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Speech-Language Pathology Services in Schools: Guidelines for Best Practice Revised 2018

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Speech-Language Pathology Services in Schools: Guidelines for Best Practice Revised 2018 Speech-Language Pathology Services in Schools: Guidelines for Best Practice Revised 2018 Virginia Department of Education, Office of Special Education and Student Services Speech-Language Pathology Services in Schools: Guidelines for Best Practice Table of Contents Introduction ...................................... 1 Acknowledgements . 2 Commonly Used Acronyms . 3 Overview of School-Based Speech-Language Pathology ....... 4 Role of the School-Based Speech-Language Pathologist . 4 Speech-Language Pathologists . 6 Speech-Language Pathology Assistants . 6 Substitutes . 7 Supervision and Mentoring . 7 Technical Assistance and Professional Development . 9 Work Environment . 10 Recruiting/Retaining Qualified Speech-Language Pathologists . 10 Evidence-Based Practice ............................. 11 Overview of Evidenced-Based Practice . 11 Documentation and Data . 13 Evaluation of Outcomes . 15 Assessment and Evaluation .......................... 16 Comprehensive Assessment . 17 School-Based Data Collection . 19 Observations of Academic Activities . 19 Tests and Measures of Academic Achievement . 19 Speech-Language Specific Data . 20 Observation and Probes of Speech-Language Specific Skills . 20 Norm-Referenced Tests and Measures of Speech-Language Skills . 25 Educational Impact of the Speech-Language Impairment . 30 The Speech-Language Pathologist’s Evaluation Report . 31 Special Education ................................. 32 Child Find Screening . 32 Special Education Overview . 33 Related Services . 35 IEP Development . 35 Transitions from Early Intervention . 41 Private School Students with Disabilities . 42 Service Delivery.................................. 43 Service Delivery Methods . 43 Direct Services . 43 Indirect Services . 45 Other Service Delivery Methods . 45 Scheduling, Service Delivery, and IEPs . 46 General Education Initiatives . 48 Caseload Establishment . 48 Virginia Department of Education, Office of Special Education and Student Services i Speech-Language Pathology Services in Schools: Guidelines for Best Practice Special Topics ................................... 50 Literacy Development . 50 Autism Spectrum Disorders . 51 Language Diversity . 53 Limited English Proficiency (LEP) . 57 Phonological Processes . 61 Dysphagia . 64 Auditory Processing Disorders . 66 Assistive Technology . 69 Medicaid/Famis Reimbursement . 71 References and Resources .......................... 73 Appendices APPENDIX A: Print and Web Resources . 77 APPENDIX B: Assessment Terms . 79 APPENDIX C: Speech-Language Sample Screening Forms . 82 APPENDIX D: Comprehensive Communication Assessment System . 86 APPENDIX E: Forms and Checklists . 107 Figures and Tables Figure 1 . Overview of Evidence-Based Practice . 11 Figure 2 . Factors to Consider When Integrating Evidence and Making Decisions . 12 Figure 3 . Aim and Trend Line . 15 Figure 4 . The Components of Comprehensive Assessment . 17 Figure 5 . Comprehensive Assessment of School Communication Abilities . 18 Figure 6 . Steps in the Special Education Process . 33 Figure 7 . SLI Criteria Worksheet . 34 Figure 8 . A sampling of possible communication profiles . 53 Figure 9 . Auditory Processing Skills Hierarchy . 66 Table 1 . Roles/Responsibilities of School-Based Speech-Language Pathologists . 5 Table 2 . Responsibilities of Mentors and Newly Hired SLPs . 8 Table 3 . Equipment, Materials, and Space for School-Based SLP Use in School Setting . 9 Table 4 . SLP Recruitment Strategies . 10 Table 5 . Types of Data Commonly Collected in Education Settings . 14 Table 6 . Advantages and Disadvantages of Common Assessment Procedures . 21 Table 7 . Components of Discourse Analysis . 22 Table 8 . Checklist for Reviewing Norm-Referenced Tests . 26 Table 9 . Normal Distribution Curve . 29 Table 10 . IEP Components . 36 Table 11 . IEP Checklist . 38 Table 12 . Teaching Models for Integrated Therapy in the Classroom . 44 Table 13 . Possible Delivery Options for 60 Minutes of Services per Week . 47 Table 14 . Examples of Caseload Reduction Based on Schedule . 48 Table . 15 Common Features of SWE that Overlap with AAE . 54 Table 16 . Comparison of Children with Limited English Proficiency with and without Disabilities . 58 Table 17 . Phonological Processes . 62 Table 18 . Overlap Between Auditory Processing Disorders, Attention Deficit Disorders, and Speech-Language Impairments . 67 ii Virginia Department of Education, Office of Special Education and Student Services Speech-Language Pathology Services in 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) plays an important role in education and may serve on both the special education and general education teams . SLPs may serve students directly or work with educators and families to address communication and language needs . This guidelines document is designed to assist school-based SLPs, administrators, teachers, and parents as they explore the role of the SLP in the school-based setting and work together to serve students in Virginia . The Virginia Department of Education (VDOE) Regulations Governing Special Education Program for Students with Disabilities and other VDOE guidance documents should be used in conjunction with this resource . The VDOE employs staff who provide assistance understanding information provided in this and other VDOE resources . Additional information may be found on the VDOE Web site at: www.doe.virginia.gov or by contacting the VDOE at: Virginia Department of Education Division of Special Education and Student Services P .O . Box 2120 Richmond, VA 23218-2120 1-800-422-2083 Virginia Department of Education, Office of Special Education and Student Services 1 Speech-Language Pathology Services in Schools: Guidelines for Best Practice Acknowledgements The Department of Education would like to express its appreciation to the In addition, the following persons at following people for their work on these guidelines: the Virginia Department of Education provided valuable assistance in their Chondra Malson Lisa Disney review of the document: University of Virginia Chesterfield County Public Schools Cynthia O’Donoghue, Ph.D. Myra Flint Amy Edwards James Madison University Virginia Beach City Public Schools Medicaid Specialist Donna Bryant Marie Ireland Patricia Abrams, Ph.D. Spotsylvania County Public Schools Virginia Department of Education Director, Special Education Instructional Services LaVae Hoffman, Ph.D. Traci Morris University of Virginia Prince William County Public Schools Phyllis Mondak Early Childhood Specialist Lee White Vicki Reed, Ph.D. Prince William County Public Schools James Madison University Scottie Alley Complaints Specialist Lisa Kinton Chesterfield County Public Schools Vivian Stith-Williams, Ph.D. Specialist 2 Virginia Department of Education, Office of Special Education and Student Services Speech-Language Pathology Services in Schools: Guidelines for Best Practice Commonly Used Acronyms AAC Augmentative and DMAS Department of Medical IFSP Infant and Family Service Alternative Assistance Services Plan.
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