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Communication Services for Individuals with Severe Disabilities

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Communication Services for Individuals with Severe Disabilities !"#" ! " ! #$% • &'() * + , + • - – , ./ 00 . *1 * 2 1 * 3 4 • • 0* • 0 • - 5. 6 7 0 #$ 7 50 , 0* #$ 7 !* , 0* #$ 7 0 89 . 8+ . # $ 7 , .* !. #,!$ 7 :2 0 # $1 # $ 7 7 7 ; * . # $ " 4 4.3< We’re also on Facebook: search the term National Joint Committee ! 0 = 7 > * ? &''@ ! 0 = 7 A =. ? &''@ ! 0 = 7 00 B ? &''( #A AB $ ! 0 = •New! The NJC MYEP! What is it? McLean-Yoder Exemplary Practice Award ! 0 = • $ % % & ? ! , 01 @CC@ Published related articles in RPSD and Exceptional Parent ! 0 = 0 @C&C • . / D • + ' ( $ ) ( #@CCC$ + , 0 #@CCE$1 ) • ! * . 6 • * + , ' B 00 !"#$ • , . . / 0 • 5 1 . 6 . 0 28 4 • + 1 0 * .* F 2 • 0 • 2 0 .* • G ? G * 0 – . – 4 Accessing services: Assessmentsment and EligibilityEligibility Fundingg issues in sserviceervice delivery • Types of services available • Need/qualification • Assessment of severe ID • Communication services • Lack of services/resources • Medicare/Medicaid • Eligibility (age, cognition) • Length of service/termination • AAC • Teaming • Development • Literacy • Maintenance services • Cultural issues • Behavior management • Special populations • Peers in intervention • Intervention strategies • Treatment types Intervention practices • WhatWhhat typesttypes off relatedrellattedd servicesserviices are appropriateappropriiatte forffor secondaryseconddary studentssttuddentts alreadyallreaddy inin a specificspecifiic learninglearniing didisabilitiessabilities cclass?lass? • Types of services availablee • What is the difference between direct and indirect services? • WhatWhhat toolsttoolls couldcoulld beb recommendedrecommenddedd forfor assessingassessiing a studentsttuddentt withwith mentalmenttall retardationrettarddation or autismautism • Assessment of severe IDD spectrumspectrum disorder who is low verbal?verbal? • How do you provide services ifif your district does not have enoughenough personnel with appropriate training or experience to serve students with severe disabilities? • Lack of services/resourcess • What if myy child is not learningg because the SLP does not have the skills to teach my child? •IsI itit toottoo latellatte toto dod communicationcommuniicaatition trainingtraiiniing afterafftter age 22?22? • IsIs iti necessarynecessaryy oror appropriateappprp oppriiate to beginbeggiin communicationcommuniicac tition servicesserviccees for a child younger than 2 years old? • Age and eligibility • HowHow doesdoes my child’schild’’s cognitivecogniitive ageage relaterellatte tot his/herhiis/her learninglearniing tot communicate?communiicatte? • Does mymy child have to have certain cognitivecognitive or thinkingthinking skills to be readyready to learn to communicate?communicate? • Cognition and eligibility • Arent there cognitive prerequisites for language?? • How do IQIQ tests take into account speech delays?delays? • HowHow longlong shouldshhould a SLPSLP continuecontinue providingprovidiing communicationcommuniicattiion servicesserviices andandd supportssupportts tot an individualiindiviidduall withwith • Length of service/termination severe disabilities when s/hes/he is not able to document progress on treatment goals?goals? • When should a person be discharged from SLP treatment?treatmenttre ? • Should I terminate services if the individual has made no progressprogress in the past? • Teaming • WhoWhho areare membersmembbers ofof an interdisciplinaryintterdisciiplinary team?team?? WhatWhhat isi theirthheiir role?rolle?? WhatWhhat doesddoes anan SLPSLP do?ddo? • HowHow can I helphelp provprovidersiders ununderstandderstand mmyy cchildhild anandd encouraencouragege communcommunication,ication, as s/hes/he transitions to newnew classescllasses at tthbii thethe beginningbeginning ofo fthhlf thethe schoolschool year?year?? • Some professionals from other disciplines are makinmmakingak g recommendations about AAC anandd SGDs.SGDs. IsIs thisthis ok?ok? ( - !!. • 5H • I * 0 J& , B . B * – 00 0 000 K. – 0 L 00 • ( - !!. • I * 0 J@ : M /N * 1 * / 1 – = 0 3 . B . *. * – 00 .* F . • A 9 . * 0 0 . O F . , /01 ( 23. • . 9!L 20 –" 20 0% • , • 0 0 • :2 0 / • A 9 " 0 B B . . 3 % Accessing services: Assessmentsment and EligibilityEligibility Fundingg issues in sserviceervice delivery • Types of services available • Need/qualification • Assessment of severe ID • Communication services • Lack of services/resources • Medicare/Medicaid • Eligibility (age, cognition) • Length of service/termination • AAC • Teaming • Development • Literacy • Maintenance services • Cultural issues • Behavior management • Special populations • Peers in intervention • Intervention strategies • Treatment types Intervention practices • WhenWhhen I believebbelieve thatthatt an individualiindiviidduall isis usingusiing problemprobbllem behaviorbbehhaviior toto communicate,communiicatte, shouldshhoulld I ignoreiignore itit oorr resrespondpond to it as communication? • Behavior Managementnt • What is ABA and how is it applicable to communication training?training? • I havehave a couplecouplle ofof studentssttuddentts withwith autismautism on my caseload.caselloadd. WhatWhhat program shouldshhould I use?use? • What communication services are available forfor children who are deaf-blind?deaf-blind? • Is it appropriate to work on communication skills if the child has a degenerative condition? • Special Populationsns •WhatW hat approach is best forfor enhancing communication skills forfor my child’s syndrome or specificspecific disability?disability? •WhatW hat are the recommended assessment and intervention strategies for individuals with Down syndrome?syndrome? • Do children with severe disabilities reallyreally benefit from beingbeing around typicaltypical peers? • Peers in interventionon • How are typically developing children affecteddb by interactions with children who have severe disabilities?disabilities? • AreAre yes/noyes//no questionsquestions a goodgoodd wayway toto startsttart teachingtteaching someone toto communicate?communiicatte?? • WhatWhat shouldshould wewe do ifif an individualindividual doesdoes notnot communicatecommunicate withwith signs or pictures? •What if the child shows no interestint in communication? •Intervention strategieses • WhatWhhat shouldshhould wewe dod ifif a childchhild demonstratesddemonsttrattes communicationcommuniication skillsskkills at home,home, but doesn’t use thosethose skills skills at at school? school? • Why would an SLP work with a child who doesn’t talk? • IfIf we areare supposedsupppop sed tot provideproviidde “communication“communiicattiion servicesserviices andandd supports”,supports”, what is that supposed to include beyond teaching and therapy?therapy? • Treatment typeses • What is evidence based practice and how do I determine if an intervention is evidence based? •WhatWh att isis thethe differencedifference betweenbettween individualinddiividual andand group treatment?ttreattment? • Does oral motor treatment helphelp with speechspeech and communication development?development? 4 ) . • M9 B N * P B 20 0 – 0 . . – . • = 0 – 0 * 0. 00 . / – " . # * * $ • A . B M N 0 * * B / . 4 4 ) ) , ) ) ,. • 0 9! 0 – 9! B . – 9! * 0 0 0 0 0 * 0 . • L B 0 * – . 1 – . *. 4 – * * . 0 4 • A 0 1 . < 0 0 8 4 Accessing services: Assessmentsment and EligibilityEligibility Fundingg issues in sserviceervice delivery • Types of services available • Need/qualification • Assessment of severe ID • Communication services • Lack of services/resources • Medicare/Medicaid • Eligibility (age, cognition) • Length of service/termination • AAC • Teaming • Development • Literacy • Maintenance services • Cultural issues • Behavior management • Special populations • Peers in intervention • Intervention strategies • Treatment types Intervention practices • AreAre communicationcommuniicatiion servicesserviices typicallytyypipically consideredconsideredd medicallymeddiicallllyy or educationallyedducatiionally necessary?necessary?y? • How can communication services, includingg AACA services, be documented as educationallyeducationally necessary?necessary? • Need/qualificationn • TheThhe schoolschhool districtdisttriictt ATAT teamtteam says thatthatt aas studentttuddentt we serve doesddoes not nott qualifyqualiqualifyf forfor AACAACC becausebecause she sh has some speech. The student is about 50%50% unintelligible to familiarfamiliar partners in known context conditions.conditions. • Does a school’s obligationobligation to provideprovide AT devices/servicesdevices/services mean that the district alwaysalways payspays forfor them?them? • If my child
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