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TWO REVIEWS FOR SLPs: Revised Regs Shelly Wier, MS, CCC-SLP Consultant for School-Based Speech-Language Pathology Easter Seals Outreach Program

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Presentation on theme: "TWO REVIEWS FOR SLPs: Revised Regs Shelly Wier, MS, CCC-SLP Consultant for School-Based Speech-Language Pathology Easter Seals Outreach Program"— Presentation transcript:

1 TWO REVIEWS FOR SLPs: Revised Regs Shelly Wier, MS, CCC-SLP Consultant for School-Based Speech-Language Pathology Easter Seals Outreach Program

2 Revised Rules and Regs Definitions and Due Process Definitions and Due Process Program Standards Program Standards Eligibility Criteria for Speech Language Impairment (5-21) Eligibility Criteria for Speech Language Impairment (5-21) Relevant Program Guidelines Relevant Program Guidelineshttp://arksped.k12.ar.us/sections/rulesandregulations.html

3 Definitions (2.00) Adverse Affect on Educational Performance Adverse Affect on Educational Performance Assistive Technology Device Assistive Technology Device Assistive Technology Service Assistive Technology Service Consent Consent Data-Based Problem Solving and Functional Assessment* Data-Based Problem Solving and Functional Assessment* Discrepancy Model for the Assessment of LD Discrepancy Model for the Assessment of LD Early Intervening Services* Early Intervening Services*

4 Notes Continued

5 Definitions (2.00) Early Intervening Services Activities* Early Intervening Services Activities* Indirect Services Indirect Services Individualized Education Program Team Individualized Education Program Team Limited English Proficient Limited English Proficient Response To Intervention* Response To Intervention* Scientifically Based Research* Scientifically Based Research*

6 Notes Continued

7 Due Process Flow Chart Shellys Communication Board: Click ADE logo Shellys Communication Board: Click ADE logo Special Education: Click Policy link at top right Special Education: Click Policy link at top right Policy: Click Rules and Regulations link in list Policy: Click Rules and Regulations link in list Rules and Regulations: Each section has its own link and the Flow Chart is 4th 20REQUIREMENTS%20AND%20PROGRAM%20STANDARDS/(A3)%20A DE%20SPED%20FLOW%20CHART.pdf 2008 Rules and Regulations: Each section has its own link and the Flow Chart is 4th 20REQUIREMENTS%20AND%20PROGRAM%20STANDARDS/(A3)%20A DE%20SPED%20FLOW%20CHART.pdf 20REQUIREMENTS%20AND%20PROGRAM%20STANDARDS/(A3)%20A DE%20SPED%20FLOW%20CHART.pdf 20REQUIREMENTS%20AND%20PROGRAM%20STANDARDS/(A3)%20A DE%20SPED%20FLOW%20CHART.pdf

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9 Program Standards (17.00) Academic Facilities: Space Requirements ( ) Academic Facilities: Space Requirements ( ) LRE: Continuum of Alternative Placements ( Chart #1-17) LRE: Continuum of Alternative Placements ( Chart #1-17) Programming Considerations (Part I: J - SLI) Programming Considerations (Part I: J - SLI) Maximum Teacher/Pupil Caseload (17.03 Chart #2-17) Maximum Teacher/Pupil Caseload (17.03 Chart #2-17)

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11 Program Standards (cont) Indirect Services/Consulting (17.05) Indirect Services/Consulting (17.05) Eligibility Eligibility Reviewing Progress Reviewing Progress Standards for Indirect Instructional Services Standards for Indirect Instructional Services Teacher Pupil Caseload Teacher Pupil Caseload Consulting Teacher Consulting Teacher Co-Teaching (17.06) Co-Teaching (17.06)

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16 Eligibility Criteria for SLI Operational Definition (Part I, H.) Operational Definition (Part I, H.) "Speech or Language Impairment" means a communication disorder such as deviant articulation, fluency, voice, and/or comprehension and/or expression of language, spoken or written, which impedes the child's acquisition of basic cognitive and/or affective skills, as reflected in the Arkansas Department of Education curriculum standards. "Speech or Language Impairment" means a communication disorder such as deviant articulation, fluency, voice, and/or comprehension and/or expression of language, spoken or written, which impedes the child's acquisition of basic cognitive and/or affective skills, as reflected in the Arkansas Department of Education curriculum standards.

17 Eligibility Criteria for SLI Possible Referral Characteristics Possible Referral Characteristics Screening Information Screening Information Required Evaluation Data Required Evaluation Data Social History Social History Individual Achievement Individual Achievement Communicative Abilities Communicative Abilities For Verbal Communicators For Verbal Communicators For Nonverbal Communicators For Nonverbal Communicators Oral-Peripheral Examination Oral-Peripheral Examination Other Other

18 Communicative Abilities The SLP is to conduct a thorough and balanced speech, language, or communication assessment. The foundation of a quality individualized assessment is to establish a complete student history. That information should guide the selection of subsequent assessment tools and activities, which should reflect multiple perspectives. No single assessment measure can provide sufficient data to create an accurate and comprehensive communication profile.

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20 Communicative Abilities The SLP is to conduct a thorough and balanced speech, language, or communication assessment. The foundation of a quality individualized assessment is to establish a complete student history. That information should guide the selection of subsequent assessment tools and activities, which should reflect multiple perspectives. No single assessment measure can provide sufficient data to create an accurate and comprehensive communication profile.

21 Notes Continued

22 For Verbal Communicators Students using spoken language to communicate. 1.Two or more tests and/or procedures which will delineate the specific nature and extent of the disorder. AND 3.Oral-peripheral speech mechanism examination, which includes a description of the status and function of orofacial structures.

23 For Nonverbal Communicators Students who are nonspeaking or exhibit severe difficulties using verbal communication to make themselves understood by others. 2.An assessment for augmentative/alterna- tive communication (AAC) performed by a multidisciplinary team with experience, training, and competence in AAC. AND 3.Oral-peripheral speech mechanism exam.

24 What Is AAC? Augmentative and alternative communication (AAC) includes all forms of communication (other than oral speech) that are used to express thoughts, needs, wants, and ideas. We all use AAC when we make facial expressions or gestures, use symbols or pictures, or write.

25 What Is AAC? People with severe speech or language problems rely on AAC to supplement existing speech or replace speech that is not functional. Special augmentative aids, such as picture and symbol communication boards and electronic devices, are available to help people express themselves. This may increase social interaction, school performance, and feelings of self-worth.

26 What Is AAC? AAC users should not stop using speech if they are able to do so. The AAC aids and devices are used to enhance their communication.

27 What Are The Types of AAC Systems? Unaided Unaided Gestures Gestures Body Language Body Language Sign Language Sign Language Communication Boards Communication Boards Aided Aided Electronic Devices Electronic Devices Voice Output Possible Voice Output Possible Visual Display Capabilities Visual Display Capabilities Computer Compatible Computer Compatible

28 For Nonverbal Communicators Students who are nonspeaking or exhibit severe difficulties using verbal communication to make themselves understood by others. 2.An assessment for augmentative/alterna- tive communication (AAC) performed by a multidisciplinary team with experience, training, and competence in AAC. AND 3.Oral-peripheral speech mechanism exam.

29 Notes Continued

30 Other (4a) Combining standardized (norm-referenced) with nonstandardized (descriptive) assessment using multiple methods will assure the collection of student-centered, contextualized, performance- based, and functional information about the child's communicative abilities and needs. Standardized assessment may consist of any diagnostic tool that compares results to an appropriate normative sample. Nonstandardized assessment may consist of criterion-referenced assessment, curriculum-based assessment, dynamic assessment*, language samples, and structured probes.

31 Other (4d) When evaluating speech and/or language for disability category other than SLI, refer to required evaluation components* for the disability category being considered (e.g., hearing impairment, mental retardation).

32 Optional Evaluation Data Individual Intelligence Individual Intelligence Portfolios Portfolios Anecdotal Records Anecdotal Records Checklists and Developmental Scales Checklists and Developmental Scales

33 Evaluation Data Analysis Types of Communication Disorders Language Disorders Language Disorders Impaired comprehension and/or use of spoken, written, and/or other symbol systems. This disorder may involve the form of language (phonology, morphology, syntax), the content and meaning of language (semantics, prosody), and/or the function of language (pragmatics) in communication. Such disorders may involve one, all, or a combination of the following components of language.

34 Language Disorders Form of Language Form of Language Phonology Phonology Morphology Morphology Syntax Syntax Content and Meaning of Language Content and Meaning of Language Semantics Semantics Prosody Prosody Function of Language Function of Language Pragmatics Pragmatics Perception and Processing of Language Perception and Processing of Language

35 Evaluation Data Analysis Types of Communication Disorders Speech Production Disorders Speech Production Disorders Impairment of the articulation of speech sounds, fluency and/or voice. Such disorders may involve one, all or a combination of the following components of the speech production system.

36 Speech Production Disorders Articulation Articulation Voice Voice Fluency Fluency

37 Evaluation Data Analysis In analyzing communicative abilities, the SLP should be aware of factors which represent communication differences rather than disorders. Communication differences refer to maturational, regional, social or cultural/ethnic speech and/or language variations that are not considered communication disorders. In analyzing communicative abilities, the SLP should be aware of factors which represent communication differences rather than disorders. Communication differences refer to maturational, regional, social or cultural/ethnic speech and/or language variations that are not considered communication disorders.

38 Evaluation Data Analysis After carefully analyzing the evaluation data pertaining to the student's communicative abilities, the speech- language pathologist will complete a written evaluation report which includes impressions indicating the presence or absence of a clinical disorder. After carefully analyzing the evaluation data pertaining to the student's communicative abilities, the speech- language pathologist will complete a written evaluation report which includes impressions indicating the presence or absence of a clinical disorder.

39 Evaluation Data Analysis Through committee interaction this evaluation information will be integrated with all other data (e.g., teacher observations, including those of educational performance, and other formal and informal assessment data) gathered throughout the screening/ evaluation processes. This will be done so that the committee may determine if a disabling condition exists which impedes the student's acquisition of expected academic, behavioral, social, vocational, and functional performance goals. Through committee interaction this evaluation information will be integrated with all other data (e.g., teacher observations, including those of educational performance, and other formal and informal assessment data) gathered throughout the screening/ evaluation processes. This will be done so that the committee may determine if a disabling condition exists which impedes the student's acquisition of expected academic, behavioral, social, vocational, and functional performance goals.

40 Evaluation Data Analysis The committee must judge what the consequences of the impairment are for the student in relation to expected learnings within the curriculum, as established at each grade and/or chronological age level of skill development. The relationship of the communication disorder to expected learnings should be recorded on the Evaluation/ Programming Conference Decision form. Once the adverse affect on educational performance is established, a determination must be made of the corresponding need for special education services. The committee must judge what the consequences of the impairment are for the student in relation to expected learnings within the curriculum, as established at each grade and/or chronological age level of skill development. The relationship of the communication disorder to expected learnings should be recorded on the Evaluation/ Programming Conference Decision form. Once the adverse affect on educational performance is established, a determination must be made of the corresponding need for special education services.

41 Evaluation Data Analysis When a student whose eligibility is based on a disability category other than "Speech or Language Impairment" exhibits a concomitant communication disorder, (as determined through formal evaluation), then circumstances exist for the provision of speech and/or language services. When a student whose eligibility is based on a disability category other than "Speech or Language Impairment" exhibits a concomitant communication disorder, (as determined through formal evaluation), then circumstances exist for the provision of speech and/or language services.

42 Criteria for Dismissal (Part III, Section 1) Speech and language therapy services may be terminated when one or more of the following criteria have been met and it is the decision of the IEP Team that: 1.The speech/language problem is no longer a disability as demonstrated by norm-referenced and/or criterion- referenced assessment results, and/or clinical procedures. 2.The child's IEP goals have been attained and no adverse affect on educational performance is present.

43 Criteria for Dismissal (Part III, Section 1) 3.The acquisition of expected academic, behavioral, social, vocational, and/or functional performance goals is no longer affected by the child's communication (an adverse affect on educational performance no longer exists). 4.The child has attained a level of performance commensurate with expectations given his/her clinical condition such as, but not limited to, limited cognitive functioning, structural anomalies, neurological disabilities and/or hearing impairment.

44 Criteria for Dismissal (Part III, Section 1) 5.The child has maintained the same level of performance as measured by standardized tests and/or procedures over a period of time, indicating to the IEP Team that the child cannot reasonably benefit from continued treatment at the present time. Throughout the period of speech/language therapy service, the speech-language pathologist must demonstrate documented use of a variety of intervention strategies attempted to stimulate progress.

45 Use of Criteria for Dismissal (Part III, Section 2) The Criteria for Dismissal from Speech or Language Therapy Services address those circumstances which result in the termination of speech/language services, either permanently or for some specified time period, provided to a student by the speech-language pathologist.

46 Use of Criteria for Dismissal (Part III, Section 2) It is important for the speech-language pathologist to use sound professional judgment and competency in recommending that services are no longer warranted.

47 Use of Criteria for Dismissal (Part III, Section 2) Prior to recommending dismissal from speech/language services, the IEP Team should review the Factors to Consider in Dismissal.

48 12 Factors to Consider in Dismissal 1.Duration of Services 2.Intensity of Services 3.Mode of Service 4.Review of Evaluation Data 5.Focus of Service 6.Setting

49 12 Factors to Consider in Dismissal 7.Individualization 8.Pattern of Service Delivery 9.Capacity of Student for Change 10.Analysis of Dynamics of the Situation 11.Second Opinion 12.Continuity

50 Training to Come! Guidelines for Determining CAPD (Part III, Section 5) EARBRAIN Phonological Processing to Decoding AcousticLinguistic Auditory Processing (Audiologist) Language Processing (SLP)CAPD(Both)

51 Reevaluations are to be conducted if conditions warrant a reevaluation or if the child's parent(s) or teacher requests an evaluation, but at least once every 3 years. Additionally, the local educational agency shall evaluate a child with a disability before determining that the child is no longer a child with a disability. Guidelines for Evaluation/Reevaluation (Part III, Section 5)

52 Comprehensive Evaluation: Establish or re-establish eligibility in the required manner. Comprehensive Evaluation: Establish or re-establish eligibility in the required manner. Partial Evaluation: No test administration; Collect information that directly assists in determining the educational needs of the child, as well as how to teach and assist in the most appropriate way. Partial Evaluation: No test administration; Collect information that directly assists in determining the educational needs of the child, as well as how to teach and assist in the most appropriate way. No Additional Data Needed: Notify parents and conduct assessment if requested. No Additional Data Needed: Notify parents and conduct assessment if requested. Guidelines for Evaluation/Reevaluation (Part III, Section 5)

53 Time for Lunch Thats it for our review of the Rules and Regulations. Any Questions or Comments? We will begin our review of Response to Intervention in 1 hour and 15 minutes.


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