Learning Disability CompanionShort Course ~ March 24, 2010 ~ TSHA Convention

JoAnn Wiechmann, MA, CCC-SLP & Judy Rudebusch, EdD, CCC-SLP

Overview Operational Definitions Role of SLP on MDT

◦ Cognitive Processes & the CHC Theory of Intelligence

Cross Battery Analysis Interpreting Data for LD Interpreting Data for SI SI Eligibility Guidelines Report Writing

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 disability and/or language disorder is present; and

Making 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 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 thoughts.

Syntax Semantics Phonology Metalinguistics Pragmatics

Speech Language Pathologist evaluates listening and speaking.

Speech Language Pathologist supports the MDT 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

Guide identification of Speech Impairment in Language

Guide the SLP in assisting MDT in identifying LD in oral expression or listening comprehension

Fluid Reasoning (Gf) Crystallized Intelligence (Gc) Visual Processing (Gv) Auditory Processing (Ga) Processing Speed (Gs)

Handout 2

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

G enera lSequentia lR easoning

Induction

Q uantita tiveR easoning

P iagetianR easoning

Speed ofR easoning

F lu idIn te l l ig e n c e

(Gf)

Math.Know .

Math.Ach.

Q u a n t i ta t iveK n o w le d g e

(Gq )

L anguageD evelop.

L exica lK now l.

L isteningA bility

GeneralInfo.

Info.aboutCulture

GeneralScienceInfo.

GeographyAch.

C omm.A bility

O ralP roduction& Fluency

G ram.Sensitivity

Fore ignL anguageP rofic iency

ForeignL anguageA ptitude

C r y sta l l i ze dIn te l l ig e n c e

(Gc )

R e a d in gD e c o d in g

R e a d in gC o m p .

V e r b a lL a n g u a g eC o m p .

C lo zeA b i l i ty

S p e l l in gA b i l i ty

W r it in gA b i l i ty

EnglishUsageKnow ledge

R e a d in gS p e e d

R e a d in g a n dW r it in g

(Grw )

M emorySpan

L earningA bilities

S h o r t-T e r mM e m o r y

(Gsm )

Visualiza tion

Spatia lR ela tions

V isu a lM e m o r y

C losureSpeed

Flexibilityof C losure

Spatia lScanning

Seria lP erceptualIntegra tion

L engthE stimation

P erceptualIllusions

P erceptualA lterna tions

Imagery

V isu a lP r o c e ss in g

(Gv )

P h o n . C d g .:A n a ly s i s

P h o n . C d g .:S y n th e s i s

Speech Snd.D iscrim .

R es. toA ud. Stim .D istortion

M emoryfor SoundP atterns

G enera lSnd. D iscrim .

TemporalTracking

M usica lD iscrim . &Judgement

M ainta ining& JudgingR hythm

Snd-IntensityD urationD iscrim .

Snd-Freq.D iscrim .

H earing &SpeechThreshold

A bsoluteP itch

SoundL ocaliza tion

A u d ito r yP r o c e ss in g

(Ga )

A sso c .M e m o r y

M n g fu l .M e m o r y

F r e eR e c a l lM e m o r y

Idea tionalFluency

A ssoc.Fluency

E xpressionalFluency

N amingFacility

W ordFluency

Figura lFluency

Figura lFlexibility

Sensitivity toP roblems

O riginality/C reativity

L earningA bilities

L o n g -T e r mS to r a g e &R e tr ie va l

(Glr)

P erceptualSpeed

R ate-of-Test Taking

N umberFacility

P r o c e ss in gS p e e d

(Gs)

SimpleR eactionTime

C hoiceR eactionTime

SemanticP rocessingSpeed

M enta lC omparisonSpeed

D e c is io n /R e a c t io n

T im e /S p e e d(Gt)

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, 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.

provide direction to the MDT as they collect data at all stages of Response to Intervention (RTI) in the areas of:◦ Listening Comprehension◦ Oral 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 with a single intelligence battery.

XBA is grounded in CHC theory of cognitive abilities

Cognitive Referencing: comparison of IQ score with language test score

ASHA says: cognitive referencing should not be used for identification of speech or language impairment

Simple discrepancy calculation… not to be used for LD or SI-Language

With XBA…cognitive referencing is not an issue

Language (Gc) is one of the cognitive processes

1. lack of response to intervention in academic or language area

2. significant difficulty meeting grade level expectations

3. re-evaluation: currently SI—displaying academic concerns

4. re-evaluation: currently LD—displaying oral language concerns

5. re-evaluation: currently SI but may DNQ and displaying academic concerns

A good evaluation always begins with a good plan.

Define the assessment question/s Address all areas of FIE Assess all areas of suspected disability Develop evaluation plan with MDT members

◦ Define who, what, when

Handout: Flow Chart Handout: Step by Step

Enter assessment data in analysis tool Compare confidence interval bands Validate low scores Validate broad cognitive areas MDT identifies pattern of

strength/weaknesses MDT determines if additional assessment is

needed MDT links weaknesses with academic areas SLP considers XBA data with other language

assessment data (informal measures)

Is there a normative academic deficit? ◦ need instructional, intervention, and test data

Is there a pattern of strengths and weaknesses?◦ cognitive and academic data show intact skills and

deficient 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 assessed Is 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 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?

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 lacking Standardized testing, parent data, teacher data

disagree

What is professional judgment?◦ 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 instruction

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 curriculum

How 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)◦ Progress on current IEP goals/objectives

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 available 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 committee

Provide language/communication recommendations (whether qualifies or DNQ)

SLP give language recommendations for LD areas

Language with Learning Disabilities Eligibility Guidelines ~ Manual approved 2010

SLPs participate on MDT for LD and SI deliberation using Cross Battery Analysis

Remember that LD is defined as a disorder of understanding or using language…

Remember that Communication is more than Language

Remember that the SLP concentrates on Language Modalities of speaking & listening