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School Age Language > Final Exam > Flashcards

Final Exam Flashcards

1
Q

Reasons to dismiss a child

A
  • The disability no longer affects academics
  • Student’s lack of motivation and participation prevents progress towards meeting goals
  • Progress has plateaued
  • Students has met all goals
  • Health issues
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2
Q

Least Restrictive Environment

A
  • Children with disabilities are educated with typical peers to the maximum extent appropriate
  • Provide nonacademic and extracurricular services and activities to provide children with equal opportunity for participation
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3
Q

OSEP

A

Office of Special Education Program

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4
Q

FAPE

A

Free Appropriate Public Education

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5
Q

LRE

A

Least Restrictive Environment

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6
Q

IEP

A

Individualized Education Program

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7
Q

EBP

A

Evidence Based Practice

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8
Q

NCLB

A

No Child Left Behind Act

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9
Q

IDEA

A

Individuals with Disabilities Act

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10
Q

SLS

A

Speech Language Specialist

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11
Q

RtI

A

Response to Intervention

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12
Q

1975 Education for all Handicapped Children Act

A
  • Birthplace of IEP, FAPE, LRE, timelines for evaluations, child find, due process, and procedural safe guards
    **Later renamed IDEA in 1990
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13
Q

Individuals with Disabilities Education Act

A
  • Individualized assessment, instruction, and education programs
  • Decisions are made by a multidisciplinary team
  • Addresses students’ individual learning needs
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14
Q

No Child Left Behind Act

A
  • Mandated for increased accountability for all states and school districts
  • For ALL children
  • Allowed more flexibility of federal funds usage
  • Provided greater choices for parents and students
  • Adequate yearly progress (test scores, attendance, graduation)
    *doesn’t line up with IDEA
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15
Q

NCLB vs IDEA

A
  • IDEA: more individualized, IEP’s and individualized decisions
  • NCLB: group entitlement (all children will read at grade level), all children must progress at the same rate and achieve the same outcomes ( valued statewide test scores)
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16
Q

IDE Improvement Act

A

Tries to line up IDEA and NCLB

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17
Q

Timelines

A
  • Identification meeting 20 days from date the referral is received (counts day 1)
  • Evaluations completed within 90 days
  • Parent copy of report 10 days before eligibility meeting
  • Annual review 1x year of last IEP
  • Re-eval every 3 years and must be completed within 60 days
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18
Q

Child Study Team

A
  1. Social worker
  2. School psychologist
  3. Learning Consultant (LDT-C)
    *SLP not on every case
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19
Q

ESLS criteria (eligible for speech and language services)

A
  • Articulation
    -Delayed based upon the Iowa-Nebraska norms
    -Norms state at what age 90% of the population have mastered a specific phoneme (one or more sound errors)
    *Speech pattern is unrelated to dialect, cultural differences or the influence of a foreign language, which adversely affects educational performance
  • Fluency
    -Dysfluent 5% of the time or more
    -Doesn’t have to be on standardized test → can be done as an observation
  • Voice
    -Before you can treat voice disorder – need a script from the ENT to make sure nothing structural is involved
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20
Q

IEP Eligibility

A
  • Disability according to one of the eligibility categories
  • Adversely affect the student’s educational performance
  • Must be in need of special education and related services
    -SLP, OT, PT, Aide, Behaviorist, Social Skills, Counseling
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21
Q

IEP: Autism

A

Requires SLP exam and neurodevelopment pediatrician

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22
Q

IEP: Specific Learning Disability

A
  • Reading, writing, listening, math, etc
  • Cannot be caused by other things (visual, emotional, cognitive, hearing, etc)
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23
Q

IEP: Developmental Delay

A

Preschool child with a disability (33% in one or 25% in two)

24
Q

IEP: Other Health Impairment

A
  • Requires medical diagnosis
  • ADHD, heart condition, asthma, diabetes, Tourettes, epilepsy
25
Q

IEP: Communication impaired

A
  • Language disorder
  • 1.5 SD below the norm on TWO standardized tests
    -one test must be comprehensive
26
Q

IEP: Multiply Disabled

A
  • Two or more conditions
  • ESLS can NOT be counted as a condition
27
Q

IEP: Auditory Impaired

A
  • Deafness, hearing impaired
  • Requires SLP and Audiological exam
28
Q

IEP: Visually Impaired

A
  • Required documentation
29
Q

IEP: Intellectually Disabled

A
  • Significantly below average general cognitive functioning with deficits in adaptive behavior (in home, school, and community)
    -Can be mild, moderate, or severe
30
Q

Preschool Eligibility for Special Education

A
  • Developmental delay of 33% in one developmental area or 25% delay in two ares (intellectual, communication, social-emotional, adaptive, physical)
  • 25% delay = 1.5 SD below (77 or lower)
  • 33% delay = 2.5 SD below (63 and lower)
31
Q

Communication Impaired Eligibility

A
  • Must score 1.5 SD below the mean on 2 standardized assessments
    -1 test must be comprehensive (r/e lang and total score)
    -Second test can be anything of choice
  • Not due to auditory impairment
  • Negative impact on educational performance!!
32
Q

Due process

A
  • If a parent disagrees with the school’s test results, then can go to due process and request an independent evaluation
  • Parents are entitled to one independent evaluation
    -Must be completed within 60 days
  • Due process is when the case goes to a hearing
33
Q

Pull-out services

A
  • Pros
    -Less distractions
    -More individualized
    -Session groups develop rapport
  • Cons
    -Negative social stigmas
    -Missing instruction time
34
Q

Push-in services

A
  • Pros
    -Generalizing skills
    -Vocabulary development
    -More functional
    -LRE
    -Better for transitions
  • Cons
    -Cooperation with classroom teacher
    -More planning
35
Q

SLP roles in schools

A
  • Case manager for ESLS
  • CST member (part of the team at identification meetings)
  • Evaluator
  • Consultant (with classroom teachers, parents, administrators, CST members, and other therapists)
  • Direct service provider
36
Q

What was the significance of the 1975 Education for all Handicapped Children Act?

A

It mandated free and appropriate education for all children with a disability regardless of the severity of that disability.

37
Q

What are some main points of IDEA?

A
  • Due process
  • Free and Appropriate Education
  • IEPs
  • LRE
38
Q

What was the main difference between the No Child Left Behind Act and the Individuals with Disabilities Education Act? -Was this a problem? Why or Why not?

A
  • IDEA is individualized to the student, and NCLB was meant for every student
  • NCLB did not line up with the principles of IDEA and the two acts have entirely different purposes
  • Due to the IDEA improvement act of 2004, the revision made the two acts line up a little bit more
39
Q

T/F: To be eligible for speech services in the public school setting a child must either present with a developmental delay or disorder in their speech skills, or there must be a negative impact identified from their speech skills

A

False

40
Q

Free and Appropriate Education

A

Special education and or related services are provided at the public’s expense

41
Q

Importance of an SLP in the school setting

A
  • Assessment and treatment of speech/language disorders which negatively impact upon a student’s education
  • Ability to focus upon literacy skills
42
Q

T/F: “Appropriate Education” refers to providing a child with disabilities the services they need for their individualized educational needs, not more or less

A

True

43
Q

Which disorders can a speech therapist test for without Child Study Team involvement?

A
  • Voice
  • Articulation/Phonology
  • Fluency
44
Q

Who can refer a student for a speech therapy evaluation?

A
  • Student’s General Education
  • Teacher
  • Administrator
  • Parent/guardian
  • Child Study Team member
45
Q

T/F: The term ‘Speech Only’ refers to when the child only requires speech therapy services.

A

True

46
Q

Who attends a Speech Only Identification/Planning Meeting?

A
  • Speech therapist
  • Parent/guardian
  • Child’s general education teacher
47
Q

Two tools you can use for an articulation assessment

A
  • GFTA
  • DEAP
48
Q

Why might a child NOT be eligible for speech services?

A
  • Articulation errors are secondary to an accent or dialect.
  • No delay or disorder identified
  • No negative impact upon their education
49
Q

Four examples of a negative impact a speech impairment/delay may have on a child’s education

A
  1. Spelling
  2. Reading
  3. Intelligibility
  4. Social/peer relationships
50
Q

Who can refer a child for a speech therapy evaluation (voice, fluency, articulation)?

A
  • Parent
  • General Education Teacher
  • Child Study Team member other than SLP
51
Q

Who attends the Speech Only Identification Meeting?

A
  • General Education Teacher
  • Parent
  • SLP
52
Q

T/F: The primary purpose of a speech evaluation is to identify if the child has a delay, or if the child’s speech has a negative impact upon their education.

A

False

53
Q

What does the term IR&S (Intervention and Referral Service) mean?

A
  • This team works to identify students in the general education population who are at risk/in need of services and provide them with appropriate intervention
  • This team is also there to review and assess the effectiveness of the intervention plan for the student and their progress.
  • They can also work with general education teachers and provide them with education and tips. This can get the child extra help right away.
54
Q

Who is on the Child Study Team for a Preschooler?

A
  • LDTC
  • School Psychologist
  • Social Worker
  • Parent - Guardian
  • Speech/Language Specialist
  • Special Education Teacher
55
Q

When does the Speech Therapist become part of the Child Study Team?

A
  • For all preschoolers
  • When a language disorder/delay is suspected
  • If autism is suspected

School Age Language (1 decks)

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