended a Hebrew-speaking preschool in Haifa for six months. The preschool teacher reports that the child rarely speaks in full Hebrew sentences and often omits Hebrew grammatical morphemes. What is the most appropriate diagnostic approach?
A.Immediately diagnose Developmental Language Disorder based on the Hebrew preschool language sample, because six months of immersion is universally sufficient for full second-language mastery.
B.Evaluate the child's language abilities in both Arabic and Hebrew, including parent developmental history in Arabic, because a true language disorder must manifest across all languages spoken by the child.
C.Advise the parents to immediately cease speaking Arabic at home to prevent cognitive language overload and ensure exclusive Hebrew exposure.
D.Administer a standardized Hebrew-only norm-referenced test and interpret the standardized score using standard monolingual norms without adjustment.
Explanation: Best practice and Ministry of Health clinical guidelines mandate that bilingual children must be assessed in both their home language (L1) and societal/school language (L2). A true Developmental Language Disorder (DLD) will manifest in both languages; if difficulties are confined solely to Hebrew (L2) while Arabic (L1) is age-appropriate, the presentation reflects normal second-language acquisition rather than a clinical pathology.
8When assessing a young Arabic-speaking child in Israel, the clinician must account for Arabic diglossia. What is the clinical implication of diglossia for speech and language pathology assessment?
A.Arabic has no dialectal variation, so any difference between spoken and written forms reflects an articulation disorder.
B.Spoken Arabic is identical to Modern Standard Arabic in phonology, vocabulary, and morphosyntax, making literary tests directly applicable to everyday speech.
C.Standardized tests utilizing Modern Standard Arabic (فصحى / Fus'ha) are universally valid for assessing conversational competence in toddlers who have not yet had school-based literacy exposure.
D.Children naturally acquire Spoken Vernacular Arabic (عامية / Ammiya) as their native mother tongue, while Modern Standard Arabic (فصحى / Fus'ha) is learned primarily through formal schooling; using formal Fus'ha tests on preschoolers can artificially deflate language scores.
Explanation: Arabic diglossia involves two distinct varieties: Spoken Arabic (Ammiya), which children acquire naturally in the home, and Modern Standard Arabic (Fus'ha), used in literature, formal broadcasts, and education. Using diagnostic tests standardized exclusively in Fus'ha on young preschool children can lead to severe diagnostic errors, because these children have had minimal or no formal exposure to literary Arabic structures and vocabulary.
9Which of the following clinical presentations is considered a primary diagnostic hallmark of Autism Spectrum Disorder (ASD) under DSM-5 criteria rather than Developmental Language Disorder?
A.Persistent deficits in social-emotional reciprocity, nonverbal communicative behaviors, and developing/maintaining social relationships, accompanied by restricted, repetitive patterns of behavior.
B.Isolated difficulty with phonological decoding and single-word reading comprehension with normal social reciprocity.
C.Intact social engagement and imaginative peer play alongside delayed mastery of past-tense verbal morphology.
D.Severe receptive-expressive language delays occurring secondary to congenital microtia and atresia.
Explanation: Under DSM-5 criteria, Autism Spectrum Disorder is diagnosed based on persistent deficits in social communication and social interaction across multiple contexts (social-emotional reciprocity, nonverbal communication, social relationships) alongside restricted, repetitive patterns of behavior, interests, or activities. In contrast, children with isolated DLD typically display intact social motivation, shared enjoyment, and imaginative peer engagement.
10A communication clinician evaluates an 18-month-old toddler referred for communication screening. Which of the following behavioral markers is the most sensitive early indicator of atypical social communication associated with Autism Spectrum Disorder?
A.The child points to a toy car purely to request that the parent retrieve it from a high shelf (proto-imperative pointing).
B.Absence of initiating joint attention (IJA), such as failing to coordinate eye gaze between an interesting object and the parent to share delight or interest (declarative pointing).
C.Inability to pronounce the Hebrew rhotic consonant /ʁ/ (resh) accurately during single-word naming.
D.Preferring to drink from a sippy cup rather than an open cup.
Explanation: Initiating Joint Attention (IJA)—specifically pointing proto-declaratively to show an object of interest and alternating gaze between the object and the communication partner to share enjoyment—is a foundational milestone of social communication. Absence or severe impairment of declarative joint attention by 12-18 months is one of the strongest and most sensitive behavioral red flags for early Autism Spectrum Disorder.

About the Communication Clinician Exam

The Israel Communication Clinician Licensing Examination (בחינת רישוי ממשלתית בקלינאות תקשורת) is the statutory qualifying examination mandated by the Regulation of Health Professions Law, 5768-2008 (חוק הסדרת העיסוק במקצועות הבריאות, התשס"ח-2008). In Israel, communication clinicians (קלינאי תקשורת) hold a unified professional scope spanning both speech-language pathology (language, speech, fluency, voice, and swallowing disorders) and clinical audiology (diagnostic hearing evaluations, infant hearing screening, and aural rehabilitation). Passing this multiple-choice government examination is a mandatory legal prerequisite for obtaining the official Certificate of Profession (תעודת מקצוע) from the Ministry of Health. The official state exam is administered in Hebrew and Arabic. This practice question bank is an independent English-language study adaptation authored by OpenExamPrep to assist international graduates, olim, and Israeli clinicians in mastering the core theoretical, clinical, and regulatory competencies required for licensure.

Exam sponsor: Ministry of Health, Division of Medical Professions (משרד הבריאות — האגף לרישוי מקצועות רפואיים). The requirements and fees below concern the certification or admission exam, separate from our free practice resources.

Assessment

Multiple-choice ('American-style') government examination, now sat on laptops instead of printed question and answer sheets, at the International Convention Center (Binyanei Ha'uma), Jerusalem. The paper is translated into English, Arabic, Russian, French or Spanish when that language is marked on the registration form; in exceptional cases the examination supervisor may allow the use of a dictionary.

Time Limit

Not published by the Ministry of Health

Passing Score

60 (a failing score of 50-59 carries the right to inspect the paper on the published review day and to appeal within 10 days)

Exam / Certification Fees

Statutory examination fee set in the Ministry of Health fee schedule; it must be paid through the government payments service at least 10 days before the examination

Exam sponsor website

Reported exam pass rate: Approximately 65-75% depending on graduate cohort and university affiliation. This describes exam candidates, not OpenExamPrep users or results from using our resources. Exam sponsor website

Fees, eligibility, and exam policies can change. Confirm them with the exam sponsor before applying or paying.

Our practice resources: topics covered

We aim to reflect publicly available exam outlines and topic information in our study resources. Coverage, format, and difficulty may differ from the actual exam, and we cannot guarantee that every detail is accurate or current. Confirm exam requirements, fees, and policies with the official exam sponsor.

25%

Child Language & Developmental Disorders

Clinical markers of Developmental Language Disorder (DLD), Semitic morphological acquisition (roots and patterns - שורש ומשקל), Hebrew and Arabic tense systems and pronominal clitics, bilingual language assessment and differentiating difference vs. disorder, emergent literacy and phonological awareness, and social-pragmatic deficits in Autism Spectrum Disorder (ASD).

20%

Speech Sound Disorders, Motor Speech & Fluency

Phonological delay versus deviant phonological processes, Childhood Apraxia of Speech (CAS) diagnostic criteria (inconsistent errors, prosodic disruption, lengthened transitions), acquired apraxia of speech, differential diagnosis of motor speech dysarthrias (flaccid, spastic, ataxic, hypokinetic, hyperkinetic, mixed), stuttering evaluation across the lifespan (Lidcombe program, fluency shaping, stuttering modification), and cluttering characteristics.

20%

Voice & Swallowing Disorders / Dysphagia

Anatomy and physiology of the oral, pharyngeal, and esophageal stages of swallowing, bedside clinical swallow evaluation (BSE), instrumental diagnostics via Fiberoptic Endoscopic Evaluation of Swallowing (FEES) and Videofluoroscopic Swallowing Study (VFSS/MBS), penetration-aspiration scale (PAS), postural and dietary compensations, rehabilitation exercises (Mendelsohn, Masako, Shaker, effortful swallow), benign vocal fold lesions (nodules, polyps, cysts, contact granulomas), spasmodic dysphonia (adductor vs. abductor), vocal fold paralysis, and post-laryngectomy alaryngeal voice options (tracheoesophageal puncture, electrolarynx, esophageal speech).

25%

Audiology & Aural Rehabilitation

Diagnostic pure-tone audiometry (air and bone conduction), clinical masking protocols using the plateau method (interaural attenuation values, central masking, occlusion effect), speech audiometry (Speech Recognition Threshold / SRT and Word Recognition Score / WRS), tympanometry Jerger classification (Types A, As, Ad, B, C) and physical volume measurement, acoustic reflex thresholds and acoustic reflex decay (retrocochlear pathology), Universal Newborn Hearing Screening (UNHS) protocols using transient and distortion-product OAEs and automated/diagnostic ABR/BERA, audiological management of Otitis Media with Effusion (OME), auditory neuropathy spectrum disorder (ANSD), and hearing aid / cochlear implant candidacy and fitting principles.

10%

Ethics, Professional Practice & Israeli Law

Statutory mandates of the Regulation of Health Professions Law, 5768-2008 (חוק הסדרת העיסוק במקצועות הבריאות), Patient Rights Law, 5756-1996 (חוק זכויות החולה) regarding informed consent and access to medical records, statutory medical record documentation and 7-year/25-year pediatric retention rules, patient confidentiality and exceptions under Israeli law, child and vulnerable adult mandatory abuse reporting (חובת דיווח לפי חוק העונשין סעיף 368ד), and interprofessional collaboration standards within Israeli public health maintenance organizations (קופות חולים) and multidisciplinary child development centers.

Preparing for the Communication Clinician Exam

What You Need to Know

  • Passing score: 60 (a failing score of 50-59 carries the right to inspect the paper on the published review day and to appeal within 10 days)
  • Assessment: Multiple-choice ('American-style') government examination, now sat on laptops instead of printed question and answer sheets, at the International Convention Center (Binyanei Ha'uma), Jerusalem. The paper is translated into English, Arabic, Russian, French or Spanish when that language is marked on the registration form; in exceptional cases the examination supervisor may allow the use of a dictionary.
  • Time limit: Not published by the Ministry of Health
  • Exam / certification fees: Statutory examination fee set in the Ministry of Health fee schedule; it must be paid through the government payments service at least 10 days before the examination Official sources

Using Our Practice Resources

  • Work through all 100 available questions
  • Review every answer and explanation
  • Track weak areas and revisit them
  • Use our AI tutor for tough concepts

Communication Clinician: Suggested Study Strategy

1Master the differential diagnosis of motor speech disorders: flaccid (LMN, hypernasality, breathiness), spastic (bilateral UMN, strained-strangled, harshness), ataxic (cerebellar, irregular articulatory breakdown, excess and equal stress), and hypokinetic (Parkinson's, monopitch, reduced loudness, rapid rushes).
2Memorize clinical audiology masking rules: Pure-tone air conduction interaural attenuation is 40 dB for supra-aural headphones and 60 dB for insert earphones; bone conduction interaural attenuation is 0 dB across all frequencies. Mask whenever the test ear AC exceeds the non-test ear BC by IA, or whenever an air-bone gap > 10 dB exists in the test ear.
3Understand Semitic language morphology: Children acquire nominal and verbal root consonants (שורש) and morphological patterns (משקלים ובניינים) early; omission of root consonants after age 3-4 is a strong indicator of developmental language disorder (DLD).
4Learn instrumental swallowing assessment criteria: Identify the difference between penetration (bolus enters the laryngeal vestibule above the true vocal folds) and aspiration (bolus passes below the level of the true vocal folds into the subglottis/trachea), and know when to implement the chin-tuck posture, head rotation, or dietary texture modification.
5Review the Israeli Patient Rights Law (חוק זכויות החולה) and Regulation of Health Professions Law (חוק הסדרת העיסוק במקצועות הבריאות): Focus on informed consent rules for minors, mandatory child abuse reporting (Section 368D of the Penal Code), and legal medical record retention requirements (7 years for adults, until age 25 for pediatric records).

Frequently Asked Questions

What is the passing score and format for the Israeli Communication Clinician exam?

The Ministry of Health publishes the format - a multiple-choice ('American-style') paper, now taken on laptops rather than printed question and answer sheets - together with the sitting dates, the translation options and the appeal rules, but it does not publish the number of questions or the duration for this examination. Candidates who fail with a score of 50-59 may inspect the paper on the published review day and appeal within 10 days.

Why does the Israeli licensing examination cover both Speech-Language Pathology and Audiology?

Under the Regulation of Health Professions Law, 5768-2008, Israel recognizes a unified profession termed 'Communication Clinician' (קלינאי/ת תקשורת). Academic training at Israeli universities (such as Tel Aviv University, University of Haifa, Hadassah Academic College, Ariel University, and Ono Academic College) integrates comprehensive didactic and clinical coursework in both speech-language pathology and audiology. Consequently, the state licensing exam assesses competence across child language, motor speech, dysphagia, voice, and clinical audiology.

Is this practice exam identical to the official Ministry of Health exam?

No. The official state examination is administered in Hebrew (with Arabic accommodated for eligible candidates upon advance request) and the Ministry of Health does not publicly release official past exam booklets. This practice question bank is an independent English-language adaptation created by OpenExamPrep to provide rigorous clinical preparation covering the official blueprint, Israeli statutory legal standards, and contemporary evidence-based practice.

How often is the exam held and how much does it cost?

The Medical Professions Licensure Division holds the examination twice a year at the International Convention Center (Binyanei Ha'uma) in Jerusalem; the published sittings are 21.07.2026 and 23.12.2026. The statutory examination fee set by the ministry of health must be paid at least 10 days before the examination, and eligibility documents must reach the Division by the published deadline.

What documentation and clinical hours are required to be eligible for the examination?

Candidates must hold an accredited academic degree in communication disorders that includes at least 1,000 hours of supervised clinical practicum (התנסות קלינית) divided between speech-language pathology and audiology. Candidates must also provide a clean police criminal record clearance, proof of Israeli citizenship or legal status, and official degree recognition from the Ministry of Health.

How are bilingual Hebrew and Arabic clinical aspects addressed on the exam?

Because Israel has a multilingual population, the blueprint emphasizes culturally and linguistically appropriate assessment. Clinicians must understand Semitic root-and-pattern (שורש ומשקל) morphology, normal cross-linguistic interference versus true language impairment, the diglossic nature of Arabic (Spoken vs. Modern Standard Arabic), and the use of standardized local assessment tools and bilingual diagnostic protocols.

What happens if a candidate does not pass the exam?

A candidate who fails may register and pay the statutory examination fee set by the Ministry of Health again for a later sitting; there is no published cap on attempts. Failing candidates scoring 50-59 may register for the review day, inspect the paper for one hour and submit a written appeal within 10 days, and the Ministry publishes the appeal committee's decisions after each sitting.