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

TWO REVIEWS FOR TWO REVIEWS FOR SLPs:SLPs:

Revised RegsRevised Regs

Shelly Wier, MS, CCC-SLPShelly Wier, MS, CCC-SLPConsultant for School-Based Speech-Language Consultant for School-Based Speech-Language

PathologyPathologyEaster Seals Outreach ProgramEaster Seals Outreach Program

[email protected]@ar.easterseals.comhttp://arslpedconsultanthttp://arslpedconsultant

501-221-8415501-221-8415

Revised Rules and RegsRevised Rules and Regs Definitions and Due ProcessDefinitions and Due Process

Program StandardsProgram Standards

Eligibility Criteria for Speech Eligibility Criteria for Speech Language Impairment (5-21)Language Impairment (5-21)

Relevant Program GuidelinesRelevant Program Guidelines

http://arksped.k12.ar.us/sections/http://arksped.k12.ar.us/sections/rulesandregulations.htmlrulesandregulations.html

Definitions (2.00)Definitions (2.00)

Adverse Affect on Educational PerformanceAdverse Affect on Educational Performance Assistive Technology DeviceAssistive Technology Device Assistive Technology ServiceAssistive Technology Service ConsentConsent Data-Based Problem Solving Data-Based Problem Solving

and Functional Assessment*and Functional Assessment* Discrepancy Model for the Assessment of Discrepancy Model for the Assessment of

LDLD Early Intervening Services*Early Intervening Services*

Definitions (2.00)Definitions (2.00)

Early Intervening Services Activities*Early Intervening Services Activities*

Indirect ServicesIndirect Services

Individualized Education Program TeamIndividualized Education Program Team

Limited English ProficientLimited English Proficient

Response To Intervention*Response To Intervention*

Scientifically Based Research*Scientifically Based Research*

Due Process Flow ChartDue Process Flow Chart Shelly’s Communication Board: Click ADE Shelly’s Communication Board: Click ADE

logo logo http://arksped.k12.ar.us/http://arksped.k12.ar.us/

Special Education: Click “Policy” link at top Special Education: Click “Policy” link at top right right http://arksped.k12.ar.us/sections/policy.htmlhttp://arksped.k12.ar.us/sections/policy.html

Policy: Click “Rules and Regulations” link in Policy: Click “Rules and Regulations” link in list list http://arksped.k12.ar.us/sections/rulesandregulations.htmlhttp://arksped.k12.ar.us/sections/rulesandregulations.html

2008 Rules and Regulations: Each section 2008 Rules and Regulations: Each section has its own link and the Flow Chart is 4th has its own link and the Flow Chart is 4th http://arksped.k12.ar.us/rules_regs_08/1.%20SPED%20PROCEDhttp://arksped.k12.ar.us/rules_regs_08/1.%20SPED%20PROCEDURAL%20REQUIREMENTS%20AND%20PROGRAM%20STANDARURAL%20REQUIREMENTS%20AND%20PROGRAM%20STANDARDS/(A3)%20ADE%20SPED%20FLOW%20CHART.pdfDS/(A3)%20ADE%20SPED%20FLOW%20CHART.pdf

Program Standards (17.00)Program Standards (17.00) Academic Facilities: Space Academic Facilities: Space

Requirements Requirements (17.01.2)(17.01.2) LRE: Continuum of Alternative LRE: Continuum of Alternative

Placements Placements (17.02.2 Chart #1-17)(17.02.2 Chart #1-17)Programming Considerations Programming Considerations

(Part I: J - SLI)(Part I: J - SLI) Maximum Teacher/Pupil Caseload Maximum Teacher/Pupil Caseload

(17.03 Chart #2-17)(17.03 Chart #2-17)

Program Standards (cont’)Program Standards (cont’) Indirect Services/Consulting Indirect Services/Consulting

(17.05)(17.05) EligibilityEligibility Reviewing ProgressReviewing Progress Standards for Indirect Instructional Standards for Indirect Instructional

ServicesServices Teacher Pupil CaseloadTeacher Pupil Caseload Consulting TeacherConsulting Teacher

Co-Teaching Co-Teaching (17.06)(17.06)

Eligibility Criteria for SLIEligibility Criteria for SLI Operational Definition (Part I, H.)Operational Definition (Part I, H.)

"Speech or Language Impairment" "Speech or Language Impairment" means a communication disorder means a communication disorder

such as deviant articulation, fluency, such as deviant articulation, fluency, voice, and/or comprehension and/or voice, and/or comprehension and/or expression of language, spoken or expression of language, spoken or written, which impedes the child's written, which impedes the child's

acquisition of basic cognitive and/or acquisition of basic cognitive and/or affective skills, as reflected in the affective skills, as reflected in the

Arkansas Department of Education Arkansas Department of Education curriculum standardscurriculum standards..

Eligibility Criteria for SLIEligibility Criteria for SLI Possible Referral CharacteristicsPossible Referral Characteristics Screening InformationScreening Information Required Evaluation DataRequired Evaluation Data

Social HistorySocial History Individual AchievementIndividual AchievementCommunicative AbilitiesCommunicative Abilities

For Verbal CommunicatorsFor Verbal CommunicatorsFor Nonverbal CommunicatorsFor Nonverbal CommunicatorsOral-Peripheral ExaminationOral-Peripheral ExaminationOtherOther

Communicative AbilitiesCommunicative Abilities““The SLP is to conduct a thorough and balanced The SLP is to conduct a thorough and balanced

speech, language, or communication speech, language, or communication assessment.assessment.

The foundation of a quality individualized The foundation of a quality individualized assessment is to establish a complete student assessment is to establish a complete student

history. That information should guide the history. That information should guide the selection of subsequent assessment tools and selection of subsequent assessment tools and

activities, which should reflect multiple activities, which should reflect multiple perspectives.perspectives.

No single assessment measure can provide No single assessment measure can provide sufficient data to create an accurate and sufficient data to create an accurate and comprehensive communication profile.”comprehensive communication profile.”

Communicative AbilitiesCommunicative Abilities““The SLP is to conduct a thorough and balanced The SLP is to conduct a thorough and balanced

speech, language, or communication speech, language, or communication assessment.assessment.

The foundation of a quality individualized The foundation of a quality individualized assessment is to establish a complete student assessment is to establish a complete student

history. That information should guide the history. That information should guide the selection of subsequent assessment tools and selection of subsequent assessment tools and

activities, which should reflect multiple activities, which should reflect multiple perspectives.perspectives.

No single assessment measure can provide No single assessment measure can provide sufficient data to create an accurate and sufficient data to create an accurate and comprehensive communication profile.”comprehensive communication profile.”

For Verbal CommunicatorsFor Verbal Communicators

Students using spoken language to Students using spoken language to communicate.communicate.

1.1. Two or more tests and/or procedures Two or more tests and/or procedures which will delineate the specific which will delineate the specific nature and extent of the disorder.nature and extent of the disorder.

ANDAND

3.3. Oral-peripheral speech mechanism Oral-peripheral speech mechanism examination, which includes a examination, which includes a description of the status and function description of the status and function of orofacial structures.of orofacial structures.

For Nonverbal For Nonverbal CommunicatorsCommunicators

Students who are nonspeaking or exhibit Students who are nonspeaking or exhibit severe difficulties using verbal severe difficulties using verbal

communication to make themselves communication to make themselves understood by others.understood by others.

2.2. An assessment for augmentative/alterna-An assessment for augmentative/alterna-tive communication (AAC) performed by tive communication (AAC) performed by a multidisciplinary team with experience, a multidisciplinary team with experience, training, and competence in AAC.training, and competence in AAC.

ANDAND3.3. Oral-peripheral speech mechanism exam.Oral-peripheral speech mechanism exam.

What Is AAC?What Is AAC?

Augmentative and alternative Augmentative and alternative communication (AAC) includes all forms communication (AAC) includes all forms

of communication (other than oral of communication (other than oral speech) that are used to express speech) that are used to express

thoughts, needs, wants, and ideas.thoughts, needs, wants, and ideas.

We all use AAC when we make facial We all use AAC when we make facial expressions or gestures, use symbols expressions or gestures, use symbols

or pictures, or write.or pictures, or write.


People with severe speech or language People with severe speech or language problems rely on AAC to supplement problems rely on AAC to supplement

existing speech or replace speech that existing speech or replace speech that is not functional. Special augmentative is not functional. Special augmentative

aids, such as picture and symbol aids, such as picture and symbol communication boards and electronic communication boards and electronic devices, are available to help people devices, are available to help people

express themselves. This may increase express themselves. This may increase social interaction, school performance, social interaction, school performance,

and feelings of self-worth.and feelings of self-worth.


AAC users should not stop using speech AAC users should not stop using speech if they are able to do so. if they are able to do so.

The AAC aids and devices are used to The AAC aids and devices are used to

enhance their communication.enhance their communication.

What Are The Types of AAC What Are The Types of AAC Systems?Systems?

UnaidedUnaided GesturesGestures Body LanguageBody Language Sign LanguageSign Language Communication Communication

BoardsBoards AidedAided

Electronic DevicesElectronic Devices Voice Output PossibleVoice Output Possible Visual Display Visual Display

CapabilitiesCapabilities Computer CompatibleComputer Compatible

For Nonverbal For Nonverbal CommunicatorsCommunicators

Students who are nonspeaking or exhibit Students who are nonspeaking or exhibit severe difficulties using verbal severe difficulties using verbal

communication to make themselves communication to make themselves understood by others.understood by others.

2.2. An assessment for augmentative/alterna-An assessment for augmentative/alterna-tive communication (AAC) performed by tive communication (AAC) performed by a multidisciplinary team with experience, a multidisciplinary team with experience, training, and competence in AAC.training, and competence in AAC.

ANDAND3.3. Oral-peripheral speech mechanism exam.Oral-peripheral speech mechanism exam.

Other Other (4a)(4a)

Combining standardized (norm-referenced) with Combining standardized (norm-referenced) with nonstandardized (descriptive) assessment nonstandardized (descriptive) assessment

using multiple methods will assure the using multiple methods will assure the collection of student-centered, contextualized, collection of student-centered, contextualized,

performance-based, and functional performance-based, and functional information about the child's communicative information about the child's communicative

abilities and needs.abilities and needs.Standardized assessment may consist of any Standardized assessment may consist of any

diagnostic tool that compares results to an diagnostic tool that compares results to an appropriate normative sample.appropriate normative sample.

Nonstandardized assessment may consist of Nonstandardized assessment may consist of criterion-referenced assessment, curriculum-criterion-referenced assessment, curriculum-

based assessment, dynamic assessment*, based assessment, dynamic assessment*, language samples, and structured probes. language samples, and structured probes.

Other Other (4d)(4d)

When evaluating speech and/or When evaluating speech and/or language for disability category other language for disability category other than SLI, refer to required evaluation than SLI, refer to required evaluation

components* for the disability category components* for the disability category being considered (e.g., hearing being considered (e.g., hearing

impairment, mental retardation).impairment, mental retardation).

Optional Evaluation DataOptional Evaluation Data

Individual IntelligenceIndividual Intelligence

PortfoliosPortfolios

Anecdotal RecordsAnecdotal Records

Checklists and Developmental ScalesChecklists and Developmental Scales

Evaluation Data AnalysisEvaluation Data Analysis

Types of Communication DisordersTypes of Communication Disorders Language DisordersLanguage Disorders

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

Language DisordersLanguage Disorders Form of LanguageForm of Language

PhonologyPhonology MorphologyMorphology SyntaxSyntax

Content and Meaning of LanguageContent and Meaning of Language SemanticsSemantics ProsodyProsody

Function of LanguageFunction of Language PragmaticsPragmatics

Perception and Processing of LanguagePerception and Processing of Language


Types of Communication DisordersTypes of Communication Disorders Speech Production DisordersSpeech Production Disorders

Impairment of the articulation of speech Impairment of the articulation of speech sounds, fluency and/or voice. Such sounds, fluency and/or voice. Such disorders may involve one, all or a disorders may involve one, all or a combination of the following components combination of the following components of the speech production system.of the speech production system.

Speech Production Speech Production DisordersDisorders

ArticulationArticulation

VoiceVoice

FluencyFluency


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


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

Evaluation Data AnalysisEvaluation Data Analysis Through committee interaction this Through committee interaction this

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

Evaluation Data AnalysisEvaluation Data Analysis The committee must judge what the The committee must judge what the

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


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

Criteria for DismissalCriteria for Dismissal(Part III, Section 1)(Part III, Section 1)

Speech and language therapy services may be Speech and language therapy services may be terminated when one or more of the terminated when one or more of the

following criteria have been met and it is the following criteria have been met and it is the decision of the IEP Team that:decision of the IEP Team that:

1.1. The speech/language problem is no longer a The speech/language problem is no longer a disability as demonstrated by norm-referenced disability as demonstrated by norm-referenced and/or criterion-referenced assessment results, and/or criterion-referenced assessment results, and/or clinical procedures.and/or clinical procedures.

2.2. The child's IEP goals have been attained and no The child's IEP goals have been attained and no adverse affect on educational performance is adverse affect on educational performance is present.present.


3.3. The acquisition of expected academic, The acquisition of expected academic, behavioral, social, vocational, and/or functional behavioral, social, vocational, and/or functional performance goals is no longer affected by the performance goals is no longer affected by the child's communication (an adverse affect on child's communication (an adverse affect on educational performance no longer exists).educational performance no longer exists).

4.4. The child has attained a level of performance The child has attained a level of performance commensurate with expectations given his/her commensurate with expectations given his/her clinical condition such as, but not limited to, clinical condition such as, but not limited to, limited cognitive functioning, structural limited cognitive functioning, structural anomalies, neurological disabilities and/or anomalies, neurological disabilities and/or hearing impairment.hearing impairment.


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

Use of Criteria for Use of Criteria for DismissalDismissal

(Part III, Section 2)(Part III, Section 2)

The Criteria for Dismissal from Speech orThe Criteria for Dismissal from Speech or

Language Therapy Services address thoseLanguage Therapy Services address those

circumstances which result in the terminationcircumstances which result in the termination

of speech/language services, eitherof speech/language services, either

permanently or for some specified time permanently or for some specified time period,period,

provided to a student by the speech-languageprovided to a student by the speech-language

pathologist. pathologist.



It is important for the speech-languageIt is important for the speech-language

pathologist to use sound professionalpathologist to use sound professional

judgment and competency in judgment and competency in recommendingrecommending

that services are no longer warranted.that services are no longer warranted.



Prior to recommending dismissal fromPrior to recommending dismissal from

speech/language services, the IEP Team speech/language services, the IEP Team

should review the Factors to Consider in should review the Factors to Consider in

Dismissal.Dismissal.

12 Factors to Consider in 12 Factors to Consider in DismissalDismissal

1.1. Duration of ServicesDuration of Services

2.2. Intensity of ServicesIntensity of Services

3.3. Mode of ServiceMode of Service

4.4. Review of Evaluation DataReview of Evaluation Data

5.5. Focus of ServiceFocus of Service

6.6. SettingSetting

12 Factors to Consider in 12 Factors to Consider in DismissalDismissal

7.7. IndividualizationIndividualization

8.8. Pattern of Service DeliveryPattern of Service Delivery

9.9. Capacity of Student for ChangeCapacity of Student for Change

10.10. Analysis of Dynamics of the SituationAnalysis of Dynamics of the Situation

11.11. Second OpinionSecond Opinion

12.12. ContinuityContinuity

Training to Come!Training to Come!

Guidelines for Determining Guidelines for Determining CAPDCAPD


EAREAR BRAINBRAINPhonological Phonological Processing Processing

to to DecodingDecodingAcousticAcoustic LinguistiLinguisti

ccAuditory Auditory

ProcessingProcessing

(Audiologist(Audiologist))

Language Language ProcessingProcessing

(SLP)(SLP)

CAPD CAPD

(Both)(Both)

Reevaluations are to be conducted ifReevaluations are to be conducted if

conditions warrant a reevaluation or if theconditions warrant a reevaluation or if the

child's parent(s) or teacher requests anchild's parent(s) or teacher requests an

evaluation, but at least once every 3 years.evaluation, but at least once every 3 years.

Additionally, the local educational agency Additionally, the local educational agency shallshall

evaluate a child with a disability beforeevaluate a child with a disability before

determining that the child is nodetermining that the child is no

longer a child with a disability.longer a child with a disability.

Guidelines for Guidelines for Evaluation/ReevaluationEvaluation/Reevaluation


Comprehensive Evaluation:Comprehensive Evaluation: Establish or Establish or re-establish eligibility in the required re-establish eligibility in the required manner.manner.

Partial Evaluation:Partial Evaluation: No test administration; No test administration; Collect information that directly assists in Collect information that directly assists in determining the educational needs of the determining the educational needs of the child, as well as how to teach and assist in child, as well as how to teach and assist in the most appropriate way.the most appropriate way.

No Additional Data Needed:No Additional Data Needed: Notify Notify parents and conduct assessment if parents and conduct assessment if requested.requested.

Guidelines for Guidelines for Evaluation/ReevaluationEvaluation/Reevaluation


Time for LunchTime for Lunch

That’s it for our review of the That’s it for our review of the Rules and Regulations.Rules and Regulations.

Any Questions or Any Questions or Comments?Comments?

We will begin our review ofWe will begin our review of

Response to InterventionResponse to Intervention

in 1 hour and 15 minutes.in 1 hour and 15 minutes.

Documents

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