Issues and Strategies for Measuring Outcomes for Children with “Speech-Only’ Eligibility Jim J Lesko, Ed.D. Delaware Department of Education

Assessment Framework for Children with Preschool Speech Delays Delaware uses the Child Outcome Summary Form –Multiple sources of information/data are used to determine each child’s COSF rating Approved list of measurement tools Children with disabilities other than PSD assessed with comprehensive curriculum measure aligned with state EC guidelines Measurement typically involves 2 or more on team

Assessment Framework for Children with Preschool Delays Recognize that the SLP may be the only person that completes the ratings –In conjunction with parent information and possibly practitioner data Emphasis on parent involvement as an important source of data on other areas of development Emphasis on other care/education practitioners as an important source of data on other areas of development –New requirement of licensed early education center facilities to assess children annually –Approximately 67% of children under five in care Measurement occurs at entry, every spring and exit

Challenges Sheer numbers on caseloads Authentic assessment parameters when only speech pathologist available Lack of opportunity for comprehensive observation by pathologist only “Expertise” area is speech and language

Process Framework for Outcome 1 and 3 SLP will administer one of four possible assessment instruments to obtain pre/post developmental information Assessment instruments fall into 2 categories –Parent [and/or Practitioner] Survey –Interview Measure Therapist chooses either survey or interview measure

Approved Instruments Outcome 1 and 3 Tools –Parent/Practitioner Surveys Ages and Stages Questionnaire and Ages and Stages Social/Emotional Quest. Or Child Development Inventory –Interview Tools Vineland Scales II Adaptive Behavior Assessment System Outcome 2 Tools –Appropriate speech assessment tools such as the Goldman Fristoe Test of Articulation, Language Samples

Process The state has made the assumption that children identified as preschool speech delayed are not presenting developmental issues in other areas – hence the use of surveys and questionnaires –Focus is determining that all functional-developmental areas remain on target We are also going with the assumption that parents and/or EC practitioners are fairly accurate reporters of their children’s development

Process We have worked with SLPs to monitor the survey or interverview responses and identify when red flags are raised When red flags occur the SLP refers the child/family for further investigation or develops a close monitoring plan –ie., child presents with red flag in behavior and child has severe articulation concern –ie. – child presents with red flag in language or motor and has moderate articulation concern

Process Literacy levels of families is a concern with the surveys Return rate of surveys is a concern Few complaints from SLPs on the process seen as a success Assessing children that are English language learners remains a concern