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Speech-Language Services in Arizona Schools: Guidelines for Best Practice

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Speech-Language Services in Arizona Schools: Guidelines for Best Practice Arizona Department of Education Diane M. Douglas, Superintendent of Public Instruction Exceptional Student Services Arizona Technical Assistance System (AZ-TAS) Speech-Language Services in Arizona’s Schools: Guidelines for Best Practice Speech-Language Services in Arizona’s Schools: Guidelines for Best Practices September 2016 Table of Contents Introduction ................................................................................................................................. i Acknowledgements .....................................................................................................................ii Commonly Used Acronyms…………………………………………………………………………………..…….….……..iii Overview of School-Based Speech-Language Pathology...................................................... 1 Role of the School-Based Speech-Language Pathologist/Technician ......................................... 1 Federal and Arizona Definitions of Students with Disabilities.................................................... 1 Speech-Language Pathologists/Speech-Language Technicians ................................................. 4 Speech-Language Pathology Assistants (SLPAs) ......................................................................... 7 Substitutes and Vacancies .......................................................................................................... 9 Supervision and Mentoring ...................................................................................................... 10 Recruiting and Retaining Qualified Speech-Language Pathologists and Speech-Language Technicians .................................................................................................. 11 Evidence-Based Practice .................................................................................................. 14 Overview of Evidence-Based Practice ...................................................................................... 14 Documentation and Data Analysis............................................................................................ 17 Evaluation of Outcomes ............................................................................................................ 19 Assessment and Evaluation .............................................................................................. 21 Comprehensive Assessment ..................................................................................................... 23 Speech-Language–Specific Data Collection: SLP Probes, Tests, and Measures ........................................................................................................................... 28 Norm-Referenced Tests and Measures of Speech-Language Skills .......................................... 35 Educational Impact of the Speech-Language Impairment ....................................................... 42 The Speech-Language Evaluation Report ................................................................................. 43 Primary Eligibility vs. Related Service ....................................................................................... 44 Individualized Education Program (IEP) Development ...................................................... 46 Present Levels of Academic Achievement and Functional Performance ................................. 47 Measurable Annual Goals ......................................................................................................... 47 Specially Designed Instruction .................................................................................................. 48 Accommodations, Modifications, and Supports for School Personnel .................................... 49 Postsecondary Transition ......................................................................................................... 49 Reviewing the IEP and Reporting Progress ............................................................................... 49 Reevaluation ................................................................................................................... 51 Terminating Services ................................................................................................................. 51 Preschool Transition and Private Schools ......................................................................... 53 Transition from Early Intervention ........................................................................................... 53 Private School Students with Disabilities.................................................................................. 53 Delivery of Services ......................................................................................................... 55 Service Delivery Methods ......................................................................................................... 56 Scheduling, Service Delivery, and IEPs ...................................................................................... 61 General Education Initiatives .................................................................................................... 63 Caseload Establishment ............................................................................................................ 64 Special Topics .................................................................................................................. 65 Literacy Development ............................................................................................................... 65 Linguistic and Cultural Diversity ............................................................................................... 66 Additional information may be found in the American Speech, Language, and Hearing Association’s Policy Documents Regarding English Language Learners in the Schools. .......... 71 Dysphagia .................................................................................................................................. 80 (Central) Auditory Processing Disorders ................................................................................... 82 Assistive Technology ................................................................................................................. 87 Telepractice ............................................................................................................................... 91 Medicaid Reimbursement in the Public Schools ...................................................................... 99 Appendices .................................................................................................................... 104 APPENDIX A: Web Resources .................................................................................................. 104 APPENDIX B: ASHA’s School Services Frequently Asked Questions ....................................... 106 APPENIX C: ASHA’s Ethics Q & A for School-Based Speech-Language Pathology Practice .... 108 APPENDIX C: Speech and Language Assessment Terms .............................................................................. 109 APPENDIX D: Speech-Language Sample Screening Forms ........................................................................... 112 APPENDIX E: Comprehensive Communication Assessment System ............................................................ 115 APPENDIX F: Additional Forms and Checklists…………………………………………………………………………………….…..138 Speech-Language Services in Arizona Schools: Guidelines for Best Practice Introduction The development of communication skills is important for all students and can impact school success. The school-based speech-language pathologist (SLP) or speech-language technician (SLT) plays an important role in education and may serve on both special education and general education teams. SLPs/SLTs may serve students directly or work with educators and families to address communication and language needs. This guidance document is designed to assist school-based SLPs/SLTs, administrators, teachers, and parents as they explore the role of speech services in the school-based setting and work together to serve students in Arizona. Further, these guidelines are provided to promote consistency within Arizona local education agencies (LEAs) in determining student eligibility or when considering dismissal for speech- language therapy as special education or as a related service. These guidelines are not to be used as criteria for speech-language impairment (SLI) eligibility, nor are they to be used to deny any student in Arizona access to a free appropriate public education (FAPE). No individualized education program (IEP) team may use these guidelines as the sole factor in determining whether a student is eligible for special education under the category of speech-language impairment, nor in determining whether speech services are necessary as a related service, nor should a team use these guidelines to determine the length or duration of speech-language therapy provided. The Department of Education’s Arizona Technical Assistance System (AZ-TAS), as well as other ADE guidance documents, should be used in conjunction with these guidelines. Click on the links below to be directed to these documents on the ADE website: “Processes and Procedures for Developing IEPs for Students with Disabilities” “Processes and Procedures From Referral to Determination of Eligibility” The Arizona Department of Education, Exceptional Student Services, employs staff to provide assistance in understanding information
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