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  • 1 Virginia Department of Education 8/15/2006

    SPEECH LANGUAGE PATHOLOGY SERVICES IN SCHOOLS: Guidelines For Best Practice

    Virginia Department of Education September 2005

    The forms included in this document can be found on the

    Virginia Department of Education (VDOE) Web site (www.doe.virginia.gov) in a Word file for local use.

    In addition, VDOE has a video accompanying the Articulation Severity Rating Scale

  • 2 Virginia Department of Education 8/15/2006

  • 3 Virginia Department of Education 8/15/2006

    Table of Contents

    THE ROLE OF SCHOOL-BASED SPEECH-LANGUAGE PATHOLOGISTS -------------- 7 LITERACY DEVELOPMENT AND MASTERY OF THE GENERAL CURRICULUM ----------------------- 9

    THE SPECIAL EDUCATION PROCESS ------------------------------------------------------------ 11 SCREENING ------------------------------------------------------------------------------------------------- 11 EVALUATION ----------------------------------------------------------------------------------------------- 12 ELIGIBILITY ------------------------------------------------------------------------------------------------- 15 IEP DEVELOPMENT ---------------------------------------------------------------------------------------- 18 ASSESSMENT AND EVALUATION ------------------------------------------------------------------------- 26 SERVICE DELIVERY ---------------------------------------------------------------------------------------- 39 CASELOAD ESTABLISHMENT ----------------------------------------------------------------------------- 44

    SPECIAL TOPICS ----------------------------------------------------------------------------------------- 47 STUDENTS WITH LIMITED ENGLISH PROFICIENCY (LEP) -------------------------------------------- 47 STUDENTS WITH AUDITORY PROCESSING DISORDERS ------------------------------------------------ 52 STUDENTS WITH DYSPHAGIA ---------------------------------------------------------------------------- 56 PRIVATE SCHOOL STUDENTS WITH DISABILITIES ----------------------------------------------------- 59 STUDENTS WITH DEAFNESS OR HEARING IMPAIRMENT ---------------------------------------------- 60 STUDENTS ELIGIBLE UNDER SECTION 504 ------------------------------------------------------------- 61 ASSISTIVE TECHNOLOGY --------------------------------------------------------------------------------- 63 MEDICAID/FAMIS REIMBURSEMENT --------------------------------------------------------------------- 68 SPEECH-LANGUAGE PATHOLOGY PERSONNEL --------------------------------------------------------- 73 SPEECH LANGUAGE PATHOLOGY ASSISTANTS --------------------------------------------------------- 74 RECRUITING/RETAINING QUALIFIED SPEECH-LANGUAGE PATHOLOGISTS ------------------------- 75

    REFERENCES AND RESOURCES ------------------------------------------------------------------- 81 APPENDICES ----------------------------------------------------------------------------------------------- 85

    APPENDIX A GLOSSARY --------------------------------------------------------------------------- 87 APPENDIX B ACRONYMS --------------------------------------------------------------------------- 91 APPENDIX C WEB RESOURCES --------------------------------------------------------------------- 93 APPENDIX D SPEECH-LANGUAGE SCREENING FORM ------------------------------------------- 94 APPENDIX E SPEECH-LANGUAGE SEVERITY RATING SCALES --------------------------------- 96 APPENDIX F FORMS AND CHECKLISTS --------------------------------------------------------- 119 APPENDIX G ASSESSMENTS USED BY SPEECH-LANGUAGE PATHOLOGISTS ---------------- 141 APPENDIX H FAIRFAX COUNTY PUBLIC SCHOOLS’ APPROVED SPEECH-LANGUAGE ASSESSMENT MEASURES ------------------------------------------------------------------------------- 143 APPENDIX I ASSISTIVE TECHNOLOGY ---------------------------------------------------------- 145 APPENDIX J SPEECH-LANGUAGE PATHOLOGY QUALIFICATION REQUIREMENTS -------- 149

  • 4 Virginia Department of Education 8/15/2006

    Index of Tables and Figures TABLE 1. ROLES/RESPONSIBILITIES OF SCHOOL-BASED SPEECH-LANGUAGE PATHOLOGISTS -------- 8 TABLE 2. SAMPLE SPEECH-LANGUAGE GOALS, BENCHMARKS AND OBJECTIVES ------------------- 21 TABLE 3. IEP CHECKLIST ----------------------------------------------------------------------------------- 23 TABLE 4.ADVANTAGES AND DISADVANTAGES OF COMMON ASSESSMENT METHODS --------------- 30 TABLE 5. SAMPLE ACTIVITIES TO OBTAIN ASSESSMENT INFORMATION ------------------------------ 32 TABLE 6. CHECKLIST FOR USE IN REVIEWING NORM-REFERENCED TESTS --------------------------- 36 FIGURE 1. NORMAL DISTRIBUTION CURVE --------------------------------------------------------------- 38 TABLE 7. TEACHING MODELS FOR INTEGRATED THERAPY IN THE CLASSROOM --------------------- 41 TABLE 8. POSSIBLE DELIVERY OPTIONS FOR 60 MINUTES OF SERVICES PER WEEK ----------------- 43 TABLE 9. EXAMPLES OF CASELOAD REDUCTION BASED ON SCHEDULE ------------------------------ 45 TABLE 10. SAMPLE SPEECH-LANGUAGE DOCUMENTATION LOG AND SCHEDULE ------------------- 46 TABLE 11. COMMON MYTHS ABOUT STUDENTS WITH LIMITED ENGLISH PROFICIENCY ------------ 49 TABLE 12. COMPARISON OF CHILDREN WITH LIMITED ENGLISH PROFICIENCY WITH AND WITHOUT

    DISABILITIES -------------------------------------------------------------------------------------------- 50 FIGURE 2. AUDITORY PROCESSING SKILLS HIERARCHY ------------------------------------------------- 53 TABLE 13. DIFFERENTIAL DIAGNOSIS BETWEEN AUDITORY PROCESSING DISORDERS, ATTENTION

    DEFICIT DISORDERS, AND SPEECH-LANGUAGE IMPAIRMENTS ------------------------------------ 55 TABLE 14. DISABILITY IDENTIFICATION UNDER SECTION 504 ------------------------------------------ 61 TABLE 15. A COMPARISON OF IDEA AND SECTION 504 ------------------------------------------------ 62

  • 5 Virginia Department of Education 8/15/2006

    Acknowledgements The Department of Education would like to express its appreciation to the following persons for

    their work on these guidelines:

    Lissa Power-deFur, Longwood University

    Nicholas Bankson,

    James Madison University

    Lynn Blachman, Henrico County Public Schools (retired)

    Myra Flint,

    Virginia Beach City Public Schools

    Marie Ireland, Virginia Department of Education

    Laura Justice,

    University of Virginia

    Raymond Linville, Radford University

    Michelle Myers,

    doctoral student at The College of William and Mary

    Peggy Newsome,

    Gloucester County Public Schools (retired)

    Cathryn Radford, Prince William County Public Schools

    Charles Runyan,

    James Madison University

    Karen Sanford, Norfolk City Public Schools

    Diane Sarnes,

    Fairfax County Public Schools (retired)

    JoAnne Turner, Southampton County Public Schools

    Daisy Wood,

    Virginia Beach City Public Schools

    In addition, the following persons at the Virginia Department of Education provided

    valuable assistance in their review of the document:

    Patricia Abrams,

    Director, Special Education Instructional Services

    Scottie Alley,

    Complaints Specialist

    Catherine Digilio-Grimes, Director, School Nutrition

    Diane Gillam,

    Specialist, Special Education

    Scott McMichael, Administrative Services Coordinator

    Amy Edwards,

    Medicaid Specialist

    Debbie Pfeiffer, Specialist, Hearing Impairment and

    Deafness

    Roberta Schlicher, Director, Program Administration and

    Accountability

    Harry Smith, Senior Administrative Staff Specialist

  • 6 Virginia Department of Education 8/15/2006

  • 7 Virginia Department of Education 8/15/2006

    THE ROLE OF SCHOOL-BASED SPEECH-LANGUAGE PATHOLOGISTS

    The focus of school-based speech- speech-language impairments, appraisal and language pathologists is the communication diagnosis of the impairment, referral for abilities of students. The school-based medical or other professional attention, speech-language pathologist’s goal is to provision of speech-language services for remediate, ameliorate, or alleviate student prevention or habilitation of communication communication and swallowing problems impairments, and counseling and guidance within the educational environment. To for parents, children and teachers regarding meet this goal, school-based speech- speech and/or language impairments. language pathologists: Speech-language pathology services are (a) prevent, correct, ameliorate, or alleviate both special education and a related service.

    articulation, fluency, voice, language, and

    Ultimately, the school-based

    Table 1 summarizes the roles and responsibilities of school-based

    swallowing impairments speech-language speech and language (b) reduce the functional pathologist’s purpose in pathologists.

    consequences of the addressing communication communication and and related disorders is to The school-based speech- swallowing disabilities effect functional and language pathologist is a member by promoting the measurable change(s) in a of a variety of teams that make development, student’s communication decisions regarding evaluation, improvement, and use of status so that the student eligibility, and services.

    functional may participate as fully as speech-language pathologist does communication skills; possible in all aspects of life not make decisi

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