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Issues and Strategies for Measuring Outcomes for Children with “Speech-Only’ Eligibility
Jim J Lesko, Ed.D.
Delaware Department of [email protected]
Assessment Framework for Children with Preschool Speech Delays
• Delaware uses the Child Outcome Summary Form – Multiple sources of information/data are used to
determine each child’s COSF rating
• Approved list of measurement tools• Children with disabilities other than PSD
assessed with comprehensive curriculum measure aligned with state EC guidelines
• Measurement typically involves 2 or more on team
Assessment Framework for Children with Preschool Delays
• Recognize that the SLP may be the only person that completes the ratings– In conjunction with parent information and possibly
practitioner data
• Emphasis on parent involvement as an important source of data on other areas of development
• Emphasis on other care/education practitioners as an important source of data on other areas of development– New requirement of licensed early education center facilities
to assess children annually– Approximately 67% of children under five in care
• Measurement occurs at entry, every spring and exit
Challenges
• Sheer numbers on caseloads
• Authentic assessment parameters when only speech pathologist available
• Lack of opportunity for comprehensive observation by pathologist only
• “Expertise” area is speech and language
Process Framework for Outcome 1 and 3
• SLP will administer one of four possible assessment instruments to obtain pre/post developmental information
• Assessment instruments fall into 2 categories– Parent [and/or Practitioner] Survey– Interview Measure
• Therapist chooses either survey or interview measure
Approved Instruments
• Outcome 1 and 3 Tools– Parent/Practitioner Surveys
• Ages and Stages Questionnaire and• Ages and Stages Social/Emotional Quest.• Or Child Development Inventory
– Interview Tools• Vineland Scales II• Adaptive Behavior Assessment System
• Outcome 2 Tools– Appropriate speech assessment tools such as the
Goldman Fristoe Test of Articulation, Language Samples
Process
• The state has made the assumption that children identified as preschool speech delayed are not presenting developmental issues in other areas – hence the use of surveys and questionnaires– Focus is determining that all functional-developmental
areas remain on target
• We are also going with the assumption that parents and/or EC practitioners are fairly accurate reporters of their children’s development
Process
• We have worked with SLPs to monitor the survey or interverview responses and identify when red flags are raised
• When red flags occur the SLP refers the child/family for further investigation or develops a close monitoring plan– ie., child presents with red flag in behavior and child
has severe articulation concern– ie. – child presents with red flag in language or motor
and has moderate articulation concern
Process
• Literacy levels of families is a concern with the surveys
• Return rate of surveys is a concern• Few complaints from SLPs on the
process seen as a success• Assessing children that are English
language learners remains a concern
