TSHA: Language Eligibility Guidelines
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Transcript of TSHA: Language Eligibility Guidelines
Learning Disability CompanionShort Course ~ March 24, 2010 ~ TSHA Convention
JoAnn Wiechmann, MA, CCC-SLP & Judy Rudebusch, EdD, CCC-SLP
Overview Operational Definitions Role of SLP on MDT
◦ Cognitive Processes & the CHC Theory of Intelligence
Cross Battery Analysis Interpreting Data for LD Interpreting Data for SI SI Eligibility Guidelines Report Writing
As a member of the multidisciplinary team, the SLP may support the team in:
Completing a comprehensive evaluation of a student’s language and learning profile;
Identifying whether a learning disability and/or language disorder is present; and
Making recommendations to the ARD Committee regarding eligibility for special education services and support based on a learning disability and/or speech impairment.
Disorder in one or more psychological processes involved in understanding or in using language, spoken or written, that may manifest itself in the imperfect ability to listen, think, speak, read, write, spell, or to do mathematical calculations, including conditions such as perceptual disabilities, brain injury, minimal brain dysfunction, dyslexia, and developmental aphasia.
A language disorder is defined as disruption in the ability to understand/comprehend spoken or written language and/or difficulty in producing language to verbally communicate thoughts.
Syntax Semantics Phonology Metalinguistics Pragmatics
Speech Language Pathologist evaluates listening and speaking.
Speech Language Pathologist supports the MDT in evaluating the language bases of reading and writing.
Language is one part of communication
Remember the broad context:
SI= Communication Disorder + Adverse Effect on Educational
Performance
Guide identification of Speech Impairment in Language
Guide the SLP in assisting MDT in identifying LD in oral expression or listening comprehension
Fluid Reasoning (Gf) Crystallized Intelligence (Gc) Visual Processing (Gv) Auditory Processing (Ga) Processing Speed (Gs)
Handout 2
Short Term Memory (Gsm) Long Term Retrieval (Glr) Quantitative Knowledge (Gq) Correct Decision Speed (Gt) Reading/Writing (Grw)
G enera lSequentia lR easoning
Induction
Q uantita tiveR easoning
P iagetianR easoning
Speed ofR easoning
F lu idIn te l l ig e n c e
(Gf)
Math.Know .
Math.Ach.
Q u a n t i ta t iveK n o w le d g e
(Gq )
L anguageD evelop.
L exica lK now l.
L isteningA bility
GeneralInfo.
Info.aboutCulture
GeneralScienceInfo.
GeographyAch.
C omm.A bility
O ralP roduction& Fluency
G ram.Sensitivity
Fore ignL anguageP rofic iency
ForeignL anguageA ptitude
C r y sta l l i ze dIn te l l ig e n c e
(Gc )
R e a d in gD e c o d in g
R e a d in gC o m p .
V e r b a lL a n g u a g eC o m p .
C lo zeA b i l i ty
S p e l l in gA b i l i ty
W r it in gA b i l i ty
EnglishUsageKnow ledge
R e a d in gS p e e d
R e a d in g a n dW r it in g
(Grw )
M emorySpan
L earningA bilities
S h o r t-T e r mM e m o r y
(Gsm )
Visualiza tion
Spatia lR ela tions
V isu a lM e m o r y
C losureSpeed
Flexibilityof C losure
Spatia lScanning
Seria lP erceptualIntegra tion
L engthE stimation
P erceptualIllusions
P erceptualA lterna tions
Imagery
V isu a lP r o c e ss in g
(Gv )
P h o n . C d g .:A n a ly s i s
P h o n . C d g .:S y n th e s i s
Speech Snd.D iscrim .
R es. toA ud. Stim .D istortion
M emoryfor SoundP atterns
G enera lSnd. D iscrim .
TemporalTracking
M usica lD iscrim . &Judgement
M ainta ining& JudgingR hythm
Snd-IntensityD urationD iscrim .
Snd-Freq.D iscrim .
H earing &SpeechThreshold
A bsoluteP itch
SoundL ocaliza tion
A u d ito r yP r o c e ss in g
(Ga )
A sso c .M e m o r y
M n g fu l .M e m o r y
F r e eR e c a l lM e m o r y
Idea tionalFluency
A ssoc.Fluency
E xpressionalFluency
N amingFacility
W ordFluency
Figura lFluency
Figura lFlexibility
Sensitivity toP roblems
O riginality/C reativity
L earningA bilities
L o n g -T e r mS to r a g e &R e tr ie va l
(Glr)
P erceptualSpeed
R ate-of-Test Taking
N umberFacility
P r o c e ss in gS p e e d
(Gs)
SimpleR eactionTime
C hoiceR eactionTime
SemanticP rocessingSpeed
M enta lC omparisonSpeed
D e c is io n /R e a c t io n
T im e /S p e e d(Gt)
IDEA 2004 requires the use of a MDT to determine eligibility and develop the individual education plan
For students with a suspected disability in the areas of speech, language, or communication, this requirement is met with the inclusion of a speech language pathologist on the multi-disciplinary evaluation team
Defining the assessment question. Collecting data from multiple sources. Assessing the cognitive processing area of crystallized
intelligence (Gc) in the primary language. The SLP may also need to address language in the following cognitive processes: auditory processing (Ga), fluid reasoning (Gf), long-term retrieval (Glr), and short term memory (Gsm).
Determining the impact of Gc, Ga, Gf, Glr and Gsm on language processing with respect to the student’s pattern of strengths and weaknesses.
Identifying the presence of a language disorder. Evaluating the impact of the language disorder on
academic achievement. Developing an educational plan to address the student’s
needs.
provide direction to the MDT as they collect data at all stages of Response to Intervention (RTI) in the areas of:◦ Listening Comprehension◦ Oral Expression◦ Literacy◦ Second Language Learning◦ Functional Communication Skills◦ Assistive Technology
Cross battery analysis provides a framework for conducting assessments that approximate the total range of broad and narrow cognitive abilities represented in a more comprehensive manner than is possible with a single intelligence battery.
XBA is grounded in CHC theory of cognitive abilities
Cognitive Referencing: comparison of IQ score with language test score
ASHA says: cognitive referencing should not be used for identification of speech or language impairment
Simple discrepancy calculation… not to be used for LD or SI-Language
With XBA…cognitive referencing is not an issue
Language (Gc) is one of the cognitive processes
1. lack of response to intervention in academic or language area
2. significant difficulty meeting grade level expectations
3. re-evaluation: currently SI—displaying academic concerns
4. re-evaluation: currently LD—displaying oral language concerns
5. re-evaluation: currently SI but may DNQ and displaying academic concerns
A good evaluation always begins with a good plan.
Define the assessment question/s Address all areas of FIE Assess all areas of suspected disability Develop evaluation plan with MDT members
◦ Define who, what, when
Handout: Flow Chart Handout: Step by Step
Enter assessment data in analysis tool Compare confidence interval bands Validate low scores Validate broad cognitive areas MDT identifies pattern of
strength/weaknesses MDT determines if additional assessment is
needed MDT links weaknesses with academic areas SLP considers XBA data with other language
assessment data (informal measures)
Is there a normative academic deficit? ◦ need instructional, intervention, and test data
Is there a pattern of strengths and weaknesses?◦ cognitive and academic data show intact skills and
deficient skills; if all cognitive areas low, probably not LD; if all academic skills low, probably not LD; low achievement in the absence of cognitive deficits, not LD
Do the weaknesses/deficits in cognition underlie/ cause/lead to the weaknesses/deficits in academic skills?◦ must ensure that appropriate narrow abilities/core
cognitive processes have been adequately assessed Is there functional impairment?
Three stages◦ Stage 1 - Is a Communication Disorder present?◦ Stage 2 - Is there an adverse effect on
educational performance resulting from the communication disorder?
◦ Stage 3 - Are specially designed instruction or related services needed to help the child make progress in the general education curriculum?
The ARD/IEP Committee determines eligibility based on the evaluation information.
Make clear recommendations to the three stages of eligibility in the report. (Answer the questions)
If you don’t answer the questions clearly, how can you expect the ARD/IEP committee to make solid decisions?
Is there a (speech/language) communication disorder? Is there a CONDITION?
Assessment should include:◦ Parent data◦ Teacher data◦ Samples of student work◦ Targeted observations◦ Informal assessments◦ Standardized assessments◦ Professional judgment
Professional Judgment◦ Professional judgment may be needed when:
Standardized assessments are lacking Standardized testing, parent data, teacher data
disagree
What is professional judgment?◦ Professional opinion + student data◦ Provide a description of how data was collected◦ Provide a description of the procedures used to
make the determination of a communication disorder
Eligibility is NOT to be determined
◦ On the basis of another disability◦ On cultural differences◦ On a lack of instruction
Is there an adverse effect on educational performance that results from the communication disorder?◦ Is there an adverse effect on academic
achievement?◦ Is there an adverse effect on functional
performance?
What is the student’s curriculum?◦ General education? (TEKS-based)◦ Special education? (TEKS-based)
Is the student making progress in his/her curriculum?
Oral communication should be included as part of the curriculum
How are oral communication skills impacting the student’s functioning: socially/emotionally/vocationally/academically?
Progress in the student’s curriculum can be measured by:◦ Curriculum based assessments (CBA)◦ Present levels of academic and functional
performance (PLAAFP)◦ Progress on current IEP goals/objectives
New definition of educational performance◦ Adverse affect on academic achievement◦ Adverse affect on functional performance
300.101 (c)(1) Each State must ensure that FAPE is available to any individual child with a disability who needs special education and related services, even though the child has not failed or been retained in a course or grade, and is advancing from grade to grade. [emphasis added]
Clearly define eligibility recommendations for ARD committee
Provide language/communication recommendations (whether qualifies or DNQ)
SLP give language recommendations for LD areas
Language with Learning Disabilities Eligibility Guidelines ~ Manual approved 2010
SLPs participate on MDT for LD and SI deliberation using Cross Battery Analysis
Remember that LD is defined as a disorder of understanding or using language…
Remember that Communication is more than Language
Remember that the SLP concentrates on Language Modalities of speaking & listening