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SI Eligibility Guidelines for Language with Learning Disabilities

Presenter: JoAnn Wiechmann, M. A. CCC-SLPHost: Region X ESC

Host Site: ESC Region 10, www.region10.orgModerator: Karyn Kilroy, ESC 10Handouts Available for Download◦ SI Eligibility Guidelines for Language and Learning

Disabilities Manual◦ FAQs◦ This power point◦ SI Eligibility in Texas (generic manual)

Listen for answers to your questions during the training session

Refer to the FAQ ~ SI Eligibility Language ith L i Di biliti h d t fwith Learning Disabilities handout for

additional information

Email unanswered questions to TSHA◦ staff@txsha.org

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2.0 hours TSHA continuing education credit available for this training moduleFollowing the session, complete the Online Course Completion Submission Form ◦ Your name, license #, email address, phone #◦ TSHA membership #p◦ 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 courseYou will receive a certificate of course completion via email

Access to the information is provided at no cost.TSHA Members can receive CEU credit at no costNot 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

This manual is to be used as an extension of or to augment the TSHA Eligibility Guidelines for Speech Impairment, 2009 (url)This information is not intended to be used as a standalone guideas a standalone guideWe will refer to the Generic Manual throughout this Language and Learning Disabilities training

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300.8 (c)(11) Speech or language impairment means a communication disorder, such as stuttering, impaired articulation, a language impairment or a voice impairment thatimpairment, or a voice impairment, that adversely affects a child’s educational performance [emphasis added]

OverviewOperational DefinitionsRole of SLP on MDT◦ Cognitive Processes & the CHC Theory of

IntelligenceIntelligenceCross Battery AnalysisInterpreting Data for LDInterpreting Data for SISI Eligibility GuidelinesReport Writing

Guide identification of Speech Impairment in LanguageGuide the SLP in assisting MDT in identifying LD in oral expression or listening comprehensioncomprehension

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As a member of the multidisciplinary team, the SLP may support the team in: Completing a comprehensive evaluation of a student’s language and learning profile;Identifying whether a learning disabilityIdentifying whether a learning disability and/or language disorder is present; andMaking recommendations to the ARD Committee regarding eligibility for special education services and support based on a learning disability and/or speech impairment.

Disorder in one or more psychological processes involved in understanding or in using language, spoken or written, that may manifest itself in the imperfect ability to listen, think, speak, read, write, spell, or tolisten, think, speak, read, write, spell, or to do mathematical calculations, including conditions such as perceptual disabilities, brain injury, minimal brain dysfunction, dyslexia, and developmental aphasia.

A language disorder is defined as disruption in the ability to understand/comprehend spoken or written language and/or difficulty in producing language to verbally communicate thoughtscommunicate thoughts.

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SyntaxSemantics PhonologyMetalinguisticsP iPragmatics

Speech Language Pathologist evaluates listening and speaking.

Speech Language Pathologist supports the MDT in evaluating the language bases ofMDT in evaluating the language bases of reading and writing.

Language is one part of communication

Remember the broad context:

SI= Communication Disorder + Adverse Effect on Educational Performance

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Fluid Reasoning (Gf)Crystallized Intelligence (Gc)Visual Processing (Gv)Auditory Processing (Ga)P i S d (G )Processing Speed (Gs)

Short Term Memory (Gsm)Long Term Retrieval (Glr)Quantitative Knowledge (Gq)Correct Decision Speed (Gt)R di /W i i (G )Reading/Writing (Grw)

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GeneralSequentialReasoning

Induction

QuantitativeReasoning

PiagetianReasoning

Speed ofReasoning

FluidIntelligence

(Gf)

Math.Know.

Math.Ach.

QuantitativeKnowledge

(Gq)

LanguageDevelop.

LexicalKnowl.

ListeningAbility

GeneralInfo.

Info.aboutCulture

GeneralScienceInfo.

CrystallizedIntelligence

(Gc)

ReadingDecoding

ReadingComp.

VerbalLanguageComp.

ClozeAbility

SpellingAbility

WritingAbility

English

Reading andWriting(Grw)

MemorySpan

LearningAbilities

Short-TermMemory

(Gsm)

Visualization

SpatialRelations

VisualMemory

ClosureSpeed

Flexibilityof Closure

SpatialScanning

SerialPerceptualI i

VisualProcessing

(Gv)

Phon. Cdg.:Analysis

Phon. Cdg.:Synthesis

Speech Snd.Discrim.

Res. toAud. Stim.Distortion

Memoryfor SoundPatterns

GeneralSnd. Discrim.

AuditoryProcessing

(Ga)

Assoc.Memory

Mngful.Memory

FreeRecallMemory

IdeationalFluency

Assoc.Fluency

ExpressionalFluency

Naming

Long-TermStorage &Retrieval

(Glr)

PerceptualSpeed

Rate-of-Test Taking

NumberFacility

ProcessingSpeed(Gs)

SimpleReactionTime

ChoiceReactionTime

SemanticProcessingSpeed

MentalComparisonSpeed

Decision/Reaction

Time/Speed(Gt)

f

GeographyAch.

Comm.Ability

OralProduction& Fluency

Gram.Sensitivity

ForeignLanguageProficiency

ForeignLanguageAptitude

EnglishUsageKnowledge

ReadingSpeed

Integration

LengthEstimation

PerceptualIllusions

PerceptualAlternations

Imagery

TemporalTracking

MusicalDiscrim. &Judgement

Maintaining& JudgingRhythm

Snd-IntensityDurationDiscrim.

Snd-Freq.Discrim.

Hearing &SpeechThreshold

AbsolutePitch

SoundLocalization

NamingFacility

WordFluency

FiguralFluency

FiguralFlexibility

Sensitivity toProblems

Originality/Creativity

LearningAbilities

IDEA 2004 requires the use of a MDT to determine eligibility and develop the individual education plan For students with a suspected disability in the areas of speech language orareas of speech, language, or communication, this requirement is met with the inclusion of a speech language pathologist on the multi-disciplinary evaluation team

Defining the assessment question.Collecting data from multiple sources. Assessing the cognitive processing area of crystallized intelligence (Gc) in the primary language. The SLP may also need to address language in the following cognitive processes: auditory processing (Ga), fluid reasoning (Gf), long-term retrieval (Glr), and short term memory (Gsm). Determining the impact of Gc, Ga, Gf, Glr and Gsm on language processing with respect to the student’s pattern of strengths and weaknesses.Identifying the presence of a language disorder.Evaluating the impact of the language disorder on academic achievement.Developing an educational plan to address the student’s needs.

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provide direction to the MDT as they collect data at all stages of Response to Intervention (RTI) in the areas of:◦ Listening Comprehension◦ Oral ExpressionOral Expression◦ Literacy◦ Second Language Learning◦ Functional Communication Skills◦ Assistive Technology

Cross battery analysis provides a framework for conducting assessments that approximate the total range of broad and narrow cognitive abilities represented in a more comprehensive manner than is possible withcomprehensive manner than is possible with a single intelligence battery.XBA is grounded in CHC theory of cognitive abilities

Cognitive Referencing: comparison of IQ score with language test scoreASHA says: cognitive referencing should not be used for identification of speech or language impairmentlanguage impairmentSimple discrepancy calculation… not to be used for LD or SI-Language With XBA…cognitive referencing is not an issueLanguage (Gc) is one of the cognitive processes

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Non-identified student of concern to Student Support Team◦ Hearing and vision screening◦ Student performance data and work samples◦ Parent and teacher language survey g g ySST members make recommendations for interventionIntervention should be provided in all areas of concernRTI data gathered and progress monitoring data reviewed by SST

1. lack of response to intervention in academic or language area2. significant difficulty meeting grade level expectations3 re evaluation: currently SI displaying3. re-evaluation: currently SI—displaying academic concerns4. re-evaluation: currently LD—displaying oral language concerns5. re-evaluation: currently SI but may DNQ and displaying academic concerns

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A good evaluation always begins with a good plan. Define the assessment question/sAddress all areas of FIEA ll f t d di bilitAssess all areas of suspected disabilityDevelop evaluation plan with MDT members◦ Define who, what, when

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MDT plan the evaluationMDT members conduct standardized testing and formal/informal assessment proceduresStandardized scores are entered into XBA analysis toolanalysis toolMDT analyze scores to see if additional assessment is neededComplete additional assessment, as needed

MDT analyzes data to ensure adequate for broad and narrow strataValidate low scores**If XBA data are consistent with below average Gc and other broad strata are withinaverage Gc and other broad strata are within average range, SLP concludes a language disorder is present

**These are broad statements. Use the assessment data to drive your conclusions as you answer the 3 Stage Questions

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**If XBA data are consistent with Gc in average range, SLP conclude language disorder is NOT present **If XBA reveals not all broad and narrow strata yield inconsistent data additionalstrata yield inconsistent data, additional assessment needed

**These are broad statements. Use the assessment data to drive your conclusions as you answer the 3 Stage Questions

If XBA data reveals Gc is consistent with other broad/narrow strata and is below average, the SLP needs to look at the functionality of the student’s language system. May or may not meet eligibility as SInot meet eligibility as SI

**These are broad statements. Use the assessment data to drive your conclusions as you answer the 3 Stage Questions

MDT identifies a pattern of strengths/weaknesses in the cognitive profileSLP assists diagnostician/LSSP in interpretation of language data in determining a Learning Disability especiallydetermining a Learning Disability, especially in oral expression and listening comprehensionMDT links weaknesses with academic areasSLP considers XBA data with other language assessment data (informal measures)

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Is there a normative academic deficit?◦ need instructional, intervention, and test dataIs there a pattern of strengths and weaknesses?◦ cognitive and academic data show intact skills and

deficient skills; if all cognitive areas low probably notdeficient skills; if all cognitive areas low, probably not LD; if all academic skills low, probably not LD; low achievement in the absence of cognitive deficits, not LD

Do the weaknesses/deficits in cognition underlie/ cause/lead to the weaknesses/deficits in academic skills?◦ must ensure that appropriate narrow abilities/core

cognitive processes have been adequately assessedIs there functional impairment?

Three stages◦ Stage 1 - Is a Communication Disorder present?◦ Stage 2 - Is there an adverse effect on educational

performance resulting from the communication disorder?◦ Stage 3 - Are specially designed instruction or◦ Stage 3 Are specially designed instruction or

related services needed to help the child make progress in the general education curriculum?

The ARD/IEP Committee determines eligibility based on the evaluation information. Make clear recommendations to the three stages of eligibility in the report. (Answer the questions)If you don’t answer the questions clearly, how can you expect the ARD/IEP committee to make solid decisions?

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Is there a (speech/language) communication disorder? Is there a CONDITION?Assessment should include:◦ Parent data◦ Teacher data◦ Samples of student work◦ Targeted observations◦ Informal assessments◦ Standardized assessments◦ Professional judgment

Professional Judgment◦ Professional judgment may be needed when:

Standardized assessments are lackingStandardized testing, parent data, teacher data disagree

What is professional judgment?at s p o ess o a judg e t◦ Professional opinion + student data◦ Provide a description of how data was collected◦ Provide a description of the procedures used to

make the determination of a communication disorder

Eligibility is NOT to be determined

◦ On the basis of another disability◦ On cultural differences◦ On a lack of instructionOn a lack of instruction

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Is there an adverse effect on educational performance that results from the communication disorder?◦ Is there an adverse effect on academic

achievement?◦ Is there an adverse effect on functional

performance?

What is the student’s curriculum?◦ General education? (TEKS-based)◦ Special education? (TEKS-based)Is the student making progress in his/her curriculum?Oral communication should be included as part of the curriculumHow are oral communication skills impacting the student’s functioning: socially/emotionally/vocationally/academically?

Progress in the student’s curriculum can be measured by:◦ Curriculum based assessments (CBA)◦ Present levels of academic and functional

performance (PLAAFP)p◦ Progress on current IEP goals/objectives

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New definition of educational performance◦ Adverse affect on academic achievement◦ Adverse affect on functional performance

300.101 (c)(1) Each State must ensure that FAPE is il bl t i di id l hild ith di bilitavailable to any individual child with a disability

who needs special education and related services, even though the child has not failed or been retained in a course or grade, and is advancing from grade to grade. [emphasis added]

Clearly define eligibility recommendations for ARD committeeProvide language/communication recommendations (whether qualifies or DNQ)SLP give language recommendations for LDSLP give language recommendations for LD areas

Access to the information is provided at no cost.TSHA Members can receive CEU credit at no costNot 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

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2.0 hours TSHA continuing education credit available for this training moduleFollowing 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 courseYou will receive a certificate of course completion via email

staff@txsha.org