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SI Eligibility Guidelines for Language
with Learning Disabilities
Presenter: JoAnn Wiechmann, M. A. CCC-SLP
Host: Region X ESC
Host Site: ESC Region 10, www.region10.org
Moderator: Karyn Kilroy, ESC 10
Handouts Available for Download ◦ SI Eligibility Guidelines for Language and Learning
Disabilities Manual
◦ FAQs
◦ This power point
◦ SI Eligibility in Texas (generic manual)
Listen for answers to your questions during the training session
Refer to the FAQ ~ SI Eligibility Language with Learning Disabilities handout for additional information
Email unanswered questions to TSHA ◦ [email protected]
2.0 hours TSHA continuing education credit available for
this training module Following the session, complete the Online Course
Completion Submission Form ◦ Your name, license #, email address, phone # ◦ TSHA membership # ◦ The name and number of this course
Shown on last slide of this presentation ◦ Course completion date ◦ 3-questions Learning Assessment ◦ CE evaluation of online course
You will receive a certificate of course completion via email
Access to the information is provided at no cost.
TSHA Members can receive CEU credit at no cost
Not a TSHA Member? ◦ $20 fee for CEU credit for this training module ◦ Complete the Online Course Completion form ◦ Mail $20 check payable to
TSHA 918 Congress Ave, Suite 200, Austin, TX 78701
◦ OR make a credit card payment on the TSHA Web site www.txsha.org
This manual is to be used as an extension of or to augment the TSHA Eligibility Guidelines for Speech Impairment, 2009 (url)
This information is not intended to be used as a standalone guide
We will refer to the Generic Manual throughout this Language and Learning Disabilities training
300.8 (c)(11) Speech or language impairment means a communication disorder, such as stuttering, impaired articulation, a language impairment, or a voice impairment, that adversely affects a child’s educational performance [emphasis added]
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
Guide identification of Speech Impairment in Language
Guide the SLP in assisting MDT in identifying LD in oral expression or listening comprehension
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
Fluid Reasoning (Gf)
Crystallized Intelligence (Gc)
Visual Processing (Gv)
Auditory Processing (Ga)
Processing Speed (Gs)
Short Term Memory (Gsm)
Long Term Retrieval (Glr)
Quantitative Knowledge (Gq)
Correct Decision Speed (Gt)
Reading/Writing (Grw)
General
Sequential
Reasoning
Induction
Quantitative
Reasoning
Piagetian
Reasoning
Speed of
Reasoning
Fluid
Intelligence
(Gf)
Math.
Know.
Math.
Ach.
Quantitative
Knowledge
(Gq)
Language
Develop.
Lexical
Knowl.
Listening
Ability
General
Info.
Info.
about
Culture
General
Science
Info.
Geography
Ach.
Comm.
Ability
Oral
Production
& Fluency
Gram.
Sensitivity
Foreign
Language
Proficiency
Foreign
Language
Aptitude
Crystallized
Intelligence
(Gc)
Reading
Decoding
Reading
Comp.
Verbal
Language
Comp.
Cloze
Ability
Spelling
Ability
Writing
Ability
English
Usage
Knowledge
Reading
Speed
Reading and
Writing
(Grw)
Memory
Span
Learning
Abilities
Short-Term
Memory
(Gsm)
Visualization
Spatial
Relations
Visual
Memory
Closure
Speed
Flexibility
of Closure
Spatial
Scanning
Serial
Perceptual
Integration
Length
Estimation
Perceptual
Illusions
Perceptual
Alternations
Imagery
Visual
Processing
(Gv)
Phon. Cdg.:
Analysis
Phon. Cdg.:
Synthesis
Speech Snd.
Discrim.
Res. to
Aud. Stim.
Distortion
Memory
for Sound
Patterns
General
Snd. Discrim.
Temporal
Tracking
Musical
Discrim. &
Judgement
Maintaining
& Judging
Rhythm
Snd-Intensity
Duration
Discrim.
Snd-Freq.
Discrim.
Hearing &
Speech
Threshold
Absolute
Pitch
Sound
Localization
Auditory
Processing
(Ga)
Assoc.
Memory
Mngful.
Memory
Free
Recall
Memory
Ideational
Fluency
Assoc.
Fluency
Expressional
Fluency
Naming
Facility
Word
Fluency
Figural
Fluency
Figural
Flexibility
Sensitivity to
Problems
Originality/
Creativity
Learning
Abilities
Long-Term
Storage &
Retrieval
(Glr)
Perceptual
Speed
Rate-of-
Test Taking
Number
Facility
Processing
Speed
(Gs)
Simple
Reaction
Time
Choice
Reaction
Time
Semantic
Processing
Speed
Mental
Comparison
Speed
Decision/
Reaction
Time/Speed
(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
Non-identified student of concern to Student Support Team ◦ Hearing and vision screening
◦ Student performance data and work samples
◦ Parent and teacher language survey
SST members make recommendations for intervention
Intervention should be provided in all areas of concern
RTI data gathered and progress monitoring data reviewed by SST
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
MDT plan the evaluation
MDT members conduct standardized testing and formal/informal assessment procedures
Standardized scores are entered into XBA analysis tool
MDT analyze scores to see if additional assessment is needed
Complete additional assessment, as needed
MDT analyzes data to ensure adequate for broad and narrow strata
Validate low scores
**If XBA data are consistent with below average Gc and other broad strata are within average range, SLP concludes a language disorder is present
**These are broad statements. Use the assessment data to drive your conclusions as you answer the 3 Stage Questions
**If XBA data are consistent with Gc in average range, SLP conclude language disorder is NOT present
**If XBA reveals not all broad and narrow strata yield inconsistent data, additional assessment needed
**These are broad statements. Use the assessment data to drive your conclusions as you answer the 3 Stage Questions
If XBA data reveals Gc is consistent with other broad/narrow strata and is below average, the SLP needs to look at the functionality of the student’s language system. May or may not meet eligibility as SI
**These are broad statements. Use the assessment data to drive your conclusions as you answer the 3 Stage Questions
MDT identifies a pattern of strengths/weaknesses in the cognitive profile
SLP assists diagnostician/LSSP in interpretation of language data in determining a Learning Disability, especially in oral expression and listening comprehension
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 1 + Stage 2= Speech Impairment ◦ 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
Access to the information is provided at no cost.
TSHA Members can receive CEU credit at no cost
Not a TSHA Member? ◦ $20 fee for CEU credit for this training module ◦ Complete the Online Course Completion form ◦ Mail $20 check payable to
TSHA 918 Congress Ave, Suite 200, Austin, TX 78701
◦ OR make a credit card payment on the TSHA Web site www.txsha.org
2.0 hours TSHA continuing education credit available for this training module
Following the session, complete the Online Course Completion Submission Form ◦ Your name, license #, email address, phone # ◦ TSHA membership # ◦ The name and number of this course
Shown on last slide of this presentation ◦ Course completion date ◦ 3-questions Learning Assessment ◦ CE evaluation of online course
You will receive a certificate of course completion via email
