Orthophonistes
SantéExposition à l'IA
- Source des données: BLSPublié: 2026-08
Élevée· relative
FaibleQuatre bandes relativesTrès élevéeValeur par groupe professionnel
Échelle, base et source
Quatre bandes relatives (Faible / Modérée / Élevée / Très élevée)
831 métiers détaillés du tableau des projections d'emploi du BLS. La valeur est attribuée par code de la National Employment Matrix (NEM), si bien que les métiers partageant un code NEM reçoivent la même bande
- Source des données: AnthropicPublié: 2026-03
0.000
0.000Étendue des valeurs présentées ici0.745Échelle, base et source
- Source des données: ILOPublié: 2025
0.24
0.09Étendue des valeurs présentées ici0.70Valeur par groupe professionnel
Échelle, base et source
Indice d'exposition à l'IA générative, 0–1 tel que publié
Groupe de base CITP-08 — tous les métiers partageant le code reçoivent cette valeur
Calculé par ce site, non publié par l'OIT : sur les 1 012 professions que ce site relie au jeu de données de l'OIT, 79% atteignent ou dépassent cette valeur.
Quelle est la nature de la valeur publiée par cette source
La catégorie BLS est un rang relatif et non un niveau absolu, et ce n'est pas une mesure de première main : elle regroupe en quatre bandes les rangs centiles du métier dans plusieurs études publiées. Ce n'est ni une prévision d'emploi ou de salaire, ni une probabilité d'adoption, et elle ne distingue pas automatisation et augmentation.
Task-level exposure
Tâches exposées uniquement| 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