SPEECH AT HATFIELD

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SPEECH AT HATFIELD
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We have a lot to learn from other professionals
both in and out of our field
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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

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Our Assessment Responsibilities

• CST/IST/MDE/IEP meetings
• Identify students with SL disorders
• Assess SL 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

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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

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REFERRAL PROCESS FOR SPEECH AND LANGUAGE
DISORDERS
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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

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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)

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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

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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

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Transition from Assessment to Therapy

• Based on the recommendations made in the ER, the
  IEP is developed to target the students specific
  needs.
• Once the IEP is signed by the parent, the
  student may begin to receive services.

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OUR SERVICES

• Individually target a students 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.

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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 childs IEP must be updated yearly with the
  possibility of numerous revisions

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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

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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

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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

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THANKS FOR ALL YOUR HELP!
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Speech and Language Diagnoses in the Schools

• Articulation/Phonology Disorders
• Motor-speech disorders
• Language Disorders
• Disorders of form, semantics, pragmatics
• Fluency Disorders
• Voice Disorders

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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.

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Normal Development of SoundsStudents 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

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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

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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)

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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?

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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.

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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.

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Disorder of Semantics

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

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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)

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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)

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Additional Considerations

• Cognitive functioning
• Current educational placement

• Change in Educational Placement
• Additional Supports (LS, ESL, Reading support)

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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

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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

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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.

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CASE STUDY

• Scott is a 3rd 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?

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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.

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Students who are not Eligible

• Normal nonfluencies are present
• Fluency rated as mild may require parental and
  teacher consultation.

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Eligibility Criterion

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

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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?

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Voice Disorders A definition

• Characterized by pitch, loudness, quality , or
  duration that is inappropriate for the childs
  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.

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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.

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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?

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Breakdown of Disabilities in My Current Caseload
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Breakdown of Caseload