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Copy of Speech Language Presentation February 2012

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Lea Woolsey

on 15 May 2012

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Transcript of Copy of Speech Language Presentation February 2012

Assessing Non-Verbal Students
May use formal or informal testing procedures
Often requires a significant amount of input from parents/caregivers and teachers to determine strengths and weaknesses
Need to assess ability to use non-verbal methods of communication (e.g. signing or picture symbols) Considering Informal Assessment Obtaining an informal language sample
Observing a student during a conversation with adults or peers
Observing the use of social language skills in a variety of settings Speech-Language Pathology
Assessment, Diagnosis and Intervention February 28, 2012
Lea M.Woolsey, MA CCC-SLP
FCPS Supervisor of Special Education Instructional Programs SLP Qualifications Master’s degree from an accredited program in Communication Disorders
Completion of a Clinical Fellowship Year to obtain Clinical Certificate of Competence
Nationally liscensed by ASHA-American Speech-Langauge-Hearing Association
State Liscense (MDHMH)
Maintenance of national/state liscenses by obtaining CEUs. Role of the SLP In Identification and Treatment of Communication Disorders Administers appropriate assessments based on referral information
Interprets assessment results and provides diagnosis
Considers nature of the disorder (acquired vs. developmental) and prognosis for treatment
Determines academic and social impact of the disorder
Determines interventions necessary and creates goals/objectives to address needs in the least restrictive environment
Considers need for accommodations/modifications
Monitors progress quarterly and updates goals/objectives as needed based on response to intervention School-Based SLPs Serves as a member of the SST and school IEP team
Serves as a resource to teachers/staff
Works with SEIAs
Assists with designing or programming augmentative communication systems
Provides consultative, inclusive or pull-out services to address student needs
Services preschool-aged children
Provides make-up sessions for any services missed
Submits billing for Medical Assistance reimbursement for services provided Articulation Assessments Oral peripheral exam
Assess sound production for omissions, substitutions, distortions and/or additions
Determine developmental appropriateness
Assess for apraxia of speech
Assess for dysarthria of speech
Assess for phonological processing disorders Language Assessments Receptive Language skills
Expressive Language Skills
Morphology, semantics and syntax
Pragmatic (social) Language skills
Language processing skills
Word Retrieval skills Voice Assessments Assess anatomical structure
Assess parameters of voice including pitch, quality and resonance of the voice
Make physician referrals if necessary Fluency Assessments Assess for sound repetitions and prolongations, whole or part-word repetitions, blocks and interjections
Observe for secondary characteristics
Determine if patterns are of typical or atypical dysfluency (stuttering) Interpreting Test Scores Formal tests will provide standardized scores based a mean of 100
SLP must determine severity of disorder based on each standard deviation from the mean Deviation from Mean of 100:

115+: Above average
86-114: Average
78-85: Mild
71-77: Moderate
Below 70: Severe Definition of Speech-Language Pathologist Speech-language pathologists, sometimes called speech therapists, assess, diagnose, treat, and help to prevent speech, language, cognitive-communication, voice, swallowing, fluency, and other related disorders.
Speech-language pathologists work with people who cannot produce speech sounds, or cannot produce them clearly; those with speech rhythm and fluency problems, such as stuttering; people with voice disorders, such as inappropriate pitch or harsh voice; those with problems understanding and producing language; those who wish to improve their communication skills by modifying an accent; and those with cognitive communication impairments, such as attention, memory, and problem solving disorders. They also work with people who have swallowing difficulties. Primary Areas of Assessment Additional supports provided by SLPs Serve as a resource for parents, educators, community members and stakeholders
Collaborate with caregivers, teachers, related services and outside agencies as appropriate to best meet student’s needs
Educate parents, teachers and administrators about communication development and provide suggestions that may help all students References www.bls.gov
www.superduperinc.com ELLs use BICS during social interactions in a meaningful social context (e.g., party, talking to a friend).

It includes basic mastery of pronunciation, vocabulary and language syntax. Basic Interpersonal Communication Skills (BICS)
are language skills needed in social situations. Student Services Team Responsibilities and
Procedures for ELL Students When an ELL student is not responsive to appropriate and culturally responsive academic and/or behavioral interventions through general education, the SST may request a Special Education screening meeting.
When this referral occurs for an ELL student, language dominance must be determined PRIOR to the IEP Team Screening meeting. Frederick County Public Schools Language Dominance Referral
Bilingual Assessment Process So, how important is it for us to understand Bilingualism?
Examine student and systemic needs

Develop understanding of students who are bilingual

Share the NEW Language Dominance Referral Process and the Referral for Bilingual Assessment Today’s Focus Assessing Bilingual Students The Individuals with Disabilities Education Act (IDEA) indicates that “A child shall not be determined to be a child with a disability if the determining factor for such a determination is…..limited English proficiency.”  Our Current Process Student Services Teams:
Review student information and current classroom performance
Document cultural considerations for interventions
Make recommendations based on student progress
Students demonstrating limited progress are often referred to the IEP team for screening and consideration for eligibility for special education

IEP Teams:
Use current data and information available to determine the need for assessments So, what’s missing for our
Bilingual students?
Determination of Language Dominance

Academic and social language proficiency

Language difference vs. disability?

Are Bilingual assessments necessary? Developing a New Process COLLABORATION
Student Needs

Systemic Needs

Process Development




Determining Language Dominance
Exposure/practice in the second language
Home language
Instructional language history
Experiences using language(s)
Literacy level(s) – L1 & L2
Progress – current & past BICS & CALP What are BICS and CALP,
and why are they important? This level of language learning is essential for student’s success in school – the abstract language required for academic work. Cognitive Academic Language Proficiency (CALP)
refers to formal academic learning. CALP BICS BICS versus CALP A question How long does it take to acquire
BICS and CALP? This student is not working up to his/her potential.
The student is not making “typical” progress.

Is there a learning issue, or is the student’s
language proficiency an issue? A Concern What the ELL Office Can do Administer assessments that can help determine & describe a student’s language proficiency in both L1 and L2. To help us avoid situations like … TOOLS USED TO HELP DETERMINE A STUDENT’S PROFICIENCY LEVEL WMLS

Language usage questionnaire
Language first used by subject?
Primary language spoken by subject at home?
Primary language spoken by others at home?
Subject’s primary language in informal school situations?
Subject’s primary language in classroom?

Language exposure information
Years subject has been in this country?
Years subject has been exposed to English @ school?
Years subject has been exposed to other language @ school? WMLS BVAT Picture vocabulary
Reading Words
Writing conventions Picture vocabulary
Reading words Stats to date… ? What the Tools
give us Report examples Questions Comments FCPS Bilingual Assessment Process
Bilingual Assessment Process
The Individuals with Disabilities Education Act (IDEA) indicates that “A child shall not be determined to be a child with a disability if the determining factor for such a determination is…..limited English proficiency.”  Bilingual Assessment Process Review the Website – Bilingual Assessment Process
The SST Process
Language Dominance Assessment Referral
Bilingual Assessment Referral Bilingual Assessment Process COMAR indicates that assessments must be “Provided and administered in the student's native language or other mode of communication, in the form most likely to yield accurate information on what the student knows and can do academically, developmentally, and functionally, unless it is clearly not feasible to provide or administer”.  SST Responsibilities and Procedures for ELL Students The SST chairperson :
Completes the electronic Language Dominance Assessment Referral form (SE:32 Lang Dom Ref) and submits it to the ELL office. The ELL office will secure permission from the parent for the assessment.
Contacts the IEP Team Chairperson or Special Education Department to schedule an IEP Team Screening meeting SST Responsibilities and Procedures for ELL Students Results of the Language Dominance Assessment must be shared with the parent 5 days prior to the IEP Team Screening meeting and indicated on the SE:6F Notice of Documents to be Reviewed at an IEP Team Meeting. Please contact your special education department to be sure that this information is included. ELL Procedures at the Screening IEP The Language Dominance Assessment report should be reviewed at the IEP Team Screening meeting
If assessments are recommended, the results of the Language Dominance Assessment report will be the primary factor considered when determining the need for a bilingual assessment.
If a Bilingual Assessment is recommended, complete the CR:56b bilingual ELL Procedures at the Screening IEP Include the ELL teacher in the screening and/or eligibility IEP meetings when appropriate. Reevaluation Process for an ELL Student When the IEP team is considering a reevaluation for an ELL student currently enrolled in Special Education:
language dominance must be determined PRIOR to the IEP Team “Permission to Test “reevaluation meeting.
The IEP case manager will be required to complete the Language Dominance Assessment Referral form (SE:32 Lang Dom Ref) and schedule the IEP reevaluation meeting
all other steps in the process remain the same. Thank you
your Support Cognitively Undemanding Example: Telephone Conversation Context Reduced Context
Embedded Example:
Conversations Example:
or experiements Cognitively Demanding Example: Writing a Standardized Test
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