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Language Eligibility Guidelines
Tiffany L. Barker, MS, CCC-SLPHost: ESC 10
Host Site: ESC 10, www.esc10.net Moderator: Karyn Kilroy Handouts Available for Download
• Language Eligibility Manual• Power Point Presentation• FAQs• SI Eligibility in Texas (generic manual)
Introduction
FAQs
Listen for answers to your questions during the training
Refer to the FAQ – Language Eligibility handout for additional information
Email unanswered questions to [email protected]
CEUs
2.0 hours TSHA continuing education credit available for this training module
Following the session, complete the Online Course Completion Submission Form ◦ Your name, license #, email address, phone #◦ TSHA membership #◦ The name and number of this course Shown on last slide of this presentation
◦ Course completion date◦ 3-questions Learning Assessment◦ CE evaluation of online course
You will receive a certificate of course completion via email
http://www.txsha.org/Online_Course_Completion.aspx
Access to the information is provided at no cost. TSHA Members can receive CEU credit at no cost Not a TSHA Member?◦ $20 fee for CEU credit for this training module◦ Complete the Online Course Completion form◦ Mail $20 check payable to ◦ TSHA 918 Congress Ave, Suite 200, Austin, TX 78701◦ OR make a credit card payment on the TSHA Web site
www.txsha.org
http://www.txsha.org/Online_Course_Completion.aspx
CEUs
This manual is to be used as an extension of or to augment the TSHA Eligibility Guidelines for Speech Impairment, 2009
This information is not intended to be used as a standalone guide
We will refer to the Generic Manual throughout this Language Eligibility Training
Generic Manual
GENERAL INFORMATION
IDEA 2004 DEFINITIONSPEECH-LANGUAGE IMPAIRMENT
300.8 (c)(11) Speech or language impairment means a communication disorder, such as stuttering, impaired articulation, a language impairment, or a voice impairment, that adversely affects a child’s educational performance
ASHA DEFINITION OF A LANGUAGE DISORDER
Impairment in “comprehension and/or use of a spoken, written, and/or other symbol system. The disorder may involve (1) the form of language, (2) the content of language, and/or (3) the function of language in communication, in any combination (1994, p.40).
Purpose & Use
Provide structure where the SLP can use consistent, evidence-based evaluation practices in accordance with the law
Use in combination with Generic Manual, 2009
Metalinguistics◦ Use of language knowledge
to make decisions about and to discuss language
Semantics◦ The meaning of words and
how words relate to each other
The Language Model
Phonology◦ Sound system of language
& rules
Pragmatics◦ Social use of language
Syntax◦ The way in which the
elements of language are sequenced together
• Address all areas of Language• Assess areas of concern
• Standardized Tests• Informal Assessments• Interviews & Questionnaires• Developmental Scales• Criterion-Referenced Procedures• Behavioral Observations
Comprehensive Language Evaluation
Develop Language Evaluation Plan
◦ Information from the referral source◦ Information from parent or teachers◦ Language skills that are considered important at
that age
Comprehensive Language Evaluation
•What is not Language?•Response Demand (Modality)•Task Demand
Types of Assessment General Language Syntax Semantics Pragmatics Metalinguistics
Comprehensive Language Evaluation
Global or Core Standard Score = <77 (>1.5 standard deviations below the mean)
Concurs with Teacher, Parent and SLP info
Document Adverse Effect on Educational Performance
Documenting a Language Disorder
Documenting a Language Disorder
Global or Core Standard Score = <80(>1.25 standard deviations below the mean)
Additional Testing in Deficit Area = <80
Concurs with Teacher, Parent, and SLP info
Document Adverse Effect on Educational Performance
Documenting a Language Disorder
Core Language score from 1global test or2 similar language tests
Always report confidence intervals
Standard Scores cut-off score
Teacher Language Survey Parent Language Survey Other
Documenting Adverse Effect on Educational Performance
Adverse Effect
Academic Achievement
Functional Performance
Need is NOT based on standardized test results.
How do we determine what “education” is in Texas?
TEKS Language Arts Speaking/Listening Reading Writing
Documenting Adverse Effect on Educational Performance
INFORMATIONAL MATERIALS, DATA COLLECTION, & STUDENT SUPPORT TEAM
What is a language disorder? Presentation ideas Classroom considerations
Materials For Teachers & Parents
Teacher Language Survey & Summary Forms◦ PK – Kindergarten◦ 1st – 12th
◦ Concern = Semantics, Syntax, Pragmatics
Parent Language Survey Other district specific forms
Data Collection Forms
STANDARDIZED ASSESSMENT OF LANGUAGE
Reminders
Administered by trained personnel Administered in accordance with any
instructions provided by the producer of the assessments
Is only one criteria, regardless of number of standardized tests used
Should cover all areas needing evaluation
General Principles
Standardized Tests must be
◦ Selected and administered so as to not be discriminatory on a racial or cultural basis
◦ Are provided and administered in child's native language or other mode of communication
◦ Are used for the purposes for which the assessments or measures are valid and reliable
Misuse of Standardized Tests McCauley & Swisher (1984) listed some specific misuses
of standardized tests.
◦ Using scores as exact measures of performance ◦ One of the reasons a cut-off score should not be used as the only
criteria for eligibility.
◦ Using age and grade equivalents as test summaries◦ Do not report age and grade scores
◦ Profiles cannot be used as descriptions of patterns of impairment◦ Do not look at the patterns as shown on graphs on the front page of
a test protocol and use it as the means of setting goals.
◦ Performance on an individual test item is not an indication of a deficit in the area assessed by that item. For that reason, never select goals from items missed on a standardized assessment.◦ Administer Present Levels of Performance measures to obtain goals.
Psychometric Properties
◦Norming Sample◦ Validity◦ Reliability◦ Usability
Individualized Assessment Battery
Ages tests are appropriate◦ Best to use test where child’s age is in the middle◦ Language Tests By Age – page 47
Comprehensiveness ◦ All areas of language?◦ Areas identified as concern?◦ Select areas which you want to assess rather than
selecting test to give◦ Semantic/Syntactical Areas Assessed by Test – page 55 &
56
Individualized Assessment Battery
Test response demand (modality)◦ Listening or Speaking
◦ Response Required on Various Subtests – page 48 & 49
Test task demands◦ Multiple choice, Generative, Imitation, Etc.
◦ Sample Task Demands of Various Tests – page 54
General Testing Procedures Finding & Interpreting Derived Scores◦ 1.5 SD below the mean - most likely indicates a
language disorder◦ 1.25 SD below the mean – at risk for language
disorder
Interpreting Standardized Tests
Total Quotient Analysis Comparison of Composite Scores Comparing Subtest scores ◦ With Total Quotients or Composite Scores◦ With other Subtest scores
Determining Significant Differences◦ Use manual◦ Need second criteria to validate concern
* Refer to pages 63 & 64 in Manual
INFORMAL ASSESSMENT
Remember
Must be valid Must be reliable Must be replicable Must explain procedures used to obtain Must explain how you interpreted the
data
Language Sampling
Goal: To obtain a sample of language that promotes the use of the most advanced language skills the child has acquired (several samples)
Types of Samples:◦ Conversation◦ Narrative
Use same procedure used in the norms you reference
Conversation Sampling
Balance (children comm. more when there is equal contribution)
Match (children learn best when actions are similar to theirs)
Responsiveness (follow the child’s lead; children respond to those who respond to their subtle behaviors)
Non-Directiveness (children’s comm. increases when the partner is less directive)
Narrative Sampling Types of Narratives◦ Personal◦ Fictional◦ Expository/Oral Narratives/Scripts
Issues to Consider◦ Amount of structure ◦ Content◦ Nature of presentation
Narrative Sampling: Age Guidelines◦ Preschoolers: Story Retelling most
appropriate (Cowley and Glasgow, 1994). Should use visual pictures with story retelling.◦ K-3rd grade: Both Story Retelling & Story
Generation are recommended (Schmidek). Visual stimuli suggested. By 3rd Grade, should use both oral and written forms.◦ 4th grade & up: Both Story Retelling & Story
Generation is recommended but visual stimuli not necessary.
Recommendation: obtain at least 3 samples
Informal Assessment: Syntax
◦ MLU-M◦ Words/T-Unit◦ Clauses/T-Unit◦ Mazes◦ Percentage of Utterances Grammatically
Correct
Analyzing MLU
T-Units◦ Simple Sentences◦ Compound Sentences◦ Complex Sentences
◦ Instructions for counting T-Units on page 71 & 72 of Manual
Segment the following story into T-Units:
“I was going to my grandma’s house and I was driving with my mom and dad and we saw a big truck it had 18 wheels and was going real fast it started to slide it turned over and cows went all over the road and we almost hit them.”
Activity
“I was going to my grandma’s house / and I was driving with my mom and dad / and we saw a big truck / it had 18 wheels and was going real fast / it started to slide / it turned over / and cows went all over the road / and we almost hit them.”
Activity Answers
T-Unit Analysis Each T-Unit is placed on
the T-UNIT ANALYSIS form (page 82) and the morphemes and words are counted.
• The number of total morphemes is then divided by the number of utterances or T-Units to obtain the MLU-M or the Words/T-Unit.
• Rules for counting morphemes -page 73
• Norms on pages 73 & 74
1. Determine whether MLU is below age expectations
2. Determine whether low language production is resulting in adverse effect on educational performance
3. MLU above the cutoff should not be interpreted as no impairment so a qualitative analysis would be done
Syntax: Interpreting Results
Consider the number of errors made Norms are located on page 75
Analysis of Grammatical Errors
Analysis of Inflectional and Certain Free Morphemes
Analysis of Morphemes
• All T-Units are included• A plus (+) or a minus (-) is
placed where the morpheme is used correctly or incorrectly
• Norms located on page 77
Subordination Analysis
Used to determine the language development of children 8 and older◦ Development of complex sentences =
language development1. Noun Phrase Complements2. Relative Clause Transformations3. Adverbial Subordination
Norms are located on page 79 of Manual
Analysis of Mazes
Most common types:◦ Filled Pauses◦ Repetitions◦ Revisions
Narrative Context = increase in mazes
Children 3 to 13:
Mazes in 20 - 41% of narrative samples
Mazes in 15-25% of conversational sample
Norms on page 80 & 81 of Manual
1) Measures of expressive & receptive vocabulary
2) Holding phonological forms in short-term memory
3) Extracting word meaning4) Storage, organization, and access of lexical
items (can use Test of Word Finding – 2)
5) Perceiving and isolating phonological forms
Informal Assessment: Semantics
DELV Type-Token Ratio (TTR)◦ Counts number of words and number of
different words◦ Indicator of vocabulary growth
Expressive & Receptive Vocabulary
Expressive & Receptive Vocabulary
TTR Norms found on page 87 of Manual
1.Determine if student is performing below expected level for age
2.Determine whether there is an adverse effect on educational performance linked to vocabulary
Semantics: Interpreting Results
Phonological Forms in Short-Term Memory
• Strong indicator of semantic learning problems
- Dollaghan & Campbell (1998) procedure for children ages 6.0 –9.9 on page 89
Norms on page 91
Communicative Intent Conversation Oral Narrative Abilities Presuppositions
Informal Assessment: Pragmatics
General Principles Present Level of Performance Definitions Summarizing Findings◦ Checklists (pages 100, 102, 103)◦ Supporting Data (pages 101 & 102)
Communicative Intent
Conversation
• Scope & Sequence on page 105-106• Checklist on page 107-108
Definition◦ Conveys more info than needed◦ Formal sentence structures & intonation◦ Similar to written style rather than
conversational◦ Resemble rehearsed monologue
Procedure for analyzing◦ Checklist (page 110)◦ Summary & Rating (page111)
Conversation: Pedantic Speaking Style
Types of Narratives◦ Fictional Oral Stories Relate fictional events
◦ Personal Narrative Account: listener wasn’t there for the experience
Recounts: shared events prompted by another
Event casts: ongoing activities, reporting factual events, directing others
◦ Expository Oral Narratives/Scripts Instruct or present information
Oral Narratives
Narrative Sampling Procedures◦ Discussed on slides 38 & 39
Eliciting Fictional Oral Stories◦ Story Generation: student is asked to
produce a narrative of events◦ Story Retelling: student is asked to re-
produce previous events◦ Generation = more difficult
Oral Narratives
• See pages 116-117 for procedures• Report how narrative was elicited in FIE
1) Decide on method & gather materials2) Record3) Transcribe (suggested rules by Strong –
page 118)4) Divide sample into T-Units (see Informal
Assessment – Syntax)5) Analyze macrostructure6) Analyze microstructure
Oral Narratives: Analyzing Results
Macrostructure◦ Applebee’s Six Levels Fictional & Personal
stories
• Procedure on page 119• Decision Making Matrix on page 120
• Norms on page 120
Oral Narratives: Analyzing Results
Macrostructure◦ Episodic Analysis Fictional stories
Oral Narratives: Analyzing Results
• Descriptions of Story Grammar on page 121• Developmental Norms on pages 122-124• Story Structure Levels on pages 124-125• Decision Making Matrix on page 125
• Pages 126-127
Oral Narratives: Analyzing Results
Definitions:◦ Information which is not explicit in a message
but must be shared by both partners for understanding to occur◦ Background information that speakers share
during conversations – distinctions are made between new and old information◦ Information that the speaker assumes to be
given or shared
Pragmatics: Presupposition
Curriculum-Based Interventions Students have difficulty with questions from the
higher levels of Bloom’s Taxonomy (pages 129-131 of Manual)
Analyzing: Use Stories, Story Questions and Scoring Sheets on pages 132 - 137
Pragmatics: Presupposition
MAKING A RECOMMENDATION FOR ELIGIBILITY
Guidelines for Determining a Language Disorder
Guidelines for Determining a Language Disorder
2.0 hours TSHA continuing education credit available for this training module
Following the session, complete the Online Course Completion Submission Form
◦ Your name, license #, email address, phone #
◦ TSHA membership #
◦ The name and number of this course
◦ Shown on last slide of this presentation
◦ Course completion date
◦ 3-questions Learning Assessment
◦ CE evaluation of online course
You will receive a certificate of course completion via email
Earning CEUs **Get Ready to Record the Course Name & Course # from the Next Slide
http://www.txsha.org/Online_Course_Completion.aspx
Course Name: SI Eligibility Guidelines for Language
Course Number: Available at the end of the Webinar Listen for the course number at
completion of the event
Earning CEUs
www.txsha.org