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Jean Blosser, Ed.D., CCC-SLP
Creative Strategies for Special Education
[email protected] / 410-783-7758
Georgia Speech & Hearing Association – 2.6.2016
2.6.2016Jean Blosser 1
FinancialFinancial compensation from GSHA for this presentation
Royalties from Plural Publishing & Cengage Pub
President & Education Consultant, Creative Strategies for Special Education
Non-FinancialProfessional Association & University Committees & Advisory Boards
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This session explores outcomes measurement for SLP services in the school setting from a broad range of perspectives.
Importance & benefits of measuring outcomes in the school setting
Type of outcomes schools value
3 Specific types of outcomes measurement
Processes and tools forsystematic data collection
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Does my therapy really make a difference? Do kids’ parents see changes in their child’s
communication? Is my intervention really educationally relevant? Will my students’ improve their academic performance
as a result of my intervention? What is the most effective system for speech-language
service delivery in the school setting? Does collaboration with teachers decrease the length
of enrollment? Is a pull out model of service delivery as effective as
integrating services into the classroom?
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Constituent demands and expectations.
Seek proof that education and special education services are of high quality and result in outcomes.
Education provided will enable kids to succeed in school, graduate, get good jobs, contribute to society.
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National Education Agenda
Core Curriculum Standards
Data Analysis
Annual Yearly Progress (AYP)
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Changing school SLP roles & responsibilities
Linking intervention to school performance
Expectations and accountability
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Competence in communication for learning
Competence in problem-solving & critical thinking
Competence in communication for math, language arts, reading, writing
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Clear direction
Increased understanding
Solutions to challenges
Greater consistency among practitioners
Improved practices and processes
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1. Student Outcomes
2. Partnership Outcomes
3. Program and Systems Outcomes
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Improved functional communication in low and high demand communication situations.
Improved educational performance including academic performance and participation in school activities as a result of improved communication goals.
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Improved relationships with education partners and families.
Increased understanding by education partners and families of communication impairments and the impact of those impairments on academic and social performance.
Increased team coordination and competency to provide assistance and support to students by implementing recommended accommodations and modifications that will result in improved communication interactions.
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Changes and improvements within the speech-language program and/or the education organization and system that result in greater efficiency, effectiveness, and services for students with communication disabilities.
Improved school climate and culture to promote positive attitudes and conditions that support students.
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Measuring Two Aspects
1. Change in functional communication skills as a result of treatment
- NOMS
- WeeFIM
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2. Change in academic performance as a result of improved communication skills.
- Progress monitoring
- AIMSWeb
- DIBELS
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Outcomes of a collaborative speech-language intervention approach
- 97 middle school students
- Individualized reading program + Indirect speech language intervention + parent awareness
- Results- Improved communication skills
- Improved reading performance
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Engagement and collaboration with education team members and families is required and essential.
Limited research to provide evidence of the value and benefits of collaboration.
Measures
- Changes in teachers’ understanding & knowledge
- Teachers’ & parents’ feedback on changes in students’ performance
- Satisfaction with services
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Student population
Services provided
Program highlights
Results
Measurement system
Reading performance
SLP responsibilities
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Outcomes assessment processes can be implemented to evaluate the efficiency and effectiveness of our school-based SLP programs and how we are meeting our goals.
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Compliance monitoring systems
Standardized eligibility and dismissal criteria
Effective service delivery options
Intervention programs
Quality of referrals
Integrating services into classroom
Workload / caseload
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Establish a rating of family & teacher engagement
Type of activities
Level of engagement
Periodic surveys
Efforts to engage
Summarize and share findings
Replicate efforts that are successful
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Improve outcomes
Shorten time to service completion
Increase efficiency
Reduce costs
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Create the infrastructure and skills necessary to support and sustain data collection, analysis and reporting processes.
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In order to conduct a successful outcomes measurement system, administrators and fellow education team members must be brought onboard so they understand the purpose and goals of outcomes measurement.
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Enjoy letting others know about your success!
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Blosser, J. (2012). Outcomes Matter in School Service Delivery. Chapter in Golper, L. & Frattali, C., Outcomes in Speech-Language Pathology. ThiemePublishers.
Golper, L.A. & Frattali, C.M. (2013). Outcomes in Speech-Language Pathology. Thieme Publishers.
Blosser, J. (2013). School Speech-Language Pathology: Organization & Service Delivery. Plural Publishing.
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