Module 8/9 Flashcards
School Based Practice in SLP: Guidance o Eligibility: IDEA, Part B -under part B, children can be found eligible through -in order to establish eligibility in the public sector, ? -students in K-12 may receive both a> -written consent for evaluation MUST? -written notice of meetings must be ? -parental input must be ?
14 categories set forth by IDEA
- educational impact must be established
- primary and secondary eligibility
- be obtained from parent prior to conducting any type of assessment
- provided to parents within a reasonable time when discussing any changes to eligibility/services
- documented on the IEP document and considered within the development of the remainder of the document
establishing eligibility through Part B of IDEA:
- less ?
- interpretation for SLO varies from
- … educational impact
- … based decision
- best practice to supplement with
- ….
guidance under Part B on qualifying scores
- state to state and district to district
- adverse
- term-based
- informal assessments, observations, educational records
- LLD
Individualized Education Program/Plans (IEPs)
- if a child is found eligible for services through Part B the team has ?
- the following participants must be part of the IEP team:
- … of the child
- regular ? (at least )
- … teacher
- representative of ?
- … as appropriate
- any other ?
30 days to establish IEP
- parents/legal guardian
- regular education teacher ( at least one)
- special education teacher (SLP considered Special Education Personnel in schools)
- Public Agency*
- child
- relevant personnel - for every service provided, the service provider must be present
Representative of Public Agency *
This term can be known as many others, one common name being
in most districts, if child has the sole eligibility of SLI, the SLP can
This person must have the ?
if the child has a primary eligibility other than SLI this could be a ?
Local Education Agency
- dually function as the LEA
- authority to commit agency resources
- school administrator or a person whose job is to hold IEP meetings ( sometimes called Special Education Facilitator)
ASHA’s input on school-based practice:
Influences on school-based practice while eligibility is now more similar between? there are many differences to ? these differences should inform ?
SLP not responsible to ? but support ?
public and private sector/school-based services/ assessment
-implement curriculum/access related to speaking, listening, reading, writing
Curriculum CCS: ? Universal Design for learning (UDL) -widely used framework to present ? -provides general ?
41 states have not adopted, not Florida
- present education material in ways accessible to all learners, regardless of ability
- guidance for presentation of materials, ways student demonstrate learning and ways to engage with educational materials
Service delivery within Curriculum:
- SLP roles is to ?
- goals/objectives aligned to ?
support students access to curriculum
support/not independent
Multi-tiered Systems of Support
- AKA
- falls under
- identify ?
- what tiered approach?
Tier 1:
Tier II:
Tier III
RIT
umbrella of EI services
-student at risk and intervene early
3/ sometimes 4
primary level: instruction/core curriculum
secondary level: intervention
tertiary level: intensive intervention
Identifying school-age children for Language Assessment: public sector assessment process: -parent -parent/guardian - -establish -develop
referral to Part B signs written consent form eval. eligibility IEP
Screening tools in school age years: purpose: deciding whether should be local educational agencies may CELF-5 often leads to ? should have similar ?
child is significantly different from other children in terms of language skills
-quick, standardized, evaluate total language
-develop their own screeners
-referral for additional language assessment or eval. in related areas
psychometric prop. to full-scale assessments
MTSS according to ASHA:
provides a
implements a ?
secondary route to eval. and intervention in school systems
progress monitoring system at different tiered levels of support
Tier 1:
SLP often assist in?
Tier 2:
- build upon? by offering more ?
- SLP might assist
Tier 3:
- had referral to be ?
- SLP involved in ?
instruction/core curriculum: differentiated instruction
-universal screening or support “high quality instruction
secondary level of prevention: intervention
- tier one by offering more systematic instruction, delivered in small groups, continue to participate in tier 1
- with progress monitoring (directly or indirectly)
intensive intervention - special education -
- evaluated, sign consent and formal eval. takes place
- decisions on who is referred for assessment and eligibility
progress monitoring:
determine
progress measured ?
this is typically referred to as ?
effectiveness of the tier 2 supports provided to the child
regularly to provide iterative feedback
Curriculum based assessment or curriculum based measures
Comprehensive assessment of language for school-age children:
full scale standardized evaluation for children with L4L:
-used ?
-be aware of what areas of language each test ?
..most often for eligibility in public schools or for insurance in private settings
-comprehensive language assessments: these tests evaluate ?
language skills more broadly across all domains of language and can be a great starting point
test of pragmatics: as children get older, there are more specific assessments available such as
-pragmatic deficits have become more ?
deficits in pragmatics are characteristic of children with ? but also frequently occur in children with
-these can be ? or you may find?
that in the area of prag.
prevalent and make up a large proportion of SLP caseloads.
ASD/LLD
stand alone assessments/ pragmatic subtests or checklists as supplements to broader language assessments
Test of learning-related langauge skills:
these assesments will provide you with information more specific to ?
this might include
information more specific to oral language skills related directly to classroom learning
assessments of phonological awareness, writing, or narratives
Criterion referenced assessment: L4L Examples
-phonology: we are only interested in ? that correspond with?
language ? skills that correspond with ?
language related phonology (phonological awareness, phonemic awareness)
- literacy skills
- ONLY
- literacy skills
semantics:
vocabulary related to?
instructional vocabulary: vocab related to ? think ?
textbook vocab: often considered ? words found in ? especially those ?
specific topics or units
-teacher talk/ spatial, temporal, logical, directive words that assist in following teacher instruction
-tier 3 vocab/ textbooks/they may not encounter otherwise
semantics continued:
tier 2-3 vocab: as mentioned above these are words
lexical ?
word retrieval: as students with LLD often struggle with ? even in the presence of ? it is important to assess this area of ?
fast mapping: learning words ? this can be assessed informally through
semantic relations between clauses: children must not only understand ? but the meaning of ? it is important to take an inventory of types of clauses children ? as well as?
less commonly encountered and may require more explicit instruction
diversity
word retrieval/intact receptive vocab/ oral language
- quickly with less depth of understanding is a normal part of lang. dev./ nonsense words
- single words/clauses and the ability to string those together coherently/ use and their freq. of use
Morphology/syntax:
receptive AND expressive: children with LLD often show a discrepancy between?
contextualized v. decontextualized: as context provides inherent support for ? it is important to assess morphosyntax both?
acceptable or SIlly (sentences/pictures): one helpful way to evaluate morphosyntax is by presenting children with sentences containing forms that are ? this can also be done in reverse by providing silly pictures and having student ?
language ?
what they produce and what they understand related to morphosyntax
oral language skills/with and without context
- unacceptable and having them label as right or silly/generate a sentence
- sample analysis
Pragmatics:
communicative intentions: similar to earlier ? you will want to continue to evaluate ?
conversational abilities across contexts/registers:
by school-age children are able to assess a ? they are also able to use ? both of these skills are based on ? it will be important to ?
discourse: conversation is a large part of ? the ability to effectively and appropriately communicate with others is a skill often ? it is important to assess discourse both between ? and also within the ?
developmental levels/ range, modality, and frequency of communicative intentions in school-age children
context and change their register accordingly/presupposition to adjust their language accordingly/theory of mind being developed/evaluate each and note any deficiencies in your assessment
language in the school-age years/in deficit for children with LLD/ peers and also within the classroom dynamics including conversations with teachers
Oral Narratives: similar to the development of other pragmatic skills, narrative development is significant during the ? it is important as an SLP that you understand the different types of ? within the assessment of narratives you will want to evaluate ?
written narratives: there are few choices for writing assessments that are ? so it is common to use ?
school-age years/narratives and the corresponding macro and microstructures/comprehension, inferencing and production
norm-reference/criterion-referenced assessment for this area of language
Assessing the metas: metalinguistic: word? phon. ? segmenting ? ... awareness and the ability to ? CBMs: metapragmatic: ability to
word consciousness, phonological awareness, segmenting words in sentences, morphological awareness and the ability to self-edit
editing writing in school assignments
describe conversational rules
assessing the metas: metacognitive: highly related to essential for evaluate both and theory of ?
executive function
academic success
self-reg. (ability to plan, org., execute) and self-assessment (understand thinking process, reflect on own and others knowledge)
theory of mind
functional/informal assessment in school-age years: informal reading inventories: -series of ? -can assess both ? -composed of ?
running records: system of guides requires assists in work as ?
graded passages
- decoding and comprehension
- graded word lists, graded passages, comprehension questions
recording students oral reading teaching consistent notation choosing appropriate reading materials progress monitoring tool
functional/informal assessment in school-age years CONTINUED: rubrics: -MAKE -can be -example: dynamic assessment: -understand this can work across
- assessment process reliable and consistent
- general or very specific
- providing rubric for a narrative production for varying ages
what a student can do with and without support or scaffolding
-language domains and metas
considerations for special pop.: adolescents and young adults: assessment is not likely to be for, bUT -may not need -what may be more ? -cannot assume
establishing eligibility/updating intervention plan
- norm-referenced assessments
- criterion referenced
developmental limitations of any person
Children with ASD - L4L highly may perform better on rating scaled from - -
variable in skills norm-references than functional or informal assessments individuals across settings useful observation ADOS-2
Reevaluations and Diagnostic decision making:
reevaluations for children with Language disorders:
- process differs between
- always obtain
- gather ?
- gather
- any information related to
public/private sector -updated case-history information parent concerns and client/student concerns (if old enough) information from relevant stakeholders current functioning/concerns
Reevaluation: private sector:
typically occur?
-this is also driven by the need to ? and can occur as frequently as?
-as they occur more freq. you may need a less ?
-it is also important to note that certain ?
even if a manual does not provide this guidance you should be cautious in administering so close in time that the child might ?
more freq. in private than public
- reestablish eligibility or insurance coverage / every 6 months to 1 year
- comprehensive approach than initial eval.
- norm-referenced assessments set limitations on the time period allowed between repeated administration
- remember items as this would invalidate your results
Public sector: for services in the public sector, reevaluation is much more ?
- every ? children must be considered for ?
- the IEP team will meet to discuss reevaluation in enough time prior to? to complete the reevaluation should it be deemed ?
prescriptive/ three years/ reevaluation
3 year mark (date determined by three calendar years from date of initial/prior eligibility) necessary
public sector reevaluation continued:
there are two options:
redetermine eligibility without? if the IEP team, including the parents agree there is enough evidence to continue eligibility without ? they may ?
-some districts have rules in place that this can be done ? to ensure that children receive a reevaluation at least every ?
Redetermine eligibility through ?
if the IEP team, including the parents determine that there is not enough ? or they seek? a comprehensive assessment will be ?
-if this occurs, results of the comprehensive assessment will be used to determine if the child ? if they do ? if they do not ?
further assessment
-additional assessment/waive the 3 year eval. and redetermine eligibility for another 3 years without assessment
-one time/6 years
comprehensive assessment/ evidence to continue eligibility without additional assessment/additional information for any reason/completed
-continues to meet eligibility criteria/eligibility remains for another 3 years / the child would be dismissed from services
diagnostic decision making:
clinical expertise: developed
scientific evidence: this is both the use of ? and your?
client/family values: as we continue to discuss, involving the ?
over time
sound assessment measures (norm-referenced and others) academic coursework in your graduate program and professional learning that you will continue following in school
involving the family and client (as age appropriate) in the evaluation is critical to both process and outcomes
