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Children with a Speech and Language Disability

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CHILDREN WITH A SPEECH AND LANGUAGE DISABILITY & INDICATOR 7CHILD OUTCOMES: GETTING DOWN TO BASICS Sheryl Thormann DPI Speech & Language Consultant – PowerPoint PPT presentation

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Title: Children with a Speech and Language Disability


1
Children with a Speech and Language Disability
Indicator 7Child Outcomes Getting Down to Basics
  • Sheryl Thormann DPI Speech Language
    Consultant
  • Ruth Chvojicek Statewide Part B Indicator 7
    Child Outcomes Coordinator

2
In this webinar we will
  • Explain the impact children identified with a
    speech and language disability have on Indicator
    7
  • Increase you understanding of quality rating
    practices for Indicator 7 Child Outcome and
  • Review the IEP team process to assess the
    educational impact of a speech and language
    disability

3
Throughout the webinar
  • Everyone is on mute to enhance audio quality
    throughout the webinar
  • Please post questions and comments in the
    question box.

4
The Three Outcomes
Percent of preschool children with IEPs who
demonstrate improved
5
Quality Data?
  • Wisconsin still working on enhancing quality of
    data
  • Quality of data involves
  • Accurate data collection/data entry, and
  • Accurate rating of children

6
Accurate Rating - Questions Asked in the Rating
Process
  • Does the child function in ways that would be
    considered age-appropriate with regard to this
    outcome?
  • (If no) Does the child use any immediate
    foundational skills related to this outcome?
  • To what extent is the child using these skills
    across settings and situations?

7
7-Point Rating ScalePlease refer to handout
The Bucket List
8
Pattern Checking
  • Early Childhood Outcomes (ECO) Center predicted
    patterns in child outcomes data
  • Predicted Pattern 1
  • Children will differ from one another in their
    entry scores in reasonable ways (e.g., fewer
    scores at the high and low ends of the
    distribution, more scores in the middle).

9
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10
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11
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12
2011-2012 Entry Distribution by Disability
13
2011-2012 Entry Rating Distribution by Disability
14
2011-2012 Entry Rating Distribution by Disability
15
2011-2011 Pilot District Data Reviews
  • Questions that arose from district staff
  • Are all three outcomes being rated for speech and
    language children?
  • Are staff referencing an assessment tool in the
    rating process?
  • Are staff accurately rating using the 7-point
    scale?
  • Are these children really eligible for services?
    Or, are we over-qualifying some children for
    speech and language services?

16
Determining Speech/Language Eligibility in WI
  • Speech/Language Eligibility Criteria Checklist
  • http//sped.dpi.wi.gov/files/forms/pdf/podelg-spl-
    001.pdf

17
Educational Impact and Child Functioning
  • Why is documenting the educational impact so
    important?
  • Required in IDEA

Required for the child to receive or continue to
receive special education and related services,
in this instance speech and language services
18
Educational Effect/Academic or Functional
Performance
  • Once the impairment no longer has an adverse
    affect on the academic or functional performance,
    the IEP team may consider that an indicator that
    a child no longer needs speech and language
    services.

A disorder may continue to be observed, but the
child may not be experiencing any limitations in
academic or functional performance. If this is
the case, the IEP team will need to determine if
continued service is warranted at that particular
point in time
ASHA Code of Ethics -- Principle I.G Individuals
shall evaluate the effectiveness of services
rendered and of products dispensed and shall
provide services or dispense products only when
benefit can reasonably be expected.
19
Court Ruling re Educational Performance
  • If a student can make himself understood and
    communicate effectively despite the impairment,
    then his educational performance is not
    considered to be adversely affected by the
    impairment.
  • Example, Hanover Public Schools- Massachusetts
    State Educational Agency, 2005
  • The student in this case performed well
    academically, had friends, and interacted with
    peers in a typical manner,
  • The hearing officer concluded the student's
    articulation impairment did not adversely affect
    educational performance.
  • The student's teacher testified the student was
    able to hear and understand what the student
    said. The teacher also testified that the other
    students were able to understand the student and
    did not need to ask for clarification of what was
    said.
  • The teacher pointed out that the student was
    involved in a school play and performed "as well
    or better than" his classroom peers.

20
Court Ruling re Educational Performance
  • Not all students with speech impairments will
    have communication difficulties as a result of
    their impairment.
  • Example, Gwinnett County Georgia Dept. of Ed.,
    2011
  • Hearing officer found no credible evidence that
    the students articulation affected educational
    performance so was not eligible to continue to
    receive service
  • Student exhibited difficultly with vocalic /r/
  • The student excelled academically
  • The students teacher testified the student had
    many friends and showed no reluctance to speak in
    class . The teacher also indicated the student
    to be very articulate and very social
  •  

21
Discussion Around Level of Functioning and
Educational Performance
  • Two sources that may be used to provide
    information about the childs level of
    functioning include the following
  • V
  • T

Documentation from the initial eligibility and
The IEP teams discussions regarding the childs
Present Level of Academic Achievement and
Functional Performance
22
Speech/Language Impairment Overview
23
IEP Team Discussion Level of Functioning
  • Present Level of Academic Achievement and
    Functional Performance

Required in the childs IEP Form I-4
The statement address both academic achievement
and functional performance
Documentation on how the disability affects the
progress and involvement of the student in the
general curriculum or for preschoolers, the
effect on their ability to participate in
appropriate activities
24
Educational Performance/Academic Achievement
  • Academic achievement generally refers to a
    childs performance in academic content areas

examples include reading or language arts,
math, science, history
The IEP team documents how the speech and
language impairment impacts the childs academic
performance/ academic achievement
25
Educational Performance/Age Appropriate Activities
  • Activities that children of that chronological
    age typically engage in as part of a formal
    preschool program or in informal activities

Examples include coloring, pre-reading
activities, play time, sharing time
The IEP team documents how the speech and
language impairment impacts the childs ability
to participate in age appropriate activities
26
Social-Emotional or Vocational/Functional
Performance
  • Activities and skills not considered academic or
    directly related to a childs academic
    achievement

Examples include routine activities of daily
living, motor skills, personal care, using
communication to meet needs, communication and
play skills, home/community orientation, leisure
time, post-secondary skills, behavior and
interpersonal relationships
The IEP team documents how the speech and
language impairment affects the childs
functional performance
27
Feedback in Speech and Language
  • One issue is documenting adverse educational
    effect (affect of the impairment on academic or
    functional performance) when grades are not
    affected or the impairment is mild
  • Day-to-day manifestation of the impairment
  • Be certain to look at all the areas of possible
    impact of the impairment

28
Areas to explore for possible educational
effect(academic or functional performance)
  • Does the child exhibit difficulty completing the
    desired message?
  • Does the child exhibit discourse issues?

False starts, repetitions, revisions, pauses,
word order errors
Topic maintenance Turn taking Poor or limited
interaction skills
29
Issues in speech and language
  • Conversational Intelligibility
  • Mild articulation or phonological delay
  • Behavior
  • Be certain to look at all areas of the possible
    impact of the disorder

Examine the frequency and prominence of the
sound(s) in phonology and morphology Is the
message acoustically distracting due to the sound
error?
Limited peer interaction, Frustration, Emotional
outbursts, social withdrawal
30
Documentation sources
  • Language sampling
  • Contrasting intended message with the
    communicated message via speech sampling
  • Child report/ratings (if applicable)
  • Parent/teacher observations
  • Parent/teacher rating scales
  • SLP observations
  • Reports from child care, Head Start, etc.
  • Information should be gathered from a variety of
    sources

31
DEC Recommended Practices Assessment
  • A11. Professionals, families, and other regular
    caregivers work as equal team members for
    purposes of assessment (i.e., give equal
    priority to family/caregivers observations and
    reports, discuss assessment results, reach
    consensus about the childs needs and programs)
  • A15. Professionals rely on materials that capture
    the childs authentic behaviors in routine
    circumstances.

32
DEC Recommended Practices continued
  • A19. Professionals gather information from
    multiple sources (e.g. families, professional
    team members, agencies, team members, agencies,
    service providers, other regular caregivers).
  • A20. Assess the childs strengths and needs
    across all developmental and behavioral
    dimensions.
  • A24. Professionals assess not only immediate
    mastery of a skill, but also whether the child
    can demonstrate the skill consistently across
    other settings and with other people.

33
Next Steps - Suggestions
  • District Teams Including Speech and Language
    staff attend the Early Childhood Indicator
    Trainings
  • Evaluate your districts current assessment
    practices
  • Refer to your local CESA Program Support teacher
    for support in assessment practices and
    assessment tools
  • Refer to Indicator 7 resources on
  • http//dpi.state.wi.us/sped/spp-preout.html
  • www.collaboratingpartners.com
  • http//www.dec-sped.org
  • http//www.nectac.org/knowledgepath/ifspoutcomes-i
    epgoals/ifspoutcomes-iepgoals.asp

34
  • THANK YOU!
  • For more information please contact
  • Sheryl Thormann
  • 608-266-1783
  • sheryl.thormann_at_dpi.wi.gov
  • Ruth Chvojicek
  • 608-745-5405
  • chvojicekr_at_cesa5.org
  • Or your CESA Early Childhood Program Support
    Teacher
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