SPEECH AT HATFIELD

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Speech and Language Services at Hatfield Overview of Our Responsibilities Referral/Assessment Process Speech and Language Diagnoses Definitions Eligibility Criteria Examples Student contact time is only one aspect of speech therapy

Our Assessment Responsibilities CST/IST/MDE/IEP meetings Identify students with S&L disorders Assess S&L needs for students with other disorders Determine educational relevance/appropriate placement Triennial re-evaluations SETT process for AAC needs Assess EI students Annual kindergarten screenings Document needs & recommend services in the ER

Our Therapy Responsibilities Develop annual IEP Schedule/coordinate IEP Implement IEP in therapy (small group, individual, whole-class or consultation Monitor student progress Report progress to others Individualized homework/carryover activities Collaborative activities for prevention Counsel/educate others about these disorders

REFERRAL PROCESS FOR SPEECH AND LANGUAGE DISORDERS

Referral Process Referrals can be submitted by CST, IST, teachers, and parents Obtain a referral form from the SLP If further investigation is needed, the SLP will issue a Permission to Screen After permission is granted, the SLP schedules an observation/screening SLP reviews all data, and determines need for further testing

ASSESSMENT PROCESS Permission to Evaluate is sent home When permission is obtained, SLP will process the request in a timely fashion **The SLP legally has 60 school days from the date of permission received to complete the process (including: testing, analysis, ER, and IEP)**

Teacher input in assessment process ER is sent around to all team members: classroom teacher, guidance counselor, nurse, principal, related services, special education teachers You add information regarding student background information, classroom performance, strengths and needs

Assessment Process (cont.) Following formalized testing and analysis, SLP calls MDE team together to make a decision re: student eligibility and need for speech and language services **Student has to be determined to be BOTH eligible and in need to receive services**

Transition from Assessment to Therapy Based on the recommendations made in the ER, the IEP is developed to target the student’s specific needs. Once the IEP is signed by the parent, the student may begin to receive services.

OUR SERVICES: Individually target a student’s speech and language needs as outlined in the IEP Services will be delivered through various models, including: small group instruction, individual instruction, consultation, and whole-class instruction.

OTHER CONSIDERATIONS: Scheduling is a nightmare!! I can have up to 65 students K-6 (including special ed), and up to 120 contacts per week. Students are continuously evaluated and re-evaluated for services Every child’s IEP must be updated yearly with the possibility of numerous revisions

What we can do for you! Assess your children for a variety of speech needs Support your children with our services Act as a consultant for the speech needs of your whole class

What you can do for us! Be aware of possible speech concerns in your students Add input to your students’ ERs and IEPs Act as a consultant on the students’ classroom & curricular needs

What we can do for each other! Be flexible Be patient Be timely about paperwork Be supportive Be team players Notify each other in advance when speech services need to be cancelled for some reason

THANKS FOR ALL YOUR HELP!

Speech and Language Diagnoses in the Schools Articulation/Phonology Disorders Motor-speech disorders Language Disorders Disorders of form, semantics, & pragmatics Fluency Disorders Voice Disorders

Articulation/Phonology Disorders: A definition “Difficulty in forming and combining sounds or in learning the rules of using the sounds of the language. Sounds may be substituted (says “bish” for “fish”), omitted (says “poon” for “spoon”), distorted (lateralization of /s/), or added (“baloo” for “blue”). Such disorders can cause speech to be difficult to understand and may be distracting to the listener.”

Normal Development of Sounds Students should have: By kindergarten: p, b, m, n, h, w, f, y, “ing”, k, g, d By first grade: t, “ch”, v, “sh” By second grade: “th”, l, r, “j”, s, z By third grade: “er”

Motor-based Speech Disorders Definition: Articulation errors characterized by limited control of speech muscles (not paralysis or weakness). No other physical problems need to be present Students with this disorder are eligible for services at any age

Students who are not Eligible for Articulation Services Those who misarticulate sounds which are within the range of age-normed development Those with differences in articulation due to dialectal patterns (regional, ethnic, accent)

CASE STUDY: Sarah is a first grade student whose parents report that she “sounds like a baby.” Screening shows that Sarah substitutes /f/ for “th”, and distorts “er”. Sarah exhibits no shyness expressing herself in the classroom. Should further testing be done at this time?

Language Disorders: A definition Difficulty understanding and using language to communicate. Problems understanding and using appropriate vocabulary, word order, or grammar, and difficulty following directions or staying on topic in a conversation are common characteristics.

Disorders of Form Disorder of Form: includes phonology, morphology, and syntax, for example, misuse or misunderstanding of the information provided by word endings: “The boy eat his dinner.”

Disorder of Semantics Disorders of meaning, for example, difficulty understanding word relationships, such as antonyms, synonyms, categorization, multiple meaning words, and basic concepts

Disorder of Pragmatics Disorder of function, for example, using language for different purposed (promising, requesting), changing language for listener needs (peer vs. teacher), using appropriate body language, or following the rules of social conversation (turn-taking, introducing topics, and staying on the topic)

Eligibility Criteria for Language Therapy Classroom achievement, cognitive levels, and documented speech and language performance are discrepant Documented evidence of speech and language performance in at least two of the following areas: form, semantics, and pragmatics, which are moderate to severe in nature (1.5 standard deviations below full- scale IQ score)

Additional Considerations: **Cognitive functioning** Current educational placement Change in Educational Placement Additional Supports (LS, ESL, Reading support)

ESL: A special case ESL is not a disability Students who are ESL need to demonstrate needs in other areas of speech and language such as articulation (not including accent), phonology, fluency, etc. to receive services Needs in language alone are not sufficient to receive services for a student who is ESL

Central Auditory Processing: What is it? “Deficits in the information processing of incoming auditory signals.” Deficits are not due to: Hearing sensitivity Intellectual ability Has problems with transformation, re- organization, analysis, synthesis, storage, retrieval, and use of information received through audible signals

CAPD: A special case A student with a diagnosis of Central Auditory Processing Disorder or who takes extended time to process auditory information is not necessarily eligible for services. There needs to be a concomitant documented disability in receptive or expressive language (moderate to severe disability in at least two areas of language) that impacts classroom achievement.

CASE STUDY Scott is a 3 rd grade student with average IQ. The teacher reports that he has difficulty finding the right words to express himself. An overall language test reveals average overall language ability, but his score on an expressive vocabulary test is 2 standard deviations below average. Is this student eligible for services?

Fluency Disorders: A Definition Characterized by a disruption of the timing or rhythm of speaking. Features of such disorders include hesitations; repetitions, and prolongations of sounds, syllables, words, or phrases; and difficulty initiating speech. This disorder may be accompanied by facial grimaces, eye-blinking, generalized body tension, and gasping for air.

Students who are not Eligible Normal nonfluencies are present Fluency rated as mild may require parental and teacher consultation.

Eligibility Criterion Dysfluent speech is observable Moderate to severe speech impairment The impairment negatively impacts academic achievement and is significantly disabling to the individual

Case Study Gerardo is a student with English as a Second Language. He has many pauses, hesitations, and repetitions in his speech, which the teacher feels are due to word-finding as he searches for the English word. When he finally gets the right word out he jerks his shoulders. The parents report that he has similar behaviors in his native language. Is the student eligible for speech and language services?

Voice Disorders: A definition Characterized by pitch, loudness, quality, or duration that is inappropriate for the child’s age or sex. A disordered voice may be too high or too low in pitch, hoarse, harsh, hypernasal, or hyponasal, or monotonic. It may be too weak, too loud or soft or too fast or slow.

Eligibility Criterion **need recommendation from Otolaryngologist (ENT) before determination of eligibility Moderate to severe impairment The impairment negatively impacts academic achievement and is significantly disabling to the individual.

Case Study Amanda, a sixth grader has a chronically hyponasal voice (/m/ sounds like /b/, /n/ sound like /d/). She also has heavy allergies. Other kids make fun of her speech and tell her she sounds “dumb.” Is she eligible and in need of services?

Breakdown of Disabilities in My Current Caseload

Breakdown of Caseload