Patólogos del Habla y Lenguaje
SaludExposición a la IA
- Fuente de datos: BLSPublicado: 2026-08
Alto· relativa
BajoCuatro bandas relativasMuy altoValor por grupo ocupacional
Escala, base y fuente
Cuatro bandas relativas (Bajo / Moderado / Alto / Muy alto)
831 ocupaciones detalladas de la tabla de proyecciones de empleo de BLS. El valor se asigna por código de la National Employment Matrix (NEM), de modo que las ocupaciones que comparten un código NEM reciben la misma banda
- Fuente de datos: AnthropicPublicado: 2026-03
0.000
0.000Rango de los valores aquí recogidos0.745Escala, base y fuente
Índice de exposición observada, 0–1 tal como se publica
Mapeado sobre tareas de O*NET
- Fuente de datos: ILOPublicado: 2025
0.24
0.09Rango de los valores aquí recogidos0.70Valor por grupo ocupacional
Escala, base y fuente
Índice de exposición a la IA generativa, 0–1 tal como se publica
Grupo primario de la CIUO-08 — todas las ocupaciones con ese código reciben este valor
Calculado por este sitio, no publicado por la OIT: de las 1012 ocupaciones que este sitio vincula al conjunto de datos de la OIT, un 79% alcanza o supera este valor.
Qué tipo de cifra publica esta fuente
La categoría de BLS es un rango relativo, no un nivel absoluto, y tampoco es una medición de primera mano: agrupa en cuatro bandas los rangos percentiles de la ocupación en varios estudios publicados. No es una previsión de empleo ni de salarios, no es una probabilidad de adopción y no distingue entre automatización y aumento.
Task-level exposure
Solo tareas expuestas| Task | Claude.aiRaw / share % |
|---|---|
Monitor patients' progress and adjust treatments accordingly.29-1127 | 0.005878.4 |
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.29-1127 | 0.001621.6 |
| Not observed on any surface — 20 task(s) — These tasks have no row in the source for this release. The 0 in the share row is a display-stage composition ratio; absence is what the — in the raw row states. | |
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. | —0 |
Instruct clients in techniques for more effective communication, such as sign language, lip reading, or voice improvement. | —0 |
Teach clients to control or strengthen tongue, jaw, face muscles, or breathing mechanisms. | —0 |
Develop speech exercise programs to reduce disabilities. | —0 |
Consult with and advise educators or medical staff on speech or hearing topics, such as communication strategies or speech and language stimulation. | —0 |
Design, develop, or employ alternative diagnostic or communication devices or strategies. | —0 |
Conduct lessons or direct educational or therapeutic games to assist teachers dealing with speech problems. | —0 |
Communicate with non-speaking students, using sign language or computer technology. | —0 |
Use computer applications to identify or assist with communication disabilities. | —0 |
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. | —0 |
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. | —0 |
Develop individual or group activities or programs in schools to deal with behavior, speech, language, or swallowing problems. | —0 |
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. | —0 |
Complete administrative responsibilities, such as coordinating paperwork, scheduling case management activities, or writing lesson plans. | —0 |
Educate patients and family members about various topics, such as communication techniques or strategies to cope with or to avoid personal misunderstandings. | —0 |
Participate in conferences, training, continuing education courses, or publish research results to share knowledge of new hearing or speech disorder treatment methods or technologies. | —0 |
Supervise or collaborate with therapy team. | —0 |
Consult with and refer clients to additional medical or educational services. | —0 |
Provide communication instruction to dialect speakers or students with limited English proficiency. | —0 |
Conduct or direct research on speech or hearing topics and report findings for use in developing procedures, technologies, or treatments. | —0 |
Values in this tab are predicted labels, not observations. Eloundou et al. (2023) published two rating regimes — human raters and GPT-4 — and the β shown here is derived from the GPT-4 rater basis alone; the same task can take a different value under the other regime. The unit and the meaning differ from the observed shares (%) in the other tabs, so do not place them on the same axis.
| Task | βE1 + 0.5 × E2 |
|---|---|
Provide communication instruction to dialect speakers or students with limited English proficiency.O*NET Task ID 1883 | 1.0 |
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.O*NET Task ID 18524 | 1.0 |
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.O*NET Task ID 18526 | 1.0 |
Complete administrative responsibilities, such as coordinating paperwork, scheduling case management activities, or writing lesson plans.O*NET Task ID 18527 | 1.0 |
Monitor patients' progress and adjust treatments accordingly.O*NET Task ID 1867 | 0.5 |
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.O*NET Task ID 1871 | 0.5 |
Develop speech exercise programs to reduce disabilities.O*NET Task ID 1875 | 0.5 |
Consult with and advise educators or medical staff on speech or hearing topics, such as communication strategies or speech and language stimulation.O*NET Task ID 1876 | 0.5 |
Design, develop, or employ alternative diagnostic or communication devices or strategies.O*NET Task ID 1878 | 0.5 |
Conduct lessons or direct educational or therapeutic games to assist teachers dealing with speech problems.O*NET Task ID 1879 | 0.5 |
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.O*NET Task ID 1869 | 0.0 |
Instruct clients in techniques for more effective communication, such as sign language, lip reading, or voice improvement.O*NET Task ID 1873 | 0.0 |
Teach clients to control or strengthen tongue, jaw, face muscles, or breathing mechanisms.O*NET Task ID 1874 | 0.0 |
Educate patients and family members about various topics, such as communication techniques or strategies to cope with or to avoid personal misunderstandings.O*NET Task ID 18528 | 0.0 |
Supervise or collaborate with therapy team.O*NET Task ID 18530 | 0.0 |
Supervise students or assistants.O*NET Task ID 23952 | 0.0 |
β = E1 + 0.5 × E2 · E1 = tasks where direct LLM access alone cuts time by at least 50%, E2 = tasks where software built on top of an LLM cuts time by at least 50%. Values take only 0 / 0.5 / 1.0.
Data sources & licenses — O*NET®, Anthropic Economic Index, Eloundou et al. (2023): see full notices on the Credits page