FINAL EXAM!

Question 1

What is the first step in the assessment and evaluation process?

Answer 1

The assessment and evaluation process begins in the general education arena. Before a student may be referred, the public school must document that all general education options have been attempted and that the student is still not successful in the general education curriculum.
The initial referral for special education - parents must be provided with a notice of the referral beforehand

Assessment - The IEP team collects the assessment data and reviews the existing assessments and determines the need for further assessments (parent permission is required before new assessments are given) - If no new assessments are needed parents must be notified of the team IEP meeting

Evaluation - Parental consent must be provided before an evaluation is conducted, IEP team evaluates the assessment data

Question 2

What is the responsibility of the SLP if the parents or legal guardians refuse to give permission to evaluate?

Answer 2

SLP should
-document attempts to contact/inform parents and of their refusal
-inform parents of their rights, potential consequences etc
-utilize due process or mediation if necessary
-look for alternative measures to assist the child
-overall can’t proceed without consent

If the parent refuses to provide consent, the local education agency may pursue an initial evaluation with the procedures described in section 615.

If the parent fails to provide consent for the child to receive special services, the local education agency is not required to convene an IEP meeting.

Question 3

What is the definition of assessment?

Answer 3

The collection of data from a variety of sources (file review, case history, parent interview, classroom observation, teacher interview, standardized test results, authentic assessment results)

Question 4

What is the definition of evaluation?

Answer 4

The review and interpretation of the assessment data by the multidisciplinary team to determine if there is a disability resulting in a handicapping condition that warrants special education and/or support services (also requires use of clinical judgement)

Question 5

What must be included in the PLEFP statement?

Answer 5

Strengths, interests, and learning styles.
Challenges/needs.
How the challenges adversely affect educational, social, and functional performance and progress in the general education curriculum.

Based on evaluation results. Needs must be written in observable, measurable terms and show baseline performance.

Question 6

How do the baseline data reported in the PLAAFP relate to the IEP goal?

Answer 6

Each need that is identified in the PLAAFP must be translated into goals on the IEP.

Question 7

How has the writing of IEP goals changed over time?

Answer 7

Before 1990 – Goals were written in general terms and used nonspecific language such as improve, enhance, or develop – Objectives were used instead of benchmarks – 2 objectives written for each goal – each objective contained a condition, target behavior, and criteria – no baseline included, no direction of behavior was required, the accountability for the criteria was nonspecific (based on teacher-made test, classroom observation, parent report)

IDEA 1997 – more emphasis on least restrictive environment – IEP goals had to be curriculum based and reflect the LRE – benchmarks were allowed instead of objectives because the goal had to relate to education standards delineated by each state – IEP goals had to include a direction of behavior (increase, decrease, maintain), goals had to include baseline data taken from the PLAAFP – goals had to include criteria that were observable and measurable – benchmarks had to be written in observable and measurable terms

IDEA 2024 – does not require benchmarks or objectives to be written on the IEP

Question 8

When does an IEP goal written after IDEIA 2004 have to include benchmarks and objectives?

Answer 8

If the student does not participate in statewide or districtwide assessment programs

Question 9

What are the important parts of a well written goal?

Answer 9

Goals must connect to the general education curriculum

Time frame – the length of time it will take the student to achieve the goal (must not exceed on academic year)

Condition – the modifications and accommodations that will be made to help the student become successful

Direction of behavior – whether the child will increase, decrease, or maintain a specific behavior

Target behavior – what the student is expected to achieve

Baseline – the student’s demonstrated skills documented in the evaluation of assessment data

Criteria – how much progress the student is expected to achieve within the designated time frame

Setting – describes the least restrictive environment that is appropriate for the individual student

Question 10

Why is it important to avoid professional jargon when writing goals?

Answer 10

The SLPs do not write IEPs alone. They must collaborate with others and make sure that IEPs are written in transparent, easy-to-understand language. The IEP must be understood by all IEP team members.

Team = parents, one general education teacher (must be currently involved in student’s education, one special education teacher, LEA representative who is qualified to supervise, the student (when appropriate), a person who interprets the instructional implications of evaluation results, other people related to parents or LEA personnel

Question 11

What are the advantages of the traditional pull-out intervention approach?

Answer 11

Isolated, structured environment – reduces background noise and interruptions

Individualized instruction – therapy can be tailored to the individual child’s learning pace

Progress monitoring – easier to track progress in a controlled setting – leading to more appropriate adjustment of goals

Reduce anxiety – feel less pressure to perform in front of their peers and feel more comfortable practicing their skills

Question 12

What are the disadvantages of the traditional pull-out intervention approach?

Answer 12

It disrupts the child’s class time – child is missing instructional time from their teacher, could impact the child’s academic performance and engagement in the classroom

Missing out on social interactions with their peers in the classroom

Can feel isolating to the student making them feel different from their peers

Could hinder generalization of skills to the classroom as child is not practicing skills in their classroom environment

Question 13

How are the self-contained classroom model and the resource room model alike?

Answer 13

SLP is in charge
Self-contained – SLP serves as specialized teacher and is responsible for total curriculum

Resource – SLP provides individual intervention, group intervention, or group 

Promote IEPs and targeted intervention

Question 14

How are the self-contained classroom model and the resource room model different?

Answer 14

Self- contained differences:
Use widely in early childhood and elementary level
Focus on therapy for speech sound disorders – phonology, Hodson cycles approach
Always in the self-contained class with other students with special needs

Resource room differences:
Used widely at the middle school level (can be implemented in elementary and high school)
Focus on general education/using IEP goals to complete general education assignments
Middle school/high school – can receive course credit if curriculum-based goals are achieved
In general education class, leave for one or two periods (pull-out format)

Question 15

Describe when it would be most advantageous to use a consultation service delivery model

Answer 15

When the goal is to empower other professionals or caregivers to directly implement interventions, to supplement providing minimal direct treatment yourself, and incorporate IEP goals into daily living being embraced by all parties.

Good for early childhood programs/early intervention – may be home-based or day-care based intervention

SLP trains other educators or parents in how to implement the plan

Question 16

Create a continuum that reflects the most restrictive environment to the least restrictive environment. Place the following intervention approaches along that continuum: self-contained, teaming for reading, resource room, team teaching, cooperative learning, RtI (response to intervention), and consultation model.

Answer 16

MOST // Self-contained, resource room, team teaching, teaming for reading, cooperative learning, RtI, consultation model // LEAST

Question 17

What are the advantages of a teaming for reading approach to intervention?

Answer 17

Collaboration – SLPs team with other educators to support the literacy development of students

Individualized plans/targets for the student through collaboration – intervention integrates both spoken and written modalities of language – collaborating with various professionals who have expertise in the development of reading

Prevent future reading difficulties (early identification of students at risk for reading difficulties)

Team (using their strengths) = SLP, reading specialist, learning disabilities teacher, OT, educational assistant
SLP – phonological awareness, story grammar, vocabulary building, comprehension, reasoning skill development
OT = letter formation and fine motor skill development
Reading specialist/learning disabilities = phonics instruction

Question 18

What are the disadvantages of a teaming for reading approach to intervention?

Answer 18

Time-consuming – requires many team meetings to discuss student progress

Conflict/Tensions – due to difference in opinions about teaching philosophies and aligning goals

Increased workload for educators – regular team meetings, lesson plans, tracking progress, contacting families

Not every school has a reading specialist

Question 19

Why has response to intervention been introduced as a new approach prior to intervention?

Answer 19

We don’t want to wait for a student to fail in order to qualify for special education services – students who are struggling must be identified and supported earlier long before academic failure occurs

We want to address student’s learning difficulties before formal intervention is needed/to prevent the child from needing special education services with the tiered approach

RTI allows for timely intervention – a child with learning difficulties can receive appropriate intervention sooner

RTI mitigates the risk of students falling further behind

Question 20

What are the 3 criteria the NRC identified in a framework for evaluating scientific evidence?

Answer 20

1. Threats to internal validity
2. Threats to external validity
3. Generalization

Question 21

List the 3 major characteristics that constitute threats to internal validity

Answer 21

Does the study include a group of control subjects so that the effects of maturation can be determined?

Are the pretest and posttest measures conducted by different persons from those who delivered the treatment?

Are the gains merely the result of a statistical artifact (regression to the mean)

Question 22

List the 4 major characteristics that constitute threats to external validity

Answer 22

Failure to randomly assign/select participants

Too small of a sample size

Too large of a sample size

Poorly defined population

Question 23

List 2 major characteristics that relate to generalization

Answer 23

Are the treatment outcomes likely outside of the experimental environment/can they be generalized?

Are the treatment outcomes functional?

Question 24

What is the internationally accepted instrument used by ASHA for assessing the quality of clinical practice guidelines?

Answer 24

The Appraisal of Guidelines for Research and Evaluation (AGREE)

Question 25

What are the two problems the ASHA Committee on Evidence- Based Practice (ACEBP) identified when reviewing various systems that have been created to evaluate levels of evidence?

Answer 25

Many systems did not use objective criteria to define high- and low- quality studies

Most levels of evidence systems were based on a medical model that did not consider single-subject design as credible evidence

Question 26

What are the 4 levels within the continuum that the ASHA ACEBP created?

Answer 26

Exploratory – explores a relatively unknown or poorly understood topic

Efficacy – assesses whether an intervention works under controlled conditions (focus on internal validity)

Effectiveness – whether the intervention works, looks at real-world outcomes (external validity)

Cost/benefit – does the benefit of this intervention justify the cost, is the investment worthwhile

Question 27

What makes the continuum created by the ASHA ACEBP unique?

Answer 27

They recognized that a single-subject design study could yield the best evidence for a particular research question

Question 28

What are the 2 challenges Gillam and Gillam (2006) identified that school-based SLPs face when charged with created their own evidence base for preferred practice patterns?

Answer 28

Challenge 1 = the time it takes to complete the task

Challenge 2 = The unique characteristics of the students on their caseload. The outcomes of studies designed for homogeneous groups may not be applicable to the program in question.
Ex: a child could be bilingual, deaf, visually impaired, and have ASD

Question 29

Under what circumstances would a school need to conduct the type of analysis described by Gillam and Gillam (2006)?

Answer 29

When a parent demands a certain program for their child/the school over a program that is currently in place

When the school needs evidence to support the decision to deny a parents’ request to replace a current program

Example: FastForWord-L instead of the school district’s language and reading program

Question 30

List some of the reasons that students today exhibit behaviors that require modification.

Answer 30

Behavior problems are often rooted in inadequate communication skills.

Challenging life situations – poverty, lack of health insurance, being left home alone, victims of abuse/neglect

Unmet physical needs

Disorders – OCD, Oppositional defiant disorder, anxiety, ADHD, fetal alcohol syndrome, sensory deficit, tactile defensiveness

Emotional turmoil at home/family issues

Development of behavioral patterns from the home environment

Question 31

Change the following phrases to “do” statements: don’t run, don’t yell, don’t talk out of turn, don’t hit, don’t leave the classroom without a pass

Answer 31

Please use walking feet, please use a quiet/inside voice, please use listening ears while the teacher is talking, please keep hands to self, please ask for a hall pass

Question 32

Give one example of when foreshadowing expectations with high school students would be appropriate

Answer 32

We play games in speech once a week. When they ask to play a game, you can say “did we play a game this week? we played on Tuesday. We play games in speech once a week so it is time to work today.”

Question 33

Give one example of when it would be essential to know basic child development when working with a middle school student.

Answer 33

You may need to use this strategy with a middle school student who exhibits the cognitive abilities of a younger child. For example, you may need to divide a 40 min session into 4 10-minute activities for their developmental age’s typical attention span.

Question 34

List 3 ways to create a safe environment.

Answer 34

Prevent thefts - tell students not to bring valuable items to school or keep it locked up.

Create a culture of community - take time to teach the students how to care for one another to create a comfortable and judgement free zone

Design the learning environment for success - keep walkways and doorways clear, do not put important materials in one space in order to be less congested and prevent conrlict

Prevent bullying - use person first language, take it seriously, encourage students to report, and teach self advocacy

Question 35

Why is it important to consider the physical needs of a student?

Answer 35

Learning cannot occur if the child’s physical needs are not met or if they do not feel safe

Children need appropriate meals and snacks for energy for learning

Question 36

How can burnout be prevented among educators dealing with students who have severe behavioral issues?

Answer 36

Establishing strong support systems within the school environment (principle, other teachers, parents)

Prioritize self-care (physical and mental health) – exercise, sleep, journal/meditation

Create clear expectations/boundaries for the student with behavioral issues that are realistic for them

Question 37

Why is it important to teach metacognitive and self reflective strategies to students?

Answer 37

Students learn to monitor a situation, assess interactive behaviors, and take another person’s perspective into consideration.

Advances cognitive and social development. They are given the opportunity to make decisions and reflect on those decisions.

They help the child to improve their problem-solving skills – help them find what works for them when it comes to finding solutions

Improve emotional regulation – when faced with a difficult task, students can reflect on why they feel frustrated or anxious

May lead to improved academic performance by taking more ownership – requires them to reflect on their strengths and weaknesses/increased self-awareness

Meta-cognitive strategies
Think-aloud – encourage students to verbalize the process while working on the problem
Self-questioning – ask themselves questions to check their learning

Question 38

What is meant by the term community culture?

Answer 38

The collective identity of a school/how they interact with and support one another
What are the norms/expectations
How do we communicate/collaborate with one another
What are our shared values

Teachers aim to teach students how to care for/support one another in order to create a safe environment where students feel safe/comfortable sharing and are not scared of judgement/humiliation

Goal = create positive feelings about school, the school environment, and each other

In order to: enhance student well-being, increase student engagement, promote academic achievement, encourage positive behavior

Question 39

What are the 8 steps of conflict resolution strategies recommended by Webne Behrman (2005)?

Answer 39

1. Know thyself - take care of yourself, know what your own biases are, what makes you angry and why, analyze how you handle conflict and what you can do differently
2. Clarify personal needs threatened by disputes - substantive needs (knowing the problem that needs to be solved), procedural needs (knowing strategies and how to use them) and psychological needs (knowing how to establish a safe environment that allows all parties to be honest and open in their communication)
3. Select location and time of negotiations carefully (neutral, private space)
4. Use active listening skills
5. Communicate your own concerns in a way that makes it likely for them to be heard and understood by the other person (I messages)
6. Be flexible if the focus of the negotiation needs to shift
7. Manage impasse with calm and respect. Clarify feelings, stay focused on needs, take structured breaks.
8. Build an agreement that works - both parties are willing to accept the solution. Take the time to reflect and review. Make a plan, communicate with each other, and evaluate the progress of the solution.

Question 40

Identify and describe 5 ingredients for creating a school climate that reflects a caring community

Answer 40

Inclusion and participation
All parents, students, and school staff members should be invited to participate freely in school wide activities, particularly those designed for families, traditional or nontraditional, to enjoy together
Invitations must be warm, welcoming, nonthreatening
Activities should be designed with attention to special language, cultural, economic and childcare needs of the participating families

Cooperative environment-
Students and families should be able to enjoy cooperative, noncompetitive activities that promote the value of learning together and helping others
Everyone should feel good about succeeding
Activities should not create “losers”
Provides all participants with a collaborative experience that creates a sense of belonging and care (noncompetitive family fun nights)

Emphasis on responsibility and helpfulness
Students should be given opportunities to experience the value of helping others
Everyone should take responsibility within and outside of the school community

Appreciation of differences
Parents, students, and school staff members should be made to feel that their social and cultural backgrounds are valued and respected within the school community
Everyone should share his or her cultural heritage

Reflection
Everyone should be encouraged to reflect on what has been learned from the group experience and from working together
When a family identifies with the school, feels included, appreciate, and has participated in a cooperative environment that has fostered a sense of responsibility and helpfulness = doors of communication are open when the need for conferencing and counseling arises
Events – family film night, family read-aloud fest, science night, math night, family sing-out, dance night, creating a school-wide mural or community garden, family heritage museum, conducting a fundraiser for charity

Question 41

Why is it important for the SLP to be an integral part of the school community?

Answer 41

Because SLPs are the ones who most frequently engage in conferencing and counseling families and students

SLPs must also build a trusting relationship through school-wide activities that help develop a community of caring

Question 42

What are the 6 Ps related to prior, proper planning for a parent conference or IEP meeting?

Answer 42

Prepared – have a vision, what is the expected outcome of the parent conference? All materials (assessments, observations, checklists should be available), is the goal of this conference to achieve a recommendation, consensus, compromise?

Punctual – arrive early to offer a warm, welcoming, relaxed greeting (rather than rushed/nervous)

Polite – know the correct last names of every person involved, know the cultural customs related to the use of the family name, only use last names unless given permission to do otherwise

Professional – wear business casual clothing, maintain a respectful demeanor, know the cultural customs related to pragmatics (this will help identify you as a capable professional)

Positive – begin the conference on a positive note with discussing the student’s strengths (before getting into challenges, interests, learning styles)

Persistent – reschedule the conference if parent/caregiver doesn’t show up, school must make three good faith efforts, offer video/tele conferences and home visits for parents to attend the IEP meeting

Question 43

Describe an advice shopping parent.

Answer 43

When a parent is in denial that a disability actually exists
Denial = buying time until the person is able to identify external and internal supports so that he or she may begin to face the reality
Denial = allows the person to continue to function and deal with what needs to be done (paying bills, feeding kids) and is the first step in the grieving process

They go from professional to professional until they find one that will tell them what they want to hear – have had their child evaluated by every clinic and private practitioner but are still not ready to accept the diagnosis given

What should the SLP do?
Find out what the parents have already tried/get them to sign a release form and request all relevant reports are sent to them before a conference
SLP should conduct a conference with another education or LEA representative (local education agency), and administrator
SLP should give some degree of emotional support (I’m sorry this has been so difficult for you)
SLP should not be the primary counselor

Question 44

Describe a reluctant parent.

Answer 44

A person who is experiencing depression or fear

A person’s sense of self-worth that was developed within the context of family and culture is challenged by issues of loss (disability)
Facing a disability shakes a person’s sense of felling competent/strong/valuable
Parents would rather experience it themselves before wishing it on their children

Reluctant parent may not have always had a positive school experience when they were younger – these parents rarely attend schoolwide functions, cancel meetings, sometimes fail to show up for conferences

What should the SLP do?
Positive first contact – opens the door for communication
Can offer video/tele conference or home visit as an alternative for a meeting
Home visit – another educator present
If parents come to the school – SLP should make every effort to make them feel comfortable
Interpreter, honor social rituals from family’s culture, bring in adult size chairs and adult size table

Question 45

Describe a listening post parent.

Answer 45

A person who is experiencing guilt – exploring of the responsibility for the loss

Wants to talk and talk to answer the question why?

A person cannot be talked out of guilt, requires intensive process of dialogue with a trusted person to overcome guilt

The parent seeking a listening post talks continuously and never seems to need to take a breath – may go off on tangents and introduce topics completely unrelated to the objective of the conference
If the parent has the SLPs phone number, they may call every night to talk and talk

What should the SLP do?
Set boundaries – give out phone number?
Must cut off parent before they reveal confidential personal information/problems (marriage problems) and give a gentle reminder to focus on the objective
Keep relevant professionals on hand to help with their issues (social worker, counselor, psychologist, psychiatrist) – work within your scope of practice

Question 46

Discuss the roots of anger that may surface when parents learn that his or her child has been diagnosed with a disability.

Answer 46

May spring from deep-rooted stereotypes/prejudices and discrimination related to disabilities
Think of the disability as a deficit or sign of inferiority
Deeply rooted stereotypes/prejudices may evolve into anger- person may feel “not my child!”

What should the SLP do?
Should not meet with angry parents alone
Other educators, LEA, or administrator should be present
Listen to angry parents without saying anything – when parent finishes allow 10-15 seconds of complete silence
If parent is mad about a lack of response – verbally acknowledge the parent’s anger (verbal validation) that may diffuse the emotion
SLP can speak up “I feel uncomfortable when you raise your voice and use profanity.”)
Stop the conference if necessary and reschedule for another time

Question 47

Identify the three stages of counseling.

Answer 47

Stage I: let the student’s story unfold
the student tells his/her story through use of the SLP-counselor’s listening skills (counseling stage)
Focus on things that the student enjoys/knows well/feels good about (focus on strengths), use specific positive praise
Let the child know that a good reason exists for their feelings/behaviors, and they are doing the best that is possible in that moment
Acknowledge and validate feelings
Let the child know of changes they can make in the future (don’t feel pressure to make them now)
Accept the child as they are while believing in the child’s growth
Respect/honor the student’s resistance to change
Use attending, empathy, unconditional positive regard, silence, neutral questioning

Stage II: engage in active problem solving
to help formulate goals and make desired changes (active problem solving/solution focused problem solving)
Define the desired outcome with the student, help the student focus on what is working, replace something that is not working with a behavior that works better through assistance
Make problem-solving positive
Use solution-oriented talk
Observe what works best for the client and use that to build an effective clinical intervention that leads the student closer to the desired goal

Stage III: take new actions
the student re-stories – new actions are taken, the goals are achieved, the desired changes are made (take new actions)
Involve the family as a partnership
Use a Self-Anchored Rating Scale – scale of 0-10 – family’s own language is used to describe child’s behavior at start of intervention - family describes what student’s behavior would be like when intervention services are no longer needed – helps keep the program objective/measurable
Family is asked to define changes that would move them along the scale
Family rates progress toward the goals

Question 48

Discuss counseling strategies that are useful for the SLP.

Answer 48

Informational Counseling - provides student and family with relevant information needed to understand the nature of the disorder and the steps that are recommended to manage it, provides accurate and unbiased information

Personal Adjustment Counseling - focuses on the emotional impact of the information, keep counseling within their client’s communication disorder, focus on person’s personal adjustment as it relates to his/her communication disorder/delay/difference

Question 49

Discuss important aspects of working with families

Answer 49

Acknowledge the family knows their child better than anyone else, listen to their story, cry/laugh with them, return phone calls promptly, help family find support programs

Mindset = what can I learn from the family? (not about them)

Invite the family’s involvement/know their concerns

Find out the family’s best hope for the future

Recognize that disability affects family dynamics

Question 50

Classroom activities: apply these to research: generalization, purpose, information, concepts, threats to internal validity, threats to external validity, peer reviewed, question, assumptions, inferences, point of view, implications

Answer 50

Generalization
Applying a concept to a variety of contexts and situations
Ex. Carryover of a 2-word functional phrase from therapy into the classroom
From book:
Are the treatment outcomes likely outside of the experimental environment? That is, can they be generalized?
Are the treatment outcomes functional?

Purpose
Your reasoning to support any given goal
Ex. In an IEP meeting providing your purpose behind your targets
From book:
Is the purpose clear and understandable?

Information
Providing knowledge and resources to client and families about diagnosis, treatment process
Ex. Giving a client a handout with more information, such as a flyer about stuttering and resources for families
From book:
Is knowledge base provided that supports the purpose and question?

Concepts
A group of ideas about one topic
Ex. ASHA Big 9
From book:
Does the author provide justification through a literature review?

Threats to internal validity
Issues with research design, data collection, representation, independent variables
From book:
Does the study include a group of control subjects so that the effects of maturation can be determined?
Are the pretest and post test measures conducted by different persons from those who delivered the treatment?
Are the gains merely the result of a statistical artifact?

Threats to external validity
Factors outside of the researchers control that affect the validity of the study. Keeps study from being generalized (ex. Low number in study?)
Ultimately, make sure the research you are basing your intervention on is valid and applicable for the population you are working with
From book:
Were the participants randomly selected or assigned?
Is the sample size too small?
Is the sample size too large?
Were the populations well-defined?

Peer reviewed
When research is reviewed by other professionals. Check for credibility and research integrity
When deciding on an activity or therapy approach to use in therapy, consult peer reviewed research prior to implementation

Question
What the research is serving to answer or further explain
P.I.C.O
When evaluating research, make sure the question is specific to your client or special topic. Make sure the study actually answers the question and is relevant.
From book:
Does the question relate to the purpose and is unbiased?

Assumptions
Generalization based on prior experiences
Setting up intervention considering post interactions with individuals in the same population
From book:
Does the author make distinctions between facts and assumptions?

Inferences
Educated guess based on known information
Used when selecting assessments and determining diagnoses/goals
From book:
Does the author justify conclusions with logical connections?

Point of view
Factors that play into your perspective
Ex. The child’s environment (home, school, etc.)
From book:
Does the author remain objective and present all possible sides of the issues or differing points of view?

Implications
Clinical applications of data
Ex. Learning style, types of intervention
From book:
Does the author provide a logical link between facts and identified implications?

Question 51

Describe the intervention trends for early childhood, elementary, middle school, and high school SLP services.

COME BACK TO THIS ONE

Answer 51

Self contained program
Receding schedule model
Blast or burst schedule model
Resource room model
Block schedule model
Consultation model
Team teaching model
Station teaching model
Parallel teaching model
Prevention model
Cooperative learning team model
Teaming for reading model
Pull-out program model
Diversified role model
Computer assisted learning model

Question 52

Describe the possible educational experiences of a student who has been diagnosed with moderate cerebral palsy, a mild intellectual disability, delayed expressive language, and a moderate articulation disorder whose birthdate is OCT 11 1950.

Answer 52

Speech correction program was the term for SLP services in the early 1900s. ASHA started in 1926.

The professional services offered during the 1940s and 1950s continued to follow a medical model and focused on speech, fluency, and voice. Students were taken out of the classroom and seen individually or in small groups in a separate room in the school. ‘Speech correctionist’ conducted isolated sessions that were not at all linked to the general classroom curriculum. Services focused on curing or eliminating the symptoms of the speech impairment. Speech correctionist wrote the program goals, selected materials, designed activities, established criteria for success, measured progress, and determined dismissals.

Before 1954, schools excluded any student with cognitive abilities below a 5 year old child. Students with moderate-severe developmental, intellectual, or physical disabilities were discriminated against and excluded, warehoused in larger institutions or hidden in family homes - no educational services or SLP services. Children of color received similar treatment.

Question 53

Describe the possible educational experiences of a student who has been diagnosed with moderate cerebral palsy, a mild intellectual disability, delayed expressive language, and a moderate articulation disorder whose birthdate is JUNE 22 1977

Answer 53

1954 - separate but equal in Brown v Board of Education. 1961 - quiet revolution began. 1965 - passage of Elementary and Secondary education act as public law which provided the states with funds to evaluate and educate some but not all students with special needs. 1966 - the Bureau of Education for the Handicapped was created and model demonstration program for education of children with disabilities were funded by the Handicapped Children’s Early Education act. 1971 - ruled illegal to refuse to educate children who had mental ages of less than 5 years. 1972 - court rules public schools could not use the excuse of inadequate resources as a reason to deny students with disabilities an education. 1973 - minimum requirements passed to receive federal assistance & civil rights to vote, employment, education, and access to public buildings. 1975 - education for all handicapped children act. 1975 - speech language pathologist was the official title for a practicioner.

Question 54

Describe the possible educational experiences of a student who has been diagnosed with moderate cerebral palsy, a mild intellectual disability, delayed expressive language, and a moderate articulation disorder whose birthdate is SEPT 19 1991

Answer 54

1986 - funds were provided to states that wanted to establish programs for children with disabilities from birth-2, educators had to design IEPs for services involving children between the ages of birth-2, financial support was increased for states to provide services for children with disabilities from the ages of 3-5, discretionary programs for personnel training, programs for children with severe disabilities, research, and demonstration projects were reauthorized, services had to be provided by qualified personnel and had to meet highest requirements for the discipline.

1988 - congress passed technology related assistance for individuals with disabilities act and research and development resulted in a dramatic shift in the philosophy of education related to individuals with disabilities. the medical model and idea of curing students was replaced with a cognitive developmental model + least restrictive environment

1990 - amendments and revisions were incorporated into one law IDEA. people first language.

Question 55

Describe the possible educational experiences of a student who has been diagnosed with moderate cerebral palsy, a mild intellectual disability, delayed expressive language, and a moderate articulation disorder whose birthdate is JULY 18 2005

Answer 55

1993 - oberti v BOE lack of teacher training is not a reason to exclude a student with disabilities.

1996 - court ruled daniel RR vs state BOE that the school must determine whether placement in the general classroom with supplementary services can be achieved satisfactorily before an alternative special education classroom was offered.

1997 - IDEA was reauthorized with the intent of imporving the educational performance of students with disabilities providing them with greater access to the general education curriculum. more emphasis on least restricive environment. the mandate of 1997 went beyond mainstreaming (having to earn gen ed classroom). it is a right to be educated with nondisabled peers as much as possible. mandated inclusive practices.

federal funding still an issue.

No child left behind act 2002 - emphasis on accountability, increased flexibility, local control, strengthening teacher quality, and evidence based practice.

IDEA 2004 - paperwork reduction, qualified provider, early intervention, transitions, research and development, and funding.

Question 56

What is your opinion of the dispositions conveyed in the excerpt from E W Scriptures book, written in 1912?

Answer 56

He was the author of one of the first texts ever written about communication disorders. He was an advocate for SLP services, but his attitude toward children with communication disabilities was harsh and condescending.

Question 57

What is your opinion on the dispositions of the 10 guiding principles developed by ASHA in 1999 related to the rules and responsibilities of the SLP in a school?

Answer 57

Dispositions are defined as the attitudes, proclivities, and propensities that drive one’s actions. The 10 guiding principles are different from the 6 principles of whole schooling of 2005. Each set of dispositions illustrates how attitudes have changed over time. the SLP must keep abreast with the dispositions that modern day society embraces. To do so, the SLP must become a lifelong learner, critical thinker, and problem solver. If the SLP embraces these characteristics and practices throughout a career, dispositions that reflect changing societal trends may be readily assimilated.

Question 58

What is meant by equality and quality in education for persons with disabilities?

Answer 58

Equality focuses on ensuring all students have the same opportunities, often through accommodations or modifications, so that students with disabilities can access education. (access to same education environment, nondiscrimination, adaptations and accommodations)

Quality focuses on ensuring that those opportunities lead to meaningful learning and growth, ensuring that the education provided is effective, engaging, and tailored to the student’s needs and abilities. (individualized instruction, trained professionals, support systems, outcome and success focused)

Question 59

How has NCLB shaped school-based SLP services?

Answer 59

Accountability - requiring students to participate in assessment programs, school based SLPs began to collaborate on an educational team to create assessment accommodations and alternative assessment tools, which allowed students with disabilities to participate in the statewide and district wide assessments.

Influenced the ways IEP goals were written - language that reflected the academic content standards established by each state. Adequate yearly progress, each state was required to identify the regular incremental improvement required from year to year with all students reaching a proficient status in 12 years.

Increased flexibility and local control - emphasis on student outcomes

parental choice - parents can remove from unsafe environments, to higher performing schools, etc.

highly qualified teachers - mandated degrees etc.

EBP - teaching strategies rooted in scientifically based research.

Question 60

How will IDEA 2004 shape school-based SLP services in the future?

Answer 60

Paperwork reduction - more efficient paperwork, more time to focus on students

Qualified provider - clear definition may come out

Early intervention - screenings, RTI treatment

Transitions - 0-3 programs parents can wave FAPE so child can remain in that program, transition goals based on assessments

Research and development - grant funding gave top priority to states that have greatest personnel shortages or difficulty meeting personnel qualifications

Funding

Question 61

In your opinion, what continue to be the greatest challenges that provide roadblocks to ensuring equality and quality in public school speech language pathology services?

Answer 61

Limited resources and funding = lower pay

Staff shortage = higher caseload + more stress

Diversity of SLPs

Inconsistent access to services

Lack of parent engagement