TSHA: Language Eligibility Guidelines

TSHA: Language Eligibility Guidelines Learning Disability Companion Short Course ~ March 24, 2010 ~ TSHA Convention JoAnn Wiechmann, MA, CCC-SLP & Judy Rudebusch, EdD, CCC-SLP

Outline of the Training • 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

Multidiscipinary Teaming 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.

Learning Disability Defined • 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.

Language Disorder Defined • 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.

Aspects of Language • Syntax • Semantics • Phonology • Metalinguistics • Pragmatics

Modalities of Language 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

Purposes of these Guidelines • Guide identification of Speech Impairment in Language • Guide the SLP in assisting MDT in identifying LD in oral expression or listening comprehension

Ten Cognitive Processes • Fluid Reasoning (Gf) • Crystallized Intelligence (Gc) • Visual Processing (Gv) • Auditory Processing (Ga) • Processing Speed (Gs) Handout 2

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

Multidiciplinary Team (MDT) Evaluations • 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

Role of SLP on MDT • 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.

Role of the SLP on MDT • 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

What is Cross Battery Analysis? • 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 • 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

Use XBA when one or more indicated: • 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

Planning the Evaluation • 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

Conducting the XBA • Handout: Flow Chart • Handout: Step by Step

Analyzing the Data • 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)

Interpreting Data: LD • 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?

Interpreting Data: SI • 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?

Determining Eligibility • 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?

Stage I • 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

Stage I • 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

Stage I • Eligibility is NOT to be determined • On the basis of another disability • On cultural differences • On a lack of instruction

Stage 2-Educational Performance • 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?

Stage 2: Educational Need • 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

IDEA 2004 with 2006 RegulationsStronger (helpful) language • 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]

Report Writing • 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 Wrap Up

TSHA: Language Eligibility Guidelines