Speech Language Pathology
District Guidelines ~ SLP
Phonological Processes
Reduplication, final consonant deletion Fronting, stopping, cluster reduction Gliding Lateral /s/ |
Qualifying Range
3 yrs - 4 yrs 4 yrs - 5 yrs 5 yrs - 6 yrs 6 yrs - 7 yrs 7 yrs - 8 yrs based on student readiness--this is not a developmental error |
Phonemes
p, b, m, w, h k, g, t, d n, ng, y, f l, sh, v, ch, j s, z, th, r, zh |
Qualification for articulation remediation also includes:
1. level of stimulability
2. emergence
3. intelligibility (# of errors, mild-mod-severe)
4. classroom impact (negatively impacts:
5. participation in early childhood activities, hinders communication attempts with peers & adults, early reading/writing/spelling skills, social/emotional development or adjustment to classroom, participation in language based activities in classroom, participation in classroom discussions)
LANGUAGE (Content & Form)
Formal Assessment
1. -1.5 standard deviations on 2 or more total test scores
2. -2.0 standard deviations on 1 or more total test scores
· tests should include at least one comprehensive language test
· (I.e., OWLS, CASL, TOLD P/I, LPT, CELF, HELP, TOPS, PLS, etc.)
Standard scores ranging from 85-115 are considered to be within the average range
-1.5 standard deviations equals a Standard Score of 77.5
-2 standard deviations equals a Standard Score of 70
Criterion-Referenced Assessment
1. Language Sampling
2. Classroom observation/impact
3. Narrative-Ability
a. additive chains (age 3)
b. temporal chains (age 3-5)
c. simple-causal chains (age 5)
d. multiple-causal chains (age 7-9)
Items to be placed in the working file of transitioning students:
-Current IEP (or goal page & service matrix for students receiving multiple services)
-Current evaluation report
-Current progress report
-Out of district reports (dated copies must be kept in the student's central file)
-Test protocols (dated and complete)
LANGUAGE (Pragmatic use)
Under eligibility category of Autism
1. -1.5 standard deviations on standardized measure of social communication skills
- (TOPL, TOPS, SLDT, CASL pragmatics subtest)
Under a different eligibility category
1. -1.5 standard deviations on standardized measure of social communication skills AND -1.5 standard deviations on another language measure (vocabulary, overall language measure, etc)
2. -2.0 standard deviations on a standardized measure of social communication
Preschool-aged child
1. Autism diagnosis + depressed social communication skills on a checklist
2. DD eligibility in the area of social + depressed social communication skills on a checklist
FLUENCY
1. severity rating of moderate to severe on SSI
or
2. conversational sample in which some or all of the following are exhibited:
a) secondary behaviors
b) repetitions, frequency and type
c) blocks in air flow and their average length
d) frequency of occurrence
"stutters on more than 10% of speech"-Stuttering Foundation of America
"7 stuttered words per minute as measured by a 5 minute reading, monologue, conversational
samples"-Monterey Fluency Program
e) duration of stuttering behaviors over time, the number of dysfluencies exhibited have maintained or increased over time
VOICE
1. ENT referral with diagnosed voice disorder and therapy recommended
2. must have negative classroom impact
3. score of inadequate on a voice profile or index
4. annual review of progress via voice profile and ENT follow-up
SWALLOWING
1. Any swallowing concerns will be addressed through a health plan designed by the school nurse, SLP, and outside medical professionals
2. The health plan will outline safe and appropriate dietary guidelines for school.
3. School staff will be trained in the implementation of the plan
1. level of stimulability
2. emergence
3. intelligibility (# of errors, mild-mod-severe)
4. classroom impact (negatively impacts:
5. participation in early childhood activities, hinders communication attempts with peers & adults, early reading/writing/spelling skills, social/emotional development or adjustment to classroom, participation in language based activities in classroom, participation in classroom discussions)
LANGUAGE (Content & Form)
Formal Assessment
1. -1.5 standard deviations on 2 or more total test scores
2. -2.0 standard deviations on 1 or more total test scores
· tests should include at least one comprehensive language test
· (I.e., OWLS, CASL, TOLD P/I, LPT, CELF, HELP, TOPS, PLS, etc.)
Standard scores ranging from 85-115 are considered to be within the average range
-1.5 standard deviations equals a Standard Score of 77.5
-2 standard deviations equals a Standard Score of 70
Criterion-Referenced Assessment
1. Language Sampling
2. Classroom observation/impact
3. Narrative-Ability
a. additive chains (age 3)
b. temporal chains (age 3-5)
c. simple-causal chains (age 5)
d. multiple-causal chains (age 7-9)
Items to be placed in the working file of transitioning students:
-Current IEP (or goal page & service matrix for students receiving multiple services)
-Current evaluation report
-Current progress report
-Out of district reports (dated copies must be kept in the student's central file)
-Test protocols (dated and complete)
LANGUAGE (Pragmatic use)
Under eligibility category of Autism
1. -1.5 standard deviations on standardized measure of social communication skills
- (TOPL, TOPS, SLDT, CASL pragmatics subtest)
Under a different eligibility category
1. -1.5 standard deviations on standardized measure of social communication skills AND -1.5 standard deviations on another language measure (vocabulary, overall language measure, etc)
2. -2.0 standard deviations on a standardized measure of social communication
Preschool-aged child
1. Autism diagnosis + depressed social communication skills on a checklist
2. DD eligibility in the area of social + depressed social communication skills on a checklist
FLUENCY
1. severity rating of moderate to severe on SSI
or
2. conversational sample in which some or all of the following are exhibited:
a) secondary behaviors
b) repetitions, frequency and type
c) blocks in air flow and their average length
d) frequency of occurrence
"stutters on more than 10% of speech"-Stuttering Foundation of America
"7 stuttered words per minute as measured by a 5 minute reading, monologue, conversational
samples"-Monterey Fluency Program
e) duration of stuttering behaviors over time, the number of dysfluencies exhibited have maintained or increased over time
VOICE
1. ENT referral with diagnosed voice disorder and therapy recommended
2. must have negative classroom impact
3. score of inadequate on a voice profile or index
4. annual review of progress via voice profile and ENT follow-up
SWALLOWING
1. Any swallowing concerns will be addressed through a health plan designed by the school nurse, SLP, and outside medical professionals
2. The health plan will outline safe and appropriate dietary guidelines for school.
3. School staff will be trained in the implementation of the plan