The value of traditional cognitive variables for predicting performance in graduate speech-language pathology programs.

Background: Student performance on the Praxis examination and in clinical settings is considered indicative of university graduate program quality. Utilization of admission variables most predictive of graduate school performance in speech-language pathology is therefore critical. This study evaluated the relationship between cognitive variables (GRE scores, undergraduate GPA, and course-specific grades) and performance on the Praxis and between the cognitive variables and first-year clinical performance.