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

Outline of the Training

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.

Multidiscipinary Teaming

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.

Learning Disability Defined

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.

Language Disorder Defined

Syntax Semantics Phonology Metalinguistics Pragmatics

Aspects of Language

Speech Language Pathologist evaluates listening and speaking.

Speech Language Pathologist supports the MDT in evaluating the language bases of reading and writing.

Modalities of Language

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

Purposes of these Guidelines

Ten Cognitive Processes Fluid Reasoning (Gf) Crystallized Intelligence (Gc) Visual Processing (Gv) Auditory Processing (Ga) Processing Speed (Gs)

Handout 2

Ten Cognitive Processes Short Term Memory (Gsm) Long Term Retrieval (Glr) Quantitative Knowledge (Gq) Correct Decision Speed (Gt) Reading/Writing (Grw)

GeneralSequentia lR easoning

Induction

Quantita tiveR easoning

P iage tianR 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 anguageDevelop.

L exica lKnowl.

L isteningAbility

GeneralInfo.

Info .aboutCulture

GeneralSc ienceInfo.

GeographyAch.

C om m.Ability

Ora lP roduction& Fluency

Gram.Sensitivity

Fore ignL anguageP rofic iency

Fore ignL anguageAptitude

C r y sta l l i ze dIn te l l ig e n c e

(Gc )

R e a d i n gD e c o d in g

R e a d i n gC o m p .

V e r b a lL a n g u a g eC o m p .

C lo zeA b il i ty

S p e l l in gA b il i ty

W r it in gA b il i ty

EnglishUsageKnow ledge

R e a d i n gS p e e d

R e a d in g a n dW r it i n g

(Grw )

M em orySpan

L earningAbilit ies

S h o r t -T e r mM e m o r y

(Gsm )

Visua lization

Spa tia lRela tions

V isu a lM e m o r y

ClosureSpeed

Flexibilityof C losure

Spa tia lScanning

Seria lP erceptualIn tegra tion

L engthE stim a tion

P erceptualIllusions

P erceptualAlternations

Imagery

V isu a lP r o c e ss in g

(Gv )

P h o n . C d g .:A n a l y si s

P h o n . C d g .:S y n th e s is

Speech Snd.D iscrim.

R es. toAud. Stim .Distortion

M emoryfor SoundP a tterns

GeneralSnd. D isc rim.

TemporalTracking

M usicalD iscrim. &Judgement

M aintain ing& JudgingR hythm

Snd-IntensityDurationDiscrim.

Snd-Freq.D iscrim.

Hearing &SpeechThreshold

AbsoluteP itch

SoundL oca lization

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

Assoc.Fluency

E xpressiona lFluency

Nam ingFacility

W ordFluency

FiguralFluency

FiguralFlexibility

Sensitiv ity toP roblem s

Originality /C rea tiv ity

L earningAbilities

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

NumberFac ility

P r o c e s sin gS p e e d

(Gs)

Sim pleReac tionTime

ChoiceReac tionTime

SemanticP rocessingSpeed

M enta lComparisonSpeed

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

Multidiciplinary Team (MDT) Evaluations

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.

Role of SLP on MDT

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

Role of the SLP on MDT

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

What is Cross Battery Analysis?

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

Cognitive Referencing

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

Use XBA when one or more indicated:

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

Planning the Evaluation

Handout: Flow Chart Handout: Step by Step

Conducting the XBA

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)

Analyzing the Data

Interpreting Data: LD 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?

Interpreting Data: SI

Determining Eligibility 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?

Stage I 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

Stage I 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

Stage I Eligibility is NOT to be determined

◦ On the basis of another disability◦ On cultural differences◦ On a lack of instruction

Stage 2-Educational Performance 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?

Stage 2: Educational Need 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

IDEA 2004 with 2006 RegulationsStronger (helpful) language 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

Report Writing

Wrap Up 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